A Review of Knowledge Management Based Career Exploration System in Engineering Education <s> III. REVIEW OF WORK & EDUCATION <s> Abstract This paper describes the purpose, design, and development of the expert system ADVISOR for the selection of courses. Traditionally, the students in universities are advised by the faculty members in planning the courses in their undergraduate programs. In order to make the process of advising less tedious, more reliable and consistent, it is necessary to computerize the various tasks associated with advising. The present system ADVISOR provides a student with a course plan which will allow him or her to complete the degree requirement in a minimum number of semesters. ADVISOR is designed to function also as a course catalog and a student record keeping system. ADVISOR is an efficient and helpful tool for the faculty advisors as well as for the students. <s> BIB001 </s> A Review of Knowledge Management Based Career Exploration System in Engineering Education <s> III. REVIEW OF WORK & EDUCATION <s> This study was designed to examine the satisfaction with academic advising among students enrolled in a university teacher certification program. An attempt was made to determine if the type of advisor, the status of the student (undergraduate or graduate), and the frequency of contacts with the advisor significantly predicted student satisfaction. Also, there was a focus on whether retention rates were related to these variables. Finally, the perceptions of students and advisors regarding the importance of specific advisory responsibilities were classified to determine if an order of importance existed among these tasks and if the groups differed in their perceptions. The participants were 200 undergraduate and graduate students enrolled in a school of education, college of arts and sciences, and a university adult college for returning students. The academic advisors were staff, whose primary responsibility was advising, and faculty. Data were gathered through the completion of a survey for each partici... <s> BIB002 </s> A Review of Knowledge Management Based Career Exploration System in Engineering Education <s> III. REVIEW OF WORK & EDUCATION <s> Shortage of skills remains one of the major constraints to continued growth of the Indian economy. This employer survey seeks to address this knowledge-gap by answering three questions: Which skills do employers consider important when hiring new engineering graduates? How satisfied are the employers with the skills of engineering graduates? and In which important skills are the engineers falling short? The results confirm a widespread dissatisfaction with the current graduates. After classifying all skills by factor analysis, the authors conclude that employers perceive soft skills (core employability skills and communication skills) to be very important. The findings suggest that engineering education institutions should seek to improve the skill set of graduates, recognize the importance of soft skills, refocus the assessments, teaching-learning process and curricula from lower-order thinking skills, such as remembering and understanding, toward higher-order skills, such as analyzing and solving engineering problems, as well as creativity, and interact more with employers to understand the particular demand for skills in that region and sector. <s> BIB003 </s> A Review of Knowledge Management Based Career Exploration System in Engineering Education <s> III. REVIEW OF WORK & EDUCATION <s> The central and state governments of India have been pursuing several reforms in the higher education sector. In engineering education, the government has already embarked on several reforms within the current legislative framework. Given this dynamic momentum, the engineering education sector in India is expected to receive a significant boost over the next few years. It is therefore timely to take stock and review the position of the sector internationally. This study thus aims to provide the Ministry of Human Resource Development (MHRD), the All India Council for Technical Education (AICTE), and relevant stakeholders with key facts, reliable data, and the results of relevant international comparisons to establish a common ground and to help in measuring the performance of the current engineering education system in India. The government also recognizes the importance of lessons that may be learned from the other Brazil, the Russian Federation, India, and China (BRIC) countries, and these countries were therefore selected for the comparison. This report is organized as follows: section one gives introduction; section two briefly discusses the background of both general higher education and engineering education in India. Section three reviews earlier comparative studies on international engineering education. Section four describes the scope of the study. Section five explains the methodology of data collection and identifies the data sources. Section six outlines the analysis of the collected data and the findings. Section seven presents conclusions. The appendixes describe the engineering education systems of the various countries examined in the study, the related challenges and opportunities, and the future policy goals in each country. <s> BIB004
The skills required by the industry and the skills produced by the educational institutions were not match and this brings disparity in the work and education. One should aware that in the exploration stage individuals initiate thoughts and behaviors that will likely lead to a future career choice. If students in career exploration stage are given an opportunity to avail career knowledge at the right time, they may prepare accordingly. But Lowe & Toney BIB002 indicated that academic advisement is often considered a minor activity at most colleges and universities. Also in 2012, Andreas B. & Hiroshi S. BIB003 , in their work "Employability and Skill Set of Newly Graduated Engineers in India", stated that skill shortage remains one of the major constraints to continued growth of the Indian economy. This study did an employer survey to address the knowledge-gap and found that skill demands differ for professional skills across economic sectors, company sizes, and regions and suggest that engineering education institutions should: (i). seek to improve the skill set of graduates; (ii). emphasize soft skills, (iii). refocus the assessments, teaching-learning process, and curricula and (iv). interact more with employers to understand the particular demand for skills in that region and sector. Also Stone J.  in 2011, spoke about the skills required from the market point of view and to develop those skills in schools so that students will be career ready. The skills to be career ready by the students are: academic knowledge, employability skills and technical skills. But to meet these skill needs, teaching academics in school have to be in occupational context, only then it will bring improvement in the learning and career awareness of the students. In 2013, Chithra. R,  , in the article "Employability Skills -A Study on the Perception of the Engineering Students and their Prospective Employers", studied the perception of students and employers together and found that there is significant difference between them. This disparity between students and the employer makes the students mostly unemployable. It can be pointed out from this article that the industry needs and the institute product were not match. In 2013, SAHDS BIB004 in the work "International Comparative Study: Engineering Education in India", found out that there are limited reliable information resources available in engineering education and this makes it difficult for policy makers, researchers, and stakeholders to conduct robust and meaningful analysis of the engineering education system. This limitation may be eradicated if University-Industry partnerships takes place in the country. Again in 2015, OECD  , also found out in their study that work and education are often separated into two different worlds. The study makes very clear that where education and the labor market co-exist as two separate worlds, it is very difficult for young people to manage the transition from one to the other. One should aware that young people are best integrated into the world of work when education systems are flexible and responsive to the needs of the labour market, employers are engaged in both designing and providing education programmes, young people have access to high-quality career guidance and further education that can help them to match their skills to prospective jobs, and institutionalized obstacles to enter the labor market, even for those with the right skills, are removed. Some of the recent review of career exploration and its application that may extend help to this research are discussed in the following sections. In 1984, Stumpf et al.,  carried out a longitudinal research study on 78 business school students and found that the application of the process of career exploration enhances interview readiness in the business school students, which relates to interview performance and job offers. But this study deal with few students and further research is required by applying larger sample of heterogeneous groups to examine the relationship between career exploration and interview readiness. In 1992, Sakar V. Kamarthi et. al, BIB001 , also proposed a model called ADVISOR-An Expert System for the Selection of Courses. This system helps students to select course plan and record keeping. It also aids students to complete the degree requirement but the study did not speak about career/work related guidance.