The practice of managing capital project delivery in America evolves. By proxy, the skillsets necessary to fulfill the requirements of this profession also evolve. This report attempts to identify sources that define which skillsets are most valuable for professionals managing capital project delivery today. The report will specifically explore professional certifications and organizations, Accreditation Board for Engineering and Technology (ABET) accredited education programs, and industry opinion. Included in the study is a discussion of valuable skillsets for future construction management professionals. / text

Studiens syfte är att bidra med en ökad förståelse för vilka pedagogiska färdigheter skidinstruktörerna värdesätter och anser vara centrala i deras arbete och varför. För att undersöka detta så har en fallstudie av en svensk skidskola utförts där skidskolans instruktörer blev intervjuade om vilka pedagogiska färdigheter de värdesatte och även hur den externa samt interna utbildningen upplevdes förhålla sig till dessa. Studiens resultat visar hur instruktörerna värdesatte social kompetens, lyhördhet och förmågan att inspirera som centrala pedagogiska färdigheter för en skidinstruktör. Genom en god förmåga i dessa färdigheter möjliggjordes skapandet av en god relation till elev under lektion och även tillämpning av rätt typ av undervisning som anpassas till eleven och situationen. Den externa utbildningen ansågs inte direkt utveckla dessa färdigheter utan hade snarare ett fokus på skidteknisk förmåga och förståelse. Utbildningen utvecklade dock indirekt färdigheterna genom interaktion med övriga deltagare och ett förebildskap av instruktören. Den interna utbildningen ansågs även den ha ett mer skidtekniskt fokus men också där utvecklades de värdesatta färdigheterna genom deltagande och interaktion mellan skidinstruktörerna. / The purpose of this study is to contribute a deeper understanding about what skills are valued by ski instructors and perceived as central in their line of work and, why. To this end, a case study was conducted of a Swedish ski school. Six ski instructors and one manager were interviewed about what skills they value, and about how the external ski instructor training they underwent were perceived in relation to those skills. The results show that social skills, perceptiveness and the ability to inspire were regarded as central skills for a competent ski instructor. By having this set of skills the instructor is able to create a good social relation to the student by using pedagogy and instruction adapted to the particular student and situation. The external education was not perceived as developing these skills directly; instead, it was perceived as a way of developing a technical understanding of skiing. The instructors however experienced that the education developed the valued skills indirectly through interaction with the participants as well as with the instructor acting as a role model. The workplace education was also perceived as having a ski-technical focus but also as developing the valued skills through participation and interaction between the ski instructors.

The construction industry is an essential component of the U.S. economy, yet even amid good wages, construction companies are having trouble finding enough individuals who are ready for work in the industry, and they fear they will not be able to do so in the future because training options for potential workers are inadequate. Better training options are needed. Much research has pointed to soft and academic skills as necessary skills for successful workers that are missing from worker preparation programs, but little has been done to establish an actual correlation between these skills and workforce readiness. In this study, the underlying premise was that students who spend more time on learning tasks are more engaged and will be more likely to be successful in school. As such, time on task (TOT) was defined as the time construction students spent in school preparing for competition at SkillsUSA National Leadership and Skills Conference (NLSC). TOT was measured for three skill sets: academic, soft, and hard skills. The results were correlated with student success at NLSC to determine if related preparation led to increased success in the competition (the proxy for workforce readiness in this study). The results across skills sets showed that competitors at this high level of competition spent a high percentage of their TOT integrating the skill sets. In addition, multiple hierarchical regression analyses were performed with the TOT in the three subscales and competition placement. Overall, related results suggested some limited correlation between skill set integration and final placement at NLSC. In this regard, it is possible that the homogeneity of the population likely limits the generalizability of results.

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The current COVID-19 pandemic accentuated knowledge and skill gaps in the digital education field, between both students and teachers. The purpose of this paper is to review old research articles and investigate to what extent these knowledge gaps of digital literacy reach between the students of Jönköping University specifically, as well as the development and evolution of Digital Literacy as a whole throughout the term's existence. To achieve answers to these questions, a literature review was employed to study the development of digital literacy throughout the already conducted research works by substantial names from the field and a semi-structured qualitative interview was created to measure the extent of knowledge that the students at Jönkoping University possessed in the fields of digital literacy, and their desire and dedication to further progress their possessed skill-sets. The results from the study accentuate the necessity and importance of further development of a true digital literacy definition and for it to be properly implemented into the educational curriculum, as the concept and educational frameworks are still in their infancy stages, as the possessed skill-sets, from digital literacy specifically, of the students are not fully developed and their desire to progress only reaches a limited field of interest.