Maintaining technical currency among computer professionals: a multiple-case investigation of the role of formal and informal learning

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dc.contributor.authorWoodard, William A.en
dc.contributor.committeechairWiswell, Albert K.en
dc.contributor.committeememberMcKeen, Ronald L.en
dc.contributor.committeememberFrench, J. Lawrenceen
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.committeememberBoucouvalas, Marcieen
dc.contributor.departmentAdult and Continuing Educationen
dc.date.accessioned2015-06-24T13:35:21Zen
dc.date.available2015-06-24T13:35:21Zen
dc.date.issued1991en
dc.description.abstractVirtually all government and industry information and control systems rely upon computer professionals for systems development and maintenance. With the national workforce growing at only one percent annually and enrollments in computer and information sciences college programs declining, the need exists to obtain a continued contribution of good work from our existing workforce. A multiple-phase, multiple-case study research project was performed to develop an understanding of how technical currency is maintained, not as a discrete phenomenon, but within the setting of the work environment, considering project experiences, organizational relationships, professional preparation and continuing professional education, and individual motivation. Previous research indicated that project experiences contributed to, or provided a vehicle for, maintaining technical currency. Maintaining technical currency was found to require a continuous process involving organizational relationships, the individual's perceived value in the organization, constant assessments and evaluations of current and desired project involvement or position attainment, repeated and varied learning episodes, and actual project experiences. Individuals were motivated to take specific actions, such as participating in training courses, when such action was expected to yield a benefit. Project experiences alone were not sufficient to maintain technical currency, although they were an essential element. While formal education in preparation for a career was critical, formal courses did not contribute as significantly as other forms of continuing professional education to maintaining technical currency. A Technical Currency Model was generated that explains how individuals expend energy in one or more of five focus areas depending on their motivation at the time: (a) technical qualification for a project or position; (b) political qualification for a project or position; (c) performing on a project or in a position; (d) determining that change is appropriate; and (e) seeking the next project or position.en
dc.description.degreePh. D.en
dc.format.extentxii, 226 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/53608en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 25611919en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.W665en
dc.subject.lcshComputer science -- Vocational guidanceen
dc.subject.lcshComputer literacy -- Study and teachingen
dc.subject.lcshTechnical educationen
dc.titleMaintaining technical currency among computer professionals: a multiple-case investigation of the role of formal and informal learningen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineAdult and Continuing Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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