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opencc-by-4.0May 2022View details →

Synthesis of soft skills results in before-after measures

Synthesis of soft skills results in before-after measures

opencc-by-4.0Jun 2024View details →

Teachers' knowledge of soft skills and flipped classrooms: nursing and health technologies

Background: Soft skills and flipped classrooms are important in the fields of education, nursing, and health techniques. Aim: This study determined nursing teachers’ knowledge of soft skills and flipped classrooms. Design: This is a descriptive cross-sectional study with an analytical focus involving 100 teachers. Settings: The study was conducted at a higher institute of nursing professions and health techniques—ISPITS at Agadir and its annex in Tiznit. Participants: One hundred permanent and part-time teachers (with an equal distribution of male and female teachers) at ISPITS in Agadir and its annex in Tiznit participated in the survey. Methods: A five-part questionnaire was used to collect data. The independent variable was the use of a flipped classroom and the dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. A Chi-square test, Ficher’s test, a binary logistic regression test, and a multivariate logistic regression model were employed for data analysis. Results: In total, 80% of the participants had knowledge of soft skills, and 75% knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p=0.008) and the use of the flipped classrooms (p=0.042). Conclusions: Teachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills

opencc-by-4.0Aug 2024View details →

Soft skills found in job adverts in Cyprus from ESEM 2024 paper (analysis results)

This dataset contains results from the analysis on Soft skills requested in the software industry found in job adverts in Cyprus collected in early 2023 and early 2024. The dataset contains the following: <ul> <li>Soft skills found in all job adverts</li> <li>Soft skills differences between 2023 and 2024 job adverts</li> <li>Job positions categories in the job adverts</li> <li>Soft skills per job position category</li> <li>Soft skills per company size</li> </ul> The relevant publication has been accepted in the 18th ACM/IEEE International Symposium on Empirical Software Engineering and Measurement (ESEM 2024 - <a href="https://conf.researchr.org/track/esem-2024/esem-2024-technical-track#event-overview">https://conf.researchr.org/track/esem-2024/esem-2024-technical-track#event-overview</a>): Georgia Kapitsaki, Loukas Chatzivasili, Maria Papoutsoglou, Matthias Galster, "An Exploratory Study on Soft Skills present in Software Positions in Cyprus: a quasi-Replication Study", ESEM 2024.

opencc-by-4.0Apr 2023View details →

Soft skills required from software professionals in New Zealand (supplementary material)

This repository contains supplementary material for the manuscript "Soft skills required from software professionals in New Zealand" published in Information and Software Technology (https://doi.org/10.1016/j.infsof.2023.107232): <ul> <li>adverts.zip: PDF or HTML files of analyzed adverts.</li> <li>adverts_and_soft_skills.xlsx: Mapping of adverts to identified soft skills.</li> <li>hiring_companies_details.xlsx: Details about each hiring company that posted adverts, including their size (number of employees), core business (software/non-software), domain (standard sector), domain (non-standard sector [if applicable]), geographic distribution and target markets.</li> <li>recruitment_agencies.txt: Names of recruitment agencies that posted adverts.</li> </ul>

opencc-by-4.0Nov 2024View details →

Mindfulness, Psychological Capital, Soft Skills, and Refugees' Psychological Wellbeing

The data concerns the role of positive psychological attributes in the wellbeing of refugees in the context of a less developed country in Africa

opencc-by-4.0May 2024View details →

Embracing Experiential Learning: Hackathons as an Educational Strategy for Shaping Soft Skills in Software Engineering

<div> This public dataset covers the answers to both pre-hackathon and post-hackathon questionnaires. Additionally, we offer basic descriptive statistics related to the provided data. </div>

opencc-by-4.0Jul 2024View details →

Gamification for Enhancing Soft Skills Development: a Systematic Mapping Study (supplementary material)

This repository contains supplementary material for the manuscript "Gamification for Enhancing Soft Skills Development: a Systematic Mapping Study": <ul> <li>Gamification for Enhancing Soft Skills Development.CSV: Meta-data and raw data extracted from papers inlcuding in the mapping study</li> </ul>

opencc-by-4.0Jan 2023View details →

Bibliometric analysis of soft skills and serious games

Database of articles from WoS included under the topics "Soft Skills" and "Serious Games".

zenodo28/100

Artefatos acerca do artigo Beyond Code: the Development of Soft Skills through Training in Software Engineering

Open the record for dataset details and reuse information.

opencc-by-4.0May 2024View details →

zenodo28/100

Datasets of "FraSSD: a framework to help teachers in the challenge of developing hard and soft skills in Software Engineering students"

Hard and soft skills are essential for software professionals to perform their daily activities successfully, considering the specificities of the area, which requires a combination of different skills during the software development cycle. Thus, professionals must develop such skills from undergraduate onwards. In this context, although there are related works in the literature, no results were found that were aimed at supporting teachers in developing students' soft skills in the classroom through active education methodologies, focusing on student motivation. Therefore, to provide a model to help teachers in the challenge of contemplating hard and soft skills in a more meaningful teaching-learning process for students enrolled in Software Engineering subjects, this paper presents a framework based on the active methodologies PBL - Project Based Learning and role-play. Emphasis was placed on the six main soft skills required of software engineers: communication, teamwork, organization, leadership, learning, and creativity. To complement the motivational elements, the framework, called FraSSD – Framework for Soft Skills Development, uses some gamification elements, namely competition, scoring, and scoreboard. Finally, the activities established for students are based on Bloom's Taxonomy, which provides progressive knowledge development. As a proof of concept, FraSSD was applied in two Software Engineering classes, and a self-evaluation was conducted on the part of the students before and after the development of the project proposed by the framework, in which students evaluated their level of development in each of the six soft skills worked on during the course. The results were compared through statistical testing, showing an increase in the level of development of soft skills worked on, emphasizing organization, creativity, and teamwork in Class 1 and teamwork, creativity, and leadership in Class 2. Furthermore, a phenomenological analysis of an open question in the self-evaluation enabled FraSSD's positive points to be observed, as well as suggestions for improvements. From the teachers' point of view who applied the framework, although they suggested some modifications, they considered the FraSSD model easy to implement, which helped motivate students as opposed to traditional teaching methods.

opencc-by-4.0Aug 2024View details →

zenodo24/100

Data on Soft skills in Software Development: Demands of the Biggest and the Best to Work IT Companies

This data was used to analyze soft skills demands in job advertisements on LinkedIn in the first two weeks of March 2023 to find an answer. From the extraction of more than 700 job vacancies from companies in the Forbes and GPTW rankings, it was possible to evaluate, analyze, and identify which soft skills were most required by IT companies in each ranking, which soft skills per identified careers, and, finally, a comparative view of the soft skills required by companies in the Forbes and GPTW rankings, highlighting the similarities and differences between them.

opencc-by-4.0Aug 2024View details →

restrictedIPD-UNDECIDEDFeb 2026View details →

High School SUCCESS: Vocational Soft Skills Program for Transition-Age ASD Youth

ClinicalTrials.gov study NCT04953793. IPD Sharing: Not stated. Countries: 1. Publications: 0.

closedIPD-NOFeb 2026View details →

Are Serious Games Scenarios Specifically Designed for Learning Non Technical Skills More Effective Than Baseline Scenarios in Soft Skills Training

ClinicalTrials.gov study NCT03592953. IPD Sharing: NO. Countries: 1. Publications: 0.

closedIPD-NOFeb 2026View details →

Assistive Soft Skills and Employment Training (ASSET) in TBI Injury

ClinicalTrials.gov study NCT05705817. IPD Sharing: NO. Countries: 1. Publications: 0.

controlledIPD-YESFeb 2026View details →

Internet Assisted Career-Oriented Soft-skills Training for Transition Age Youth with Mental Health Conditions

ClinicalTrials.gov study NCT05766280. IPD Sharing: YES. Countries: 1. Publications: 0.