MIS skills for the 1990s: a survey of MIS managers' perceptions
Journal of Management Information Systems
MIS Quarterly - Special issue on IS curricula and pedagogy
Is computer science a profession?
ACM SIGCSE Bulletin
Peopleware (2nd ed.): productive projects and teams
Peopleware (2nd ed.): productive projects and teams
A gendered view of computer professionals: preliminary results of a survey
ACM SIGCSE Bulletin - Women and Computing
An ACM-W literature review on women in computing
ACM SIGCSE Bulletin - Women and Computing
The Peopleware Papers: Notes on the Human Side of Programming
The Peopleware Papers: Notes on the Human Side of Programming
Perception gaps between IS academics and IS practitioners: an exploratory study
Information and Management
Strategies for communication skills development
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
Transferability of skills over the IT career path
Proceedings of the 2005 ACM SIGMIS CPR conference on Computer personnel research
Information Technology Competence of Business Managers: A Definition and Research Model
Journal of Management Information Systems
The IT Crowd: Are We Stereotypes?
IT Professional
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The development of intellectual capital of corporations represents one of the most significant challenges for today's managers and one of the most fertile fields for business innovation, human resource management and education research. In information technology (IT) field, human capital is a particularly critical issue, due to its knowledge intensive nature. In this scenario, the importance of 'soft skills' in general and 'interpersonal skills' is beyond any doubt. In this paper, interpersonal skills for IT workers are analysed from the point of view of computer science students. The present study consisted of the analysis of the importance which students in the final year of a Computer Engineering degree place on soft skills, particularly, interpersonal skills, for their professional future. In order to achieve this objective, a questionnaire has been applied in which the various interpersonal skills have been characterised with eighteen associated behaviours. Results show two trends. On one hand, the moderate relevance which students assign to interpersonal skills in contrast to professional practice, while on the other hand, the scarce emphasis which lecturers have placed on the development of such skills in contrast to international curricular recommendations.