Gender Variations in a Structural Model of the Information Systems Professional

This paper presents a two level factor model describing gender differences in perceptions of the relative contribution and importance of education and skills required of new information systems (IS) professionals. Model development took account of technical skills found in most IS programs, other business oriented academic studies, and soft skills sought by employers in new graduates. The model also includes features of the working environment which influence the career progress of IS graduates. The model suggests the presence of contrasting, gender-based quantitative views of the relative importance of the respective variables to the education and professional development of IS professionals