Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral

Este estudio examina las percepciones de estudiantes de ingeniería de sistemas respecto a su formación en lenguajes de programación y su alineación con las necesidades actuales del mercado laboral en el sector tecnológico. En un contexto de rápida evolución tecnológica, los profesionales deben domin...

Full description

Autores:
Berrio Pacheco, Yuriannis
Benitez Hernandez, Rina Marcela
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
spa
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/8791
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/8791
https://repositorio.unicordoba.edu.co
Palabra clave:
Formación en programación
Mercado laboral
Habilidades transversales
Actualización curricular
Certificaciones profesionales
Universidad de Córdoba
Lenguajes de programación
Sector tecnológico
Programming training
Labor market
Soft skills
Curriculum update
Professional certifications
University of Córdoba
Programming languages
Technology sector
Rights
openAccess
License
Copyright Universidad de Córdoba, 2024
id UCORDOBA2_8f677115a223572f7dcb77c04bec62f8
oai_identifier_str oai:repositorio.unicordoba.edu.co:ucordoba/8791
network_acronym_str UCORDOBA2
network_name_str Repositorio Institucional Unicórdoba
repository_id_str
dc.title.spa.fl_str_mv Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
title Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
spellingShingle Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
Formación en programación
Mercado laboral
Habilidades transversales
Actualización curricular
Certificaciones profesionales
Universidad de Córdoba
Lenguajes de programación
Sector tecnológico
Programming training
Labor market
Soft skills
Curriculum update
Professional certifications
University of Córdoba
Programming languages
Technology sector
title_short Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
title_full Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
title_fullStr Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
title_full_unstemmed Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
title_sort Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboral
dc.creator.fl_str_mv Berrio Pacheco, Yuriannis
Benitez Hernandez, Rina Marcela
dc.contributor.advisor.none.fl_str_mv Baena Navarro, Ruben Enrique
Salas Alvarez, Daniel Jóse
dc.contributor.author.none.fl_str_mv Berrio Pacheco, Yuriannis
Benitez Hernandez, Rina Marcela
dc.contributor.jury.none.fl_str_mv Crawford Vidal, Richard Adolfo
Barreiro Pinto, Francisco Ricardo
dc.subject.proposal.none.fl_str_mv Formación en programación
Mercado laboral
Habilidades transversales
Actualización curricular
Certificaciones profesionales
Universidad de Córdoba
Lenguajes de programación
Sector tecnológico
topic Formación en programación
Mercado laboral
Habilidades transversales
Actualización curricular
Certificaciones profesionales
Universidad de Córdoba
Lenguajes de programación
Sector tecnológico
Programming training
Labor market
Soft skills
Curriculum update
Professional certifications
University of Córdoba
Programming languages
Technology sector
dc.subject.keywords.none.fl_str_mv Programming training
Labor market
Soft skills
Curriculum update
Professional certifications
University of Córdoba
Programming languages
Technology sector
description Este estudio examina las percepciones de estudiantes de ingeniería de sistemas respecto a su formación en lenguajes de programación y su alineación con las necesidades actuales del mercado laboral en el sector tecnológico. En un contexto de rápida evolución tecnológica, los profesionales deben dominar lenguajes de programación demandados como Python, JavaScript y SQL, y desarrollar habilidades transversales esenciales como la comunicación y la adaptabilidad. La investigación, de tipo proyectivo y basada en cuestionarios aplicados en la Universidad de Córdoba, explora la relevancia de los conocimientos adquiridos y la preparación de los estudiantes frente a los desafíos laborales. Los hallazgos indican que, aunque los estudiantes perciben su formación en programación como adecuada, existe una demanda significativa por integrar tecnologías emergentes, como React y Django, y por fortalecer las competencias blandas y la obtención de certificaciones profesionales reconocidas. Estos resultados destacan la importancia de una actualización curricular que no solo responda a las demandas técnicas, sino que también fomente habilidades transversales, facilitando así una mejor preparación de los egresados para el mercado laboral actual.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-12-09T14:53:21Z
dc.date.available.none.fl_str_mv 2024-12-09T14:53:21Z
dc.date.issued.none.fl_str_mv 2024-12-06
dc.type.none.fl_str_mv Trabajo de grado - Pregrado
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.content.none.fl_str_mv Text
format http://purl.org/coar/resource_type/c_7a1f
status_str acceptedVersion
dc.identifier.uri.none.fl_str_mv https://repositorio.unicordoba.edu.co/handle/ucordoba/8791
dc.identifier.instname.none.fl_str_mv Universidad de Córdoba
dc.identifier.reponame.none.fl_str_mv Repositorio Institucional Unicórdoba
dc.identifier.repourl.none.fl_str_mv https://repositorio.unicordoba.edu.co
url https://repositorio.unicordoba.edu.co/handle/ucordoba/8791
https://repositorio.unicordoba.edu.co
identifier_str_mv Universidad de Córdoba
Repositorio Institucional Unicórdoba
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.references.none.fl_str_mv Akdur, D. (2021). Skills gaps in the industry. Proceedings of the 2021 ACM Conference on Industry-Academia Collaboration. https://doi.org/10.1145/3463340
Alonso Valero, E. (2019). AN APPROACH TO POETRY WRITTEN IN PROGRAMMING LANGUAGES. In Revista Signa (Vol. 28).
Araya-Pizarro, S. C., & Araya-Pizarro, C. R. (2020). Factors influencing the decision to study commercial engineering according to the perspective of the students of the public and private systems of the Coquimbo Region, Chile. Formacion Universitaria, 13(2), 73–82. https://doi.org/10.4067/S0718-50062020000200073
Asociación Colombiana de Facultades de Ingeniería (ACOFI). (2022). Encuentro Internacional de Educación en Ingeniería: Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Recuperado de https://www.acofi.edu.co/eiei2022
Baena-Navarro, R., Vergara-Villadiego, J., Carriazo-Regino, Y., Crawford-Vidal, R., & Barreiro-Pinto, F. (2024). Challenges in implementing free software in small and medium-sized enterprises in the city of Montería: a case study. Bulletin of Electrical Engineering and Informatics, 13(1), 586–597. https://doi.org/10.11591/eei.v13i1.6710
Barros, F. F., & Bittencourt, R. (2018). Evaluating the Influence of PBL on the Development of Soft Skills in a Computer Engineering Undergraduate Program. IEEE Frontiers in Education Conference (FIE), 8658832. https://doi.org/10.1109/FIE.2018.8658832
Barata, B. A. P., Justino, A. F., Jacob Junior, A. F. L., & Lobato, F. M. F. (2023). What about data science? An analysis of the market based on Job posts. Proceedings of the 2023 Brazilian Symposium on Computer Education. https://dx.doi.org/10.5753/eniac.2023.234486
Bazán, L., & Uceda, P. (2021). Case study as an instrument for working ethical competence in the training of the Systems Engineer. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2021-July. https://doi.org/10.18687/LACCEI2021.1.1.270
Bedoya Henao, A. (2020). NECESIDADES Y REQUERIMIENTOS DEL ENTORNO LABORAL TECNOLÓGICO COLOMBIANO ALIRIO HENAO BEDOYA ESTUDIANTE DE PREGRADO INGENIERIA DE SISTEMAS Y COMPUTACION.
Briliyanti, A., Rojewski, J., Colbry, D., & Luchini-Colbry, K. (2020). STEMAmbassadors: Developing Communications, Teamwork, and Leadership Skills for Graduate Students. ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--35207
Cabrera-Medina, J. M., Sánchez-Medina, I. I., & Medina-Rojas, F. (2021). The inclusion engineer and the Scratch language for the learning mathematics. Informacion Tecnologica, 31(6), 117–124. https://doi.org/10.4067/S0718-07642020000600117
Carrasco Vega, Y. L., Lopez-Cuadra, Y., Mori Zavaleta, R., Alvarado Ibanez, J. C., & Morales Alberto, M. (2023). Challenges of comprehensive training in engineering schools. UCT Journal of Research in Science, Engineering and Technology, 27(118), 691. https://doi.org/10.47460/uct.v27i118.691
Crumpton, M., & Bird, N. J. (2022). Connecting Talent Management to LIS Course Design. Journal of Education for Library and Information Science. https://dx.doi.org/10.21900/j.alise.2022.1052
De La Vega, K. G. P., Barra, L. D., Aparicio, V. C., & Saji, F. G. (2019). Articulation and consistency of the curriculum as part of the self-assessment process of the Professional School of Systems Engineering. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2019-July. https://doi.org/10.18687/LACCEI2019.1.1.52
Delgado-Barra, L., Guevara-Puente-De-La-Vega, K., Baluarte-Araya, C., Sharhorodska, O., & Gonzales-Saji, F. (2021). Proceso de mejora continua en el marco de la acreditación de la Escuela Profesional de Ingeniería de Sistemas, un paso a la sistematización. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2021-July. https://doi.org/10.18687/LACCEI2021.1.1.200
Ejiwale, J. A. (2019). Minimizing skills and training gaps through professional development courses. Education and Learning Journal, 13(3), 245-251. https://doi.org/10.11591/edulearn.v13i3.9151
Escobar Reynel, J. L., Baena Navarro, R. E., & Yepes Miranda, D. D. (2023). Modelo de desarrollo basado en métricas de usabilidad para la construcción de aplicaciones móviles educativas. Ingeniare. Revista chilena de ingeniería, 31, 0-0.
Ezenwoye, O. (2018). What language? - The choice of an introductory programming language. In Frontiers in Education Conference (p. 8658592). https://doi.org/10.1109/FIE.2018.8658592
Fandiño Orjuela, J. C. (2022). COMPETENCIAS NECESARIAS POR LOS EGRESADOS DE INGENIERÍA DE SISTEMAS EN EL ÁMBITO LABORAL.
Foster, D., White, L., Adams, J., Erdil, D. C., Hyman, H. S., Kurkovsky, S., Sakr, M., & Stott, L. (2018). Cloud computing: Developing contemporary computer science curriculum for a cloud-first future. Proceedings of the 49th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3293881.3295781
Ganz, A. C. S., Schlotefeldt, J. O., & Rodrigues, M. M. (2020). Corporate governance and capital asset pricing models. Revista de Administracao Mackenzie, 21(2). https://doi.org/10.1590/1678-6971/eRAMF200010
Gonzales-Saji, F., Lopez-Condori, J., Jimenez-Gonzales, L., Romero-Chalhua, M., & Yanyachi-Aco-Cardenas, P. (2020). Experience in learning based on ABPr projects in senior students of the professional school of systems engineering. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology. https://doi.org/10.18687/LACCEI2020.1.1.229
Gope, D., & Gope, A. (2022). Students and academicians views on the engineering curriculum and industrial skills requirement for a successful job career. Education Sciences, 7(3), 11. https://doi.org/10.1515/edu-2022-0011
Goteng, G., Shohel, M. M. C., & Tariq, F. (2022). Enhancing student employability in collaboration with the industry: Case study of a partnership with Amazon Web Services Academy. Education Sciences, 12(6), 366. https://doi.org/10.3390/educsci12060366
Haldar, S., Majumder, A., Santra, S. S., Neogi, B., & Sarkar, P. (2023). Industry linked curriculum enrichment system towards the improvement of employability. Journal of Engineering Education Transformations, 35(S3), 22145. https://doi.org/10.16920/jeet/2022/v35is3/22145
Halflos Robert. (2021). Technology Salary Guide.
Holik, I., & Sanda, I. D. (2021). Opportunities for the Development of Soft Skills in Engineer Education. Opus Education, 46, 462. https://doi.org/10.3311/ope.462
Hulage, M. S., & Gethe, R. K. (2020). Current employability scenario of Indian graduates (Engineering, MBA & other streams): A review. International Journal of Advanced Management Education, 9(3), 1. https://doi.org/10.31270/IJAME/V09/I03/2020/1
Hung, H.-C. (2018). Flipped Learning with Live-Coding Approach for Programming Concepts Learning. 2018 International Conference on Computational Collective Intelligence (IC3), https://dx.doi.org/10.1109/IC3.2018.00-17
Hurtado, J. (2010). Metodología de la Investigación Holística Guía para la compresión holística de la ciencia. Quirón Editores, SA Cuarta Edicion.
Istiyowati, L. S., Syahrial, Z., & Muslim, S. (2020). Programmer's competencies between industry and education. Universal Journal of Educational Research, 8(9), 4457-4464. https://doi.org/10.13189/ujer.2020.082002
Jančařík, A., Marcom, G., & Kleinke, M. (2023). Mathematics attitude of future teachers of STEM subjects. Journal of Education, Culture and Society, 2(349), 349-362. https://doi.org/10.15503/jecs2023.2.349.362
Johnson, W. G., Sunderraman, R., & Bourgeois, A. (2020). Teaching strategies in software engineering towards industry interview preparedness. Proceedings of the 51st ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3442481.3442500
Kamarudin, M. A. I., Kamarruddin, N. N. A., Ramli, A., & Abdul Murad, S. M. (2023). The Challenges And Issues Faced By The New Appointed Academic Staffs Of The University In The Emerging Market. International Journal of Professional Business Review, 8(1). https://doi.org/10.26668/businessreview/2023.v8i1.1158
Kirdan, O., & Kirdan, O. P. (2021). Formation of Soft Skills of Students in the Educational Process of Higher Education Institution. Pedagogy and Psychology of Vocational Education, 6(2), 248144. https://doi.org/10.31499/2706-6258.2(6).2021.248144
Li, L., Yu, G., & Liu, X. (2018). Research on Competency Based Curriculum Design for Computer Majors. Proceedings of the International Conference on Education, Economics, Management and Training, https://dx.doi.org/10.2991/iceemt-18.2018.111
Llanos, M., & Martínez, A. A. (2018). Design and implementation of a management model in university teaching: Case of engineering programs at Arturo Prat University, Chile. Formacion Universitaria, 11(6), 3–16. https://doi.org/10.4067/S0718-50062018000600003
Llarena, M. G., & Díaz, M. (2018). Los Entornos Virtuales Flexibles para el Desarrollo de Competencias en el Área de Algoritmos y Lenguajes de Programación.
Luis Fernando Castro, R., Esperanza Espitia, P., & Cardona, S. A. (2019). Analysis of Student Desertion in a Systems and Computing Engineering Undergraduate Program. Revista Colombiana de Computacion, 20(1), 72–82. https://doi.org/10.29375/25392115.3608
Mäkiö, E., Yablochnikov, E., Colombo, A., Mäkiö, J., & Harrison, R. (2020). Applying task-centric holistic teaching approach in education of industrial cyber physical systems. 2020 IEEE International Conference on Industrial Cyber-Physical Systems (ICPS). https://doi.org/10.1109/ICPS48405.2020.9274773
Nuryanti, S., Masykuri, M., & Susilowati, E. (2018). Analisis Iteman dan model Rasch pada pengembangan instrumen kemampuan berpikir kritis peserta didik sekolah menengah kejuruan. Jurnal Inovasi Pendidikan IPA, 4(2), 197-204. https://doi.org/10.21831/jipi.v4i2.21442
Nwokeji, J. C., Coffman, J. H., Holmes, T. S., Liu, Y., Irons, G., Mendoza Diaz, N. V., & Aqlan, F. (2020). Panel: Incorporating cloud computing competences into computing curriculum: Challenges & prospects. 2020 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE44824.2020.9274219
Nguyen, M. (2019). Soft Skills for the Industrial Age 4.0 and Approach to Integrating Soft Skills into Teaching at Universities. Journal of Research in Educational Sciences, 1(2), 159. https://doi.org/10.35382/18594816.1.2.2019.159
Ortiz, S. L. (2023). The management of advertising algorithms on the Internet. A case study: Facebook and Google. Doxa Comunicacion, 2023(36), 243–271. https://doi.org/10.31921/doxacom.n36a1713
Patacsil, F. F., & Acosta, M. E. (2021). Analyzing the relationship between information technology jobs advertised on-line and skills requirements using association rules. Bulletin of Electrical Engineering and Informatics, 10(5). https://dx.doi.org/10.11591/EEI.V10I5.2590
Patil, M., & Kamerikar, U. (2020). Learning by Doing through Project Based Active Learning Technique. Journal of Engineering Education Transformations, 33(0), 150080. https://doi.org/10.16920/jeet/2020/v33i0/150080
Persano Adorno, D., Uğraş, T., Quaicoe, J. S., Jecheva, V. G., Ogunyemi, A., Bauters, M., Toshkov, A., Ortakci, Y., Ozacar, K., Atasoy, F., Peri, D., Kocijancic, S., Rihtaršić, D., & Cerar, Š. (2023). An innovative tailored instructional design for computer programming courses in engineering. UP Journal of Engineering. https://dx.doi.org/10.24840/2183-6493_009-003_001898
Persico, N., & Persico, E. (2023). Modelling of dynamic-social systems. https://ssrn.com/abstract=4409725
Piccin, A. M., Dora, G., & Hadad, S. (2022). The teaching of programming: teachers’ conceptions about introductory courses of computer science careers regarding the discipline.
Pinedo-López, J., Baena-Navarro, R., Durán-Rojas, N., Díaz-Cogollo, L., & Farak-Flórez, L. (2024). Energy Transition in Colombia: An Implementation Proposal for SMEs. Sustainability, 16(17), 7263. https://doi.org/10.3390/su16177263
Proskura, S., Lytvynova, S., & Kronda, O. (2021). The use of web-oriented technologies in the process of web-programming teaching for technical universities students. Educational Dimensions, 4724. https://doi.org/10.31812/educdim.4724
Rahmoune, Y., & Chaoui, A. (2022). AUTOMATIC BRIDGE BETWEEN BPMN MODELS AND UML ACTIVITY DIAGRAMS BASED ON GRAPH TRANSFORMATION. Computer Science, 23(3), 411–447. https://doi.org/10.7494/csci.2022.23.3.4356
Rodrigues, G. P., & Martins, T. S. (2020). Sales capability and performance: Role of market orientation, personal and management capabilities. Revista de Administracao Mackenzie, 21(4). https://doi.org/10.1590/1678-6971/ERAMR200199
Rosli, M., Saleh, N. S., Alshammari, S., Ibrahim, M. M., & Atan, A. S. (2021). Improving questionnaire reliability using construct reliability for researches in educational technology. International Journal of Interactive Mobile Technologies, 15(4), 116-127. https://doi.org/10.3991/IJIM.V15I04.20199
Sahin, Y., & Celikkan, U. (2020). Information technology asymmetry and gaps between higher education institutions and industry. Journal of Information Technology Education: Research, 19, 339-365. https://doi.org/10.28945/4553
Seckel, M. J., Vásquez, C., Samuel, M., & Breda, A. (2022). Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training. Education and Information Technologies, 27(3), 2955–2975. https://doi.org/10.1007/s10639-021-10708-8
Shukhman, A., Grishina, L., Legashev, L. L., & Parfenov, D. (2022). What competences does the regional market of IT specialists want? Development and approbation of technology for analysis of current vacancies in the labor market. Proceedings of the Vologda Research Institute of Social and Economic Development, 31(8-9), 137-153. https://doi.org/10.31992/0869-3617-2022-31-8-9-137-153
Sobral, S. R., & Moreira, F. (2021). A portrait of adopted programming languages of Iberian Peninsula higher education institutions. In Proceedings of CISTI (p. 9476657). https://doi.org/10.23919/CISTI52073.2021.9476657
Sobral, S. R. (2019). CS1: C, Java or Python? Tips for a conscious choice. In ICERI2019 Proceedings (pp. 667-673). IATED. https://doi.org/10.21125/ICERI.2019.0666
Sokolova, J., Chalova, O., & Khominskaia, V. (2022). Soft skills in engineering education. Practical approach of National Research University “Moscow Power Engineering Institute”. International Journal of Professional Education, 21, 222. https://doi.org/10.15862/21pdmn222
Soto Hidalgo, C. V., Salvatierra Melgar, Á., Padilla Caballero, J. E. A., & Peña Huapaya, P. S. (2023). Competencias digitales en el uso de aplicaciones web 3.0 en docentes y estudiantes de universidades públicas. Horizontes. Revista de Investigación En Ciencias de La Educación, 7(27), 330–346. https://doi.org/10.33996/revistahorizontes.v7i27.518
Štimac, H., & Bilandžić Tanasić, K. (2023). Competencies and skills: Gap between higher education and labour market. Economic and Maritime Policy Journal, 12(2), 115-123. https://doi.org/10.17818/emip/2023/2.15
Sutsé Gorbalán Rojas, R., Luna Mendoza, E. N., Vargas Bourguet, J. Y., & Moya Lozano, M. E. (2021). Análisis de ítems y fiabilidad de una escala de disposición para el estudio en estudiantes de posgrado. Revista de Evaluación y Educación Comparada, 1(2), 40-58. https://doi.org/10.54943/revoec.v1i2.134
Tejera-Martínez, F., Aguilera, D., & Vílchez-González, J. M. (2020). Programming Languages and Development of Key Competences. Systematic Review. Revista Electronica de Investigacion Educativa, 22, 1–12. https://doi.org/10.24320/redie.2020.22.e27.2869
Turrell, A., Speigner, B., Djumalieva, J., Copple, D., & Thurgood, J. (2019). Transforming Naturally Occurring Text Data into Economic Statistics: The Case of Online Job Vacancy Postings. NBER Working Paper No. 25837. https://dx.doi.org/10.3386/W25837
Uribe Martinez, J. A., Tasamá, A. V., Marín Hurtado, J. I., & Aldana Gutiérrez, J. A. (2018). A hardware-software platform to assist learning workspaces in electronic engineering. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2018-July. https://doi.org/10.18687/LACCEI2018.1.1.508
Vailasseri, P., Long, J. M., & Joordens, M. (2021). Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning. Education Sciences, 11(11), 756. https://doi.org/10.3390/educsci11110756
Vercher García, E. J. (2021). Machine-translation-and-postediting-An-opinion-poll-of-the-professional-translation-market. 1–30.
Vidal-Durango, J., Baena-Navarro, R., & Therán-Nieto, K. (2024). Implementation and feasibility of green hydrogen in Colombian kitchens: an analysis of innovation and sustainability. Indonesian Journal of Electrical Engineering and Computer Science, 34(2), 726. https://doi.org/10.11591/ijeecs.v34.i2.pp726-744
Villalobos-Abarca, M. A., Herrera-Acuña, R. A., Ramírez, I. G., & Cruz, X. C. (2018). Real project-based learning applied to Software Engineers’ education. Formacion Universitaria, 11(3), 97–112. https://doi.org/10.4067/S0718-50062018000300097
Wannous, M. (2021). The design and evaluation of a hands-on course on cloud computing environment. 2021 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/EDUCON46332.2021.9454116
Wedhayanti, G. C., Suarni, N. K., & Dantes, N. (2020). Development of achievement motivation instruments in high school students. Bisma: Jurnal Manajemen, 4(2), 212-219. https://doi.org/10.23887/bisma.v4i2.27912
Wei, Y., Zheng, Y., & Li, N. (2023). Big Data Analysis and Forecast of Employment Position Requirements for College Students. International Journal of Emerging Technologies in Learning (iJET), 18(4). https://dx.doi.org/10.3991/ijet.v18i04.38245
dc.rights.none.fl_str_mv Copyright Universidad de Córdoba, 2024
dc.rights.uri.none.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.license.none.fl_str_mv Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.accessrights.none.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Copyright Universidad de Córdoba, 2024
https://creativecommons.org/licenses/by-nc-nd/4.0/
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Córdoba
dc.publisher.faculty.none.fl_str_mv Facultad de Ingeniería
dc.publisher.place.none.fl_str_mv Montería, Córdoba, Colombia
dc.publisher.program.none.fl_str_mv Ingeniería de Sistemas
publisher.none.fl_str_mv Universidad de Córdoba
institution Universidad de Córdoba
bitstream.url.fl_str_mv https://repositorio.unicordoba.edu.co/bitstreams/1286aa8f-6124-418c-928e-39afca743206/download
https://repositorio.unicordoba.edu.co/bitstreams/8625ed66-9ba2-40ee-95ad-bfd57db957af/download
https://repositorio.unicordoba.edu.co/bitstreams/724c606a-1829-409b-a0d8-ba8f18d259b4/download
https://repositorio.unicordoba.edu.co/bitstreams/9260eee7-1de7-437a-b667-998acedfa2a5/download
https://repositorio.unicordoba.edu.co/bitstreams/a00bc1dc-7617-424b-81d0-30c3eda6856e/download
https://repositorio.unicordoba.edu.co/bitstreams/61868b32-71da-4d84-854b-173ac6bc47c0/download
https://repositorio.unicordoba.edu.co/bitstreams/d613e9f3-b99a-44b0-940d-a9b96a95b4fd/download
bitstream.checksum.fl_str_mv b8d7b97e431927c5a4977c5f61d90cff
cc93be9ab4f377f8f9b0a26f4e50b911
73a5432e0b76442b22b026844140d683
7507e143965cecf5acb6e51b00ff827f
2f9fb99d40806034e780bcec5166a7d3
49d5f39c8f699af80f8f64e6f4b67757
1b0ef90e4cf7ba36e96e4137c866bef9
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Universidad de Córdoba
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1839636204497141760
spelling Baena Navarro, Ruben Enrique3b2ba8e4-598e-47e1-8588-d47e6da92079600Salas Alvarez, Daniel Jóse8f1d35ff-111b-44d7-b162-4a355584a6fa-1Berrio Pacheco, Yuriannisc66f3006-0329-400b-8910-b09a1600ef0b-1Benitez Hernandez, Rina Marcelad1ba8cc9-a5d3-4e52-9445-446e792c942f-1Crawford Vidal, Richard Adolfob389e028-2d43-4896-8d9c-2bd470435f08600Barreiro Pinto, Francisco Ricardobc7d60c0-50d5-40fa-b5d1-b029568dd8346002024-12-09T14:53:21Z2024-12-09T14:53:21Z2024-12-06https://repositorio.unicordoba.edu.co/handle/ucordoba/8791Universidad de CórdobaRepositorio Institucional Unicórdobahttps://repositorio.unicordoba.edu.coEste estudio examina las percepciones de estudiantes de ingeniería de sistemas respecto a su formación en lenguajes de programación y su alineación con las necesidades actuales del mercado laboral en el sector tecnológico. En un contexto de rápida evolución tecnológica, los profesionales deben dominar lenguajes de programación demandados como Python, JavaScript y SQL, y desarrollar habilidades transversales esenciales como la comunicación y la adaptabilidad. La investigación, de tipo proyectivo y basada en cuestionarios aplicados en la Universidad de Córdoba, explora la relevancia de los conocimientos adquiridos y la preparación de los estudiantes frente a los desafíos laborales. Los hallazgos indican que, aunque los estudiantes perciben su formación en programación como adecuada, existe una demanda significativa por integrar tecnologías emergentes, como React y Django, y por fortalecer las competencias blandas y la obtención de certificaciones profesionales reconocidas. Estos resultados destacan la importancia de una actualización curricular que no solo responda a las demandas técnicas, sino que también fomente habilidades transversales, facilitando así una mejor preparación de los egresados para el mercado laboral actual.This study examines the perceptions of systems engineering students regarding their training in programming languages and its alignment with current labor market needs in the technology sector. In a rapidly evolving technological context, professionals must master in-demand programming languages such as Python, JavaScript, and SQL, and develop essential soft skills like communication and adaptability. This projective research, based on questionnaires applied at the University of Córdoba, explores the relevance of acquired knowledge and students’ preparedness for workplace challenges. Findings indicate that although students perceive their programming training as adequate, there is significant demand to integrate emerging technologies such as React and Django and to strengthen soft skills and recognized professional certifications. These results underscore the importance of curriculum updates that address technical demands while fostering transversal skills, thus facilitating better preparation of graduates for today’s job market.RESUMEN1.INTRODUCCIÓN1.1.DESCRIPCIÓN Y FORMULACIÓN DEL PROBLEMA1.2.JUSTIFICACIÓN1.3.OBJETIVOS1.3.1.Objetivo General1.3.2.Objetivos Específicos1.4.MARCO TEÓRICO1.4.1.Alineación Curricular y Competencias Laborales1.4.2.Lenguajes de Programación y Sus Aplicaciones en la Industria1.4.3.Empleabilidad y Competencias Transversales1.4.4.Colaboración entre la Industria y la Academia1.4.5.Aportes del Estudio a la Alineación Curricular y la Mejora de la Empleabilidad1.5.REVISIÓN DE LITERATURA1.6.METODOLOGÍA DE LA INVESTIGACIÓN1.6.1.Diseño de Investigación1.6.2.Población y Muestra1.6.3.Instrumento de Recolección de Datos2.DESARROLLO DEL TEMA2.1.Análisis del Mercado Laboral en el Sector Tecnológico2.1.1.Relevancia y Aplicación de los Conocimientos en Programación2.1.2.Alineación con las Demandas del Mercado y Ventaja Competitiva2.1.3.Confianza y Adaptabilidad en el Entorno Laboral2.1.4.Preparación en el Uso de Herramientas y Entornos de Desarrollo2.1.5.Cobertura de Expectativas Empresariales y Competencias Demandadas2.1.6.Motivación para el Aprendizaje Continuo y Desarrollo Profesional2.2.Distribución de Promedios y Percepciones Generales2.3.Análisis de Frecuencias por Ítem2.4.Análisis de Desviación Estándar para Consistencia de Respuestas2.5.Interpretación General de Resultados y Análisis Comparativo con el Mercado2.6.Comparación con las Directrices de ACOFI2.7.Recomendaciones para el Mejoramiento del Programa Académico2.8.Alineación con el Computing Curricula 2020 (CC2020)2.9.Lenguajes de Programación y Frameworks Demandados2.10.Análisis de Competencias y Brechas Educativas2.11.Recomendaciones para la Actualización Curricular2.12.Recomendaciones para la Optimización del Currículo Académico en Ingeniería de Sistemas2.13.Actualización Curricular Continua2.14.Fomento de la Colaboración con la Industria2.15.Implementación de Metodologías Activas2.16.Desarrollo de Competencias Blandas2.17.Educación Continua2.18.Trabajo Futuro2.19.Estudio de Correlaciones entre Desempeño Académico y Profesional2.20.Monitoreo de Indicadores Académicos y de Empleabilidad del Programa2.21.Evaluación Sistemática de Habilidades Blandas2.22.Evaluación de la Implementación y Eficacia de Herramientas Tecnológicas3.CONCLUSIONES4.BIBLIOGRAFÍAABSTRACTPregradoIngeniero(a) de SistemasMonografíasapplication/pdfspaUniversidad de CórdobaFacultad de IngenieríaMontería, Córdoba, ColombiaIngeniería de SistemasCopyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Estudio de incidencia de lenguajes de programación y entornos de desarrollo en el mercado laboralTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAkdur, D. (2021). Skills gaps in the industry. Proceedings of the 2021 ACM Conference on Industry-Academia Collaboration. https://doi.org/10.1145/3463340Alonso Valero, E. (2019). AN APPROACH TO POETRY WRITTEN IN PROGRAMMING LANGUAGES. In Revista Signa (Vol. 28).Araya-Pizarro, S. C., & Araya-Pizarro, C. R. (2020). Factors influencing the decision to study commercial engineering according to the perspective of the students of the public and private systems of the Coquimbo Region, Chile. Formacion Universitaria, 13(2), 73–82. https://doi.org/10.4067/S0718-50062020000200073Asociación Colombiana de Facultades de Ingeniería (ACOFI). (2022). Encuentro Internacional de Educación en Ingeniería: Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Recuperado de https://www.acofi.edu.co/eiei2022Baena-Navarro, R., Vergara-Villadiego, J., Carriazo-Regino, Y., Crawford-Vidal, R., & Barreiro-Pinto, F. (2024). Challenges in implementing free software in small and medium-sized enterprises in the city of Montería: a case study. Bulletin of Electrical Engineering and Informatics, 13(1), 586–597. https://doi.org/10.11591/eei.v13i1.6710Barros, F. F., & Bittencourt, R. (2018). Evaluating the Influence of PBL on the Development of Soft Skills in a Computer Engineering Undergraduate Program. IEEE Frontiers in Education Conference (FIE), 8658832. https://doi.org/10.1109/FIE.2018.8658832Barata, B. A. P., Justino, A. F., Jacob Junior, A. F. L., & Lobato, F. M. F. (2023). What about data science? An analysis of the market based on Job posts. Proceedings of the 2023 Brazilian Symposium on Computer Education. https://dx.doi.org/10.5753/eniac.2023.234486Bazán, L., & Uceda, P. (2021). Case study as an instrument for working ethical competence in the training of the Systems Engineer. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2021-July. https://doi.org/10.18687/LACCEI2021.1.1.270Bedoya Henao, A. (2020). NECESIDADES Y REQUERIMIENTOS DEL ENTORNO LABORAL TECNOLÓGICO COLOMBIANO ALIRIO HENAO BEDOYA ESTUDIANTE DE PREGRADO INGENIERIA DE SISTEMAS Y COMPUTACION.Briliyanti, A., Rojewski, J., Colbry, D., & Luchini-Colbry, K. (2020). STEMAmbassadors: Developing Communications, Teamwork, and Leadership Skills for Graduate Students. ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--35207Cabrera-Medina, J. M., Sánchez-Medina, I. I., & Medina-Rojas, F. (2021). The inclusion engineer and the Scratch language for the learning mathematics. Informacion Tecnologica, 31(6), 117–124. https://doi.org/10.4067/S0718-07642020000600117Carrasco Vega, Y. L., Lopez-Cuadra, Y., Mori Zavaleta, R., Alvarado Ibanez, J. C., & Morales Alberto, M. (2023). Challenges of comprehensive training in engineering schools. UCT Journal of Research in Science, Engineering and Technology, 27(118), 691. https://doi.org/10.47460/uct.v27i118.691Crumpton, M., & Bird, N. J. (2022). Connecting Talent Management to LIS Course Design. Journal of Education for Library and Information Science. https://dx.doi.org/10.21900/j.alise.2022.1052De La Vega, K. G. P., Barra, L. D., Aparicio, V. C., & Saji, F. G. (2019). Articulation and consistency of the curriculum as part of the self-assessment process of the Professional School of Systems Engineering. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2019-July. https://doi.org/10.18687/LACCEI2019.1.1.52Delgado-Barra, L., Guevara-Puente-De-La-Vega, K., Baluarte-Araya, C., Sharhorodska, O., & Gonzales-Saji, F. (2021). Proceso de mejora continua en el marco de la acreditación de la Escuela Profesional de Ingeniería de Sistemas, un paso a la sistematización. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2021-July. https://doi.org/10.18687/LACCEI2021.1.1.200Ejiwale, J. A. (2019). Minimizing skills and training gaps through professional development courses. Education and Learning Journal, 13(3), 245-251. https://doi.org/10.11591/edulearn.v13i3.9151Escobar Reynel, J. L., Baena Navarro, R. E., & Yepes Miranda, D. D. (2023). Modelo de desarrollo basado en métricas de usabilidad para la construcción de aplicaciones móviles educativas. Ingeniare. Revista chilena de ingeniería, 31, 0-0.Ezenwoye, O. (2018). What language? - The choice of an introductory programming language. In Frontiers in Education Conference (p. 8658592). https://doi.org/10.1109/FIE.2018.8658592Fandiño Orjuela, J. C. (2022). COMPETENCIAS NECESARIAS POR LOS EGRESADOS DE INGENIERÍA DE SISTEMAS EN EL ÁMBITO LABORAL.Foster, D., White, L., Adams, J., Erdil, D. C., Hyman, H. S., Kurkovsky, S., Sakr, M., & Stott, L. (2018). Cloud computing: Developing contemporary computer science curriculum for a cloud-first future. Proceedings of the 49th ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3293881.3295781Ganz, A. C. S., Schlotefeldt, J. O., & Rodrigues, M. M. (2020). Corporate governance and capital asset pricing models. Revista de Administracao Mackenzie, 21(2). https://doi.org/10.1590/1678-6971/eRAMF200010Gonzales-Saji, F., Lopez-Condori, J., Jimenez-Gonzales, L., Romero-Chalhua, M., & Yanyachi-Aco-Cardenas, P. (2020). Experience in learning based on ABPr projects in senior students of the professional school of systems engineering. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology. https://doi.org/10.18687/LACCEI2020.1.1.229Gope, D., & Gope, A. (2022). Students and academicians views on the engineering curriculum and industrial skills requirement for a successful job career. Education Sciences, 7(3), 11. https://doi.org/10.1515/edu-2022-0011Goteng, G., Shohel, M. M. C., & Tariq, F. (2022). Enhancing student employability in collaboration with the industry: Case study of a partnership with Amazon Web Services Academy. Education Sciences, 12(6), 366. https://doi.org/10.3390/educsci12060366Haldar, S., Majumder, A., Santra, S. S., Neogi, B., & Sarkar, P. (2023). Industry linked curriculum enrichment system towards the improvement of employability. Journal of Engineering Education Transformations, 35(S3), 22145. https://doi.org/10.16920/jeet/2022/v35is3/22145Halflos Robert. (2021). Technology Salary Guide.Holik, I., & Sanda, I. D. (2021). Opportunities for the Development of Soft Skills in Engineer Education. Opus Education, 46, 462. https://doi.org/10.3311/ope.462Hulage, M. S., & Gethe, R. K. (2020). Current employability scenario of Indian graduates (Engineering, MBA & other streams): A review. International Journal of Advanced Management Education, 9(3), 1. https://doi.org/10.31270/IJAME/V09/I03/2020/1Hung, H.-C. (2018). Flipped Learning with Live-Coding Approach for Programming Concepts Learning. 2018 International Conference on Computational Collective Intelligence (IC3), https://dx.doi.org/10.1109/IC3.2018.00-17Hurtado, J. (2010). Metodología de la Investigación Holística Guía para la compresión holística de la ciencia. Quirón Editores, SA Cuarta Edicion.Istiyowati, L. S., Syahrial, Z., & Muslim, S. (2020). Programmer's competencies between industry and education. Universal Journal of Educational Research, 8(9), 4457-4464. https://doi.org/10.13189/ujer.2020.082002Jančařík, A., Marcom, G., & Kleinke, M. (2023). Mathematics attitude of future teachers of STEM subjects. Journal of Education, Culture and Society, 2(349), 349-362. https://doi.org/10.15503/jecs2023.2.349.362Johnson, W. G., Sunderraman, R., & Bourgeois, A. (2020). Teaching strategies in software engineering towards industry interview preparedness. Proceedings of the 51st ACM Technical Symposium on Computer Science Education. https://doi.org/10.1145/3442481.3442500Kamarudin, M. A. I., Kamarruddin, N. N. A., Ramli, A., & Abdul Murad, S. M. (2023). The Challenges And Issues Faced By The New Appointed Academic Staffs Of The University In The Emerging Market. International Journal of Professional Business Review, 8(1). https://doi.org/10.26668/businessreview/2023.v8i1.1158Kirdan, O., & Kirdan, O. P. (2021). Formation of Soft Skills of Students in the Educational Process of Higher Education Institution. Pedagogy and Psychology of Vocational Education, 6(2), 248144. https://doi.org/10.31499/2706-6258.2(6).2021.248144Li, L., Yu, G., & Liu, X. (2018). Research on Competency Based Curriculum Design for Computer Majors. Proceedings of the International Conference on Education, Economics, Management and Training, https://dx.doi.org/10.2991/iceemt-18.2018.111Llanos, M., & Martínez, A. A. (2018). Design and implementation of a management model in university teaching: Case of engineering programs at Arturo Prat University, Chile. Formacion Universitaria, 11(6), 3–16. https://doi.org/10.4067/S0718-50062018000600003Llarena, M. G., & Díaz, M. (2018). Los Entornos Virtuales Flexibles para el Desarrollo de Competencias en el Área de Algoritmos y Lenguajes de Programación.Luis Fernando Castro, R., Esperanza Espitia, P., & Cardona, S. A. (2019). Analysis of Student Desertion in a Systems and Computing Engineering Undergraduate Program. Revista Colombiana de Computacion, 20(1), 72–82. https://doi.org/10.29375/25392115.3608Mäkiö, E., Yablochnikov, E., Colombo, A., Mäkiö, J., & Harrison, R. (2020). Applying task-centric holistic teaching approach in education of industrial cyber physical systems. 2020 IEEE International Conference on Industrial Cyber-Physical Systems (ICPS). https://doi.org/10.1109/ICPS48405.2020.9274773Nuryanti, S., Masykuri, M., & Susilowati, E. (2018). Analisis Iteman dan model Rasch pada pengembangan instrumen kemampuan berpikir kritis peserta didik sekolah menengah kejuruan. Jurnal Inovasi Pendidikan IPA, 4(2), 197-204. https://doi.org/10.21831/jipi.v4i2.21442Nwokeji, J. C., Coffman, J. H., Holmes, T. S., Liu, Y., Irons, G., Mendoza Diaz, N. V., & Aqlan, F. (2020). Panel: Incorporating cloud computing competences into computing curriculum: Challenges & prospects. 2020 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE44824.2020.9274219Nguyen, M. (2019). Soft Skills for the Industrial Age 4.0 and Approach to Integrating Soft Skills into Teaching at Universities. Journal of Research in Educational Sciences, 1(2), 159. https://doi.org/10.35382/18594816.1.2.2019.159Ortiz, S. L. (2023). The management of advertising algorithms on the Internet. A case study: Facebook and Google. Doxa Comunicacion, 2023(36), 243–271. https://doi.org/10.31921/doxacom.n36a1713Patacsil, F. F., & Acosta, M. E. (2021). Analyzing the relationship between information technology jobs advertised on-line and skills requirements using association rules. Bulletin of Electrical Engineering and Informatics, 10(5). https://dx.doi.org/10.11591/EEI.V10I5.2590Patil, M., & Kamerikar, U. (2020). Learning by Doing through Project Based Active Learning Technique. Journal of Engineering Education Transformations, 33(0), 150080. https://doi.org/10.16920/jeet/2020/v33i0/150080Persano Adorno, D., Uğraş, T., Quaicoe, J. S., Jecheva, V. G., Ogunyemi, A., Bauters, M., Toshkov, A., Ortakci, Y., Ozacar, K., Atasoy, F., Peri, D., Kocijancic, S., Rihtaršić, D., & Cerar, Š. (2023). An innovative tailored instructional design for computer programming courses in engineering. UP Journal of Engineering. https://dx.doi.org/10.24840/2183-6493_009-003_001898Persico, N., & Persico, E. (2023). Modelling of dynamic-social systems. https://ssrn.com/abstract=4409725Piccin, A. M., Dora, G., & Hadad, S. (2022). The teaching of programming: teachers’ conceptions about introductory courses of computer science careers regarding the discipline.Pinedo-López, J., Baena-Navarro, R., Durán-Rojas, N., Díaz-Cogollo, L., & Farak-Flórez, L. (2024). Energy Transition in Colombia: An Implementation Proposal for SMEs. Sustainability, 16(17), 7263. https://doi.org/10.3390/su16177263Proskura, S., Lytvynova, S., & Kronda, O. (2021). The use of web-oriented technologies in the process of web-programming teaching for technical universities students. Educational Dimensions, 4724. https://doi.org/10.31812/educdim.4724Rahmoune, Y., & Chaoui, A. (2022). AUTOMATIC BRIDGE BETWEEN BPMN MODELS AND UML ACTIVITY DIAGRAMS BASED ON GRAPH TRANSFORMATION. Computer Science, 23(3), 411–447. https://doi.org/10.7494/csci.2022.23.3.4356Rodrigues, G. P., & Martins, T. S. (2020). Sales capability and performance: Role of market orientation, personal and management capabilities. Revista de Administracao Mackenzie, 21(4). https://doi.org/10.1590/1678-6971/ERAMR200199Rosli, M., Saleh, N. S., Alshammari, S., Ibrahim, M. M., & Atan, A. S. (2021). Improving questionnaire reliability using construct reliability for researches in educational technology. International Journal of Interactive Mobile Technologies, 15(4), 116-127. https://doi.org/10.3991/IJIM.V15I04.20199Sahin, Y., & Celikkan, U. (2020). Information technology asymmetry and gaps between higher education institutions and industry. Journal of Information Technology Education: Research, 19, 339-365. https://doi.org/10.28945/4553Seckel, M. J., Vásquez, C., Samuel, M., & Breda, A. (2022). Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training. Education and Information Technologies, 27(3), 2955–2975. https://doi.org/10.1007/s10639-021-10708-8Shukhman, A., Grishina, L., Legashev, L. L., & Parfenov, D. (2022). What competences does the regional market of IT specialists want? Development and approbation of technology for analysis of current vacancies in the labor market. Proceedings of the Vologda Research Institute of Social and Economic Development, 31(8-9), 137-153. https://doi.org/10.31992/0869-3617-2022-31-8-9-137-153Sobral, S. R., & Moreira, F. (2021). A portrait of adopted programming languages of Iberian Peninsula higher education institutions. In Proceedings of CISTI (p. 9476657). https://doi.org/10.23919/CISTI52073.2021.9476657Sobral, S. R. (2019). CS1: C, Java or Python? Tips for a conscious choice. In ICERI2019 Proceedings (pp. 667-673). IATED. https://doi.org/10.21125/ICERI.2019.0666Sokolova, J., Chalova, O., & Khominskaia, V. (2022). Soft skills in engineering education. Practical approach of National Research University “Moscow Power Engineering Institute”. International Journal of Professional Education, 21, 222. https://doi.org/10.15862/21pdmn222Soto Hidalgo, C. V., Salvatierra Melgar, Á., Padilla Caballero, J. E. A., & Peña Huapaya, P. S. (2023). Competencias digitales en el uso de aplicaciones web 3.0 en docentes y estudiantes de universidades públicas. Horizontes. Revista de Investigación En Ciencias de La Educación, 7(27), 330–346. https://doi.org/10.33996/revistahorizontes.v7i27.518Štimac, H., & Bilandžić Tanasić, K. (2023). Competencies and skills: Gap between higher education and labour market. Economic and Maritime Policy Journal, 12(2), 115-123. https://doi.org/10.17818/emip/2023/2.15Sutsé Gorbalán Rojas, R., Luna Mendoza, E. N., Vargas Bourguet, J. Y., & Moya Lozano, M. E. (2021). Análisis de ítems y fiabilidad de una escala de disposición para el estudio en estudiantes de posgrado. Revista de Evaluación y Educación Comparada, 1(2), 40-58. https://doi.org/10.54943/revoec.v1i2.134Tejera-Martínez, F., Aguilera, D., & Vílchez-González, J. M. (2020). Programming Languages and Development of Key Competences. Systematic Review. Revista Electronica de Investigacion Educativa, 22, 1–12. https://doi.org/10.24320/redie.2020.22.e27.2869Turrell, A., Speigner, B., Djumalieva, J., Copple, D., & Thurgood, J. (2019). Transforming Naturally Occurring Text Data into Economic Statistics: The Case of Online Job Vacancy Postings. NBER Working Paper No. 25837. https://dx.doi.org/10.3386/W25837Uribe Martinez, J. A., Tasamá, A. V., Marín Hurtado, J. I., & Aldana Gutiérrez, J. A. (2018). A hardware-software platform to assist learning workspaces in electronic engineering. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2018-July. https://doi.org/10.18687/LACCEI2018.1.1.508Vailasseri, P., Long, J. M., & Joordens, M. (2021). Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning. Education Sciences, 11(11), 756. https://doi.org/10.3390/educsci11110756Vercher García, E. J. (2021). Machine-translation-and-postediting-An-opinion-poll-of-the-professional-translation-market. 1–30.Vidal-Durango, J., Baena-Navarro, R., & Therán-Nieto, K. (2024). Implementation and feasibility of green hydrogen in Colombian kitchens: an analysis of innovation and sustainability. Indonesian Journal of Electrical Engineering and Computer Science, 34(2), 726. https://doi.org/10.11591/ijeecs.v34.i2.pp726-744Villalobos-Abarca, M. A., Herrera-Acuña, R. A., Ramírez, I. G., & Cruz, X. C. (2018). Real project-based learning applied to Software Engineers’ education. Formacion Universitaria, 11(3), 97–112. https://doi.org/10.4067/S0718-50062018000300097Wannous, M. (2021). The design and evaluation of a hands-on course on cloud computing environment. 2021 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/EDUCON46332.2021.9454116Wedhayanti, G. C., Suarni, N. K., & Dantes, N. (2020). Development of achievement motivation instruments in high school students. Bisma: Jurnal Manajemen, 4(2), 212-219. https://doi.org/10.23887/bisma.v4i2.27912Wei, Y., Zheng, Y., & Li, N. (2023). Big Data Analysis and Forecast of Employment Position Requirements for College Students. International Journal of Emerging Technologies in Learning (iJET), 18(4). https://dx.doi.org/10.3991/ijet.v18i04.38245Formación en programaciónMercado laboralHabilidades transversalesActualización curricularCertificaciones profesionalesUniversidad de CórdobaLenguajes de programaciónSector tecnológicoProgramming trainingLabor marketSoft skillsCurriculum updateProfessional certificationsUniversity of CórdobaProgramming languagesTechnology sectorPublicationORIGINALYuriannis Berrio Pacheco_ Rina Marcela Benítez Hernández.pdfYuriannis Berrio Pacheco_ Rina Marcela Benítez Hernández.pdfapplication/pdf1495472https://repositorio.unicordoba.edu.co/bitstreams/1286aa8f-6124-418c-928e-39afca743206/downloadb8d7b97e431927c5a4977c5f61d90cffMD52Autorización de publicación.pdfAutorización de publicación.pdfapplication/pdf272296https://repositorio.unicordoba.edu.co/bitstreams/8625ed66-9ba2-40ee-95ad-bfd57db957af/downloadcc93be9ab4f377f8f9b0a26f4e50b911MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/724c606a-1829-409b-a0d8-ba8f18d259b4/download73a5432e0b76442b22b026844140d683MD53TEXTYuriannis Berrio Pacheco_ Rina Marcela Benítez Hernández.pdf.txtYuriannis Berrio Pacheco_ Rina Marcela Benítez Hernández.pdf.txtExtracted texttext/plain102008https://repositorio.unicordoba.edu.co/bitstreams/9260eee7-1de7-437a-b667-998acedfa2a5/download7507e143965cecf5acb6e51b00ff827fMD54Autorización de publicación.pdf.txtAutorización de publicación.pdf.txtExtracted texttext/plain4565https://repositorio.unicordoba.edu.co/bitstreams/a00bc1dc-7617-424b-81d0-30c3eda6856e/download2f9fb99d40806034e780bcec5166a7d3MD56THUMBNAILYuriannis Berrio Pacheco_ Rina Marcela Benítez Hernández.pdf.jpgYuriannis Berrio Pacheco_ Rina Marcela Benítez Hernández.pdf.jpgGenerated Thumbnailimage/jpeg10238https://repositorio.unicordoba.edu.co/bitstreams/61868b32-71da-4d84-854b-173ac6bc47c0/download49d5f39c8f699af80f8f64e6f4b67757MD55Autorización de publicación.pdf.jpgAutorización de publicación.pdf.jpgGenerated Thumbnailimage/jpeg14705https://repositorio.unicordoba.edu.co/bitstreams/d613e9f3-b99a-44b0-940d-a9b96a95b4fd/download1b0ef90e4cf7ba36e96e4137c866bef9MD57ucordoba/8791oai:repositorio.unicordoba.edu.co:ucordoba/87912024-12-10 03:01:32.055https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2024open.accesshttps://repositorio.unicordoba.edu.coRepositorio Universidad de Córdobabdigital@metabiblioteca.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

Publicaciones similares