Professional competences training path for an e-commerce major, based on the ISM method

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1 World Transactons on Engneerng and Technology Educaton Vol.14, No.4, WIETE Professonal competences tranng path for an e-commerce maor, based on the ISM method Ru Wang, Pn Peng, L-gang Lu & Lng Xu Jang X Unversty of Scence and Technology Ganzhou, People s Republc of hna ABSTRAT: The determnaton of the tranng path for professonal competences has an mportant nfluence on the tranng of students maorng n e-commerce. The factors affectng the professonal competences requred by e-commerce were determned on the bass of skll requrements for e-commerce postons n ndustry. The herarchcal relatonshps among the factors were analysed usng nterpretve structural model (ISM. It was concluded that there were two paths to tran the professonal competences of e-commerce students. One s through tranng techncal ablty; the other s through tranng busness ablty. Fnally, basc and crtcal sklls were dentfed for each path, and the sklls tranng sequences for each path were determned. INTRODUTION E-commerce has developed rapdly n recent years. In the 13th fve-year strategc plan for hna, e-commerce has been dentfed as a focus for development and, hence, provdes a good prospect for the employment of e-commerce maors. Many unverstes n hna have set up e-commerce maors and a large number of graduates have been traned. However, there s a problem. On the one hand, t s dffcult for enterprses to recrut the e-commerce graduate that can meet ther requrements and, on the other hand, a large number of e-commerce graduates cannot fnd a ob related to ther maor. The reason s that the professonal competence of e-commerce graduates s weak and does not meet the requrements of the enterprse [1-3]. Therefore, promotng the professonal competence of e-commerce students s mportant to mprove students employablty. The key to enhancng the professonal competence of e-commerce students s to determne the professonal competence tranng path of the e-commerce maor. At present, research on the cultvaton of e-commerce students professonal competence s mostly from the perspectve of currculum teachng. There s very lttle about ts applcablty to the e-commerce ndustry. Ths has led to a gap between the professonal tranng of e-commerce n unverstes and the requrements of enterprses. The factors that affect the professonal competence of e-commerce students are presented n ths artcle and the relatonshps among these factors are analysed. The professonal competence tranng paths of the e-commerce students are determned on the bass of these relatonshps. PROFESSIONAL OMPETENES FOR E-OMMERE E-commerce s mult-dscplnary and graduates employablty s relatvely broad. Accordng to the surveys of Deng et al [4] and Yn and Tao [5], e-commerce postons n enterprses are dvded nto techncal and busness postons. onsequently, the professonal competences of e-commerce students can be dvded nto techncal and busness competences. Job recrutment nformaton about techncal and busness e-commerce postons was selected from recrutment Web stes. Sklls requrements that feature n more than 40% of the postons were extracted to dentfy the core sklls of techncal postons and busness postons. The sklls requrements are shown n Table 1. Table 1: The sklls requrements of e-commerce postons. Poston type Sklls requrements of the poston Frequency Percentage Master one or more programmng languages Techncal Famlar wth Web desgn tools and Web programmng Famlar wth database desgn theory and methods Master one or more database software systems

2 Busness Good systems analyss and desgn Famlar wth systems analyss tools Famlar wth basc network protocols Famlar wth on-lne survey methods Master data mnng tools Famlar wth data analyss methods Good copywrtng sklls Famlar wth Web ste promotonal methods Famlar wth the man on-lne marketng methods Master SEO methods Good communcaton ablty Good team work ablty By analysng the core sklls of the techncal and busness postons n Table 1, the crtcal professonal competences of e-commerce students can be determned. These factors are shown n Table 2. Table 2: Professonal competence of e-commerce students. Professonal competences of e-commerce ( 1 Dmensons Techncal ablty ( 2 Busness ablty ( 3 Factors Programmng sklls ( 4 Database desgn sklls ( 5 System analyss and desgn sklls ( 6 Web desgn and development sklls ( 7 Protocol analyss sklls ( 8 On-lne survey sklls ( 9 Data mnng and data analyss sklls ( 10 opywrtng sklls ( 11 On-lne marketng sklls ( 12 Web ste promoton sklls ( 13 ommuncaton sklls ( 14 Team work sklls ( 15 ANALYSIS OF THE INTERATIONS AMONG THE OMPETENES Table 2 shows that there are many professonal competences of e-commerce. Moreover, there may be nteractons among these competences. Therefore, before studyng the professonal competence tranng path for e-commerce students, t s necessary to determne the nteractons among these competences. The nteractons are analysed through the nterpretve structural model (ISM. The ISM s a method appled n analysng the herarchcal structure of a system and the herarchcal relatonshps among the elements of the system. The man dea of ISM s that an adacency matrx s used to determne drect or ndrect nteractons among the elements of the system and, then, the herarchcal relatonshps among the elements are analysed [6]. The ISM process s as follows: The Adacency Matrx Ten employees workng n e-commerce postons and 15 teachers engaged n an e-commerce maor were nvted as experts to analyse the nteractons among the factors n Table

3 Then, the adacency matrx A of factors affectng the professonal competence of e-commerce students were establshed, vz. In matrx A, a expresses the nteractons between If a = 0 and, has no drect effect on The alculaton of the Reachable Matrx. and. If a = 1 and, then has a drect effect on On the bass of the adacency matrx A, reachable matrx of A that s expressed by symbol M can be calculated by Boolean operatons. The rules of Boolean operatons are shown elsewhere [7], hence, the reachable matrx M can be calculated as follows. n n+ 1 n 1 If M = ( A + I = ( A + I and M ( A + I have been establshed, then, M can be udged as the reachable matrx, where, I s unt matrx. Accordng to above calculaton process, M can be obtaned as:. Partton of the Herarchcal Structure of Matrx M0 R ( s a reachable set-combnaton of all column elements equal to 1 n row. A ( s a advanced setcombnaton of all row elements equal to 1 n column. Hence, the reachable set and advanced set of every element n matrx M can be obtaned. The results are shown n Table 3. Table 3: Reachable set and advanced set n matrx M. R ( A ( R( A( 1 1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, , 2 2, 4, 5, 6, 7, , 3 3, 4, 9, 10, 11, 12, 13, 14, , 2, 3, 4, 6, 7, 8, 9, 10, 12, , 2, 5, 6, , 2, 6 4, 5, 6, 7, , 2, 6, 7 4, 5, 7, , 2,, 6, 7, 8 4, , 3, 9 4, 9, , 3, 9, 10, 12, 13 4, , 3, , 3, 12, 4, 10, 12, 13, 14, , 3, 12, 13 4, 10, , 3,, 12, 14, , 3, 12, 15 14, Accordng to R A( = R(, the hghest-level element set expressed by symbol L 1 can be obtaned. Thus, ( L 1= { 1}. After the row and column of 1 are elmnated from matrx M, the matrx M s obtaned. As for matrx M, 465

4 the reachable set and advanced set of every element n matrx M also can be obtaned. The results are shown n Table 4. Table 4: Reachable set and advanced set for matrx M. R ( A ( R( A( 2 2 2, 4, 5, 6, 7, , 4, 9, 10, 11, 12, 13, 14, , 3, 4, 6, 7, 8, 9, 10, 12, , 5, 6, , 6 4, 5, 6, 7, , 6, 7 4, 5, 7, ,, 6, 7, 8 4, , 9 4, 9, , 9, 10, 12, 13 4, , , 12, 4, 10, 12, 13, 14, , 12, 13 4, 10, ,, 12, 14, , 12, 15 14, Hence, usng R A( = R(, the second-level set expressed by symbol L 2 can be obtaned as L 2= { 2, 3}. ( ontnung the process yelds L 3={ 6, 9, 11, 12}; L 4={ 7, 13, 15}; L 5={ 5, 8, 10, 14}; and L 6={ 1}. PROFESSIONAL OMPETENES TRAINING PATH FOR E-OMMERE Accordng to the elements L 1, L 2, L 3, L 4, L 5, L 6 and the data n the adacency matrx A, the professonal competences tranng path for e-commerce can be determned. The path s shown n Fgure 1. ONLUSIONS Fgure 1: Professonal competences tranng path for e-commerce. From Fgure 1, the followng conclusons can be drawn: There are two paths by whch to tran the professonal competences of e-commerce students, vz. by tranng the techncal ablty or by tranng the busness ablty. Therefore, n the professonal tranng of e-commerce students, unverstes can choose one path or the other accordng to the characterstcs of the unversty, e.g. unverstes n 466

5 scence and engneerng can focus on tranng techncal ablty; unverstes n economcs and management can focus on tranng busness ablty. For the techncal tranng path, 4 and 5 are basc sklls because 4 and 5 have drect or ndrect mpacts on other factors on ths path, but other factors do not affect 4 and 5. Meanwhle, 6, 7 and 8 are crtcal sklls. because these sklls play a lnkng role between precedng and followng sklls. The students techncal ablty should be traned n the followng sequence: 4-> ( 5, 8-> 7-> 6-> 2. For the busness tranng path, 4, 11 and 14 are basc sklls, and 9, 10, 12, 13 and 15 are crtcal sklls. The students busness ablty should be traned by the sequence 4-> ( 10, 14-> ( 13, 15-> ( 9, 12, 11-> 3. In the professonal competence tranng for e-commerce, whether t s the techncal ablty tranng path or the busness ablty tranng path, 4 s a basc skll for each. Therefore, for students n an e-commerce maor, 4 s the basc skll, whch must be mastered. AKNOWLEDGEMENTS Ths work s supported by the Young Teachers Ablty Improvng Proect of School of Management and Economcs of JXUST n 2015 (gxy The work was also supported by the Teachng Reform Proect of JXUST (XJG REFERENES 1. hen, T., Research on e-commerce talent tranng based on servce congregaton. World Trans. on Engng. and Technol. Educ., 12, 2, ( Zhou, h., Lu, J-h., Research on e-commerce appled talent tranng n hgher vocatonal colleges. Proc. Inter. onf. on Manage. of e-ommerce and e-government n Beng, hna, IEEE omputer Socety: 3-6 ( hen,., Ye, S. and Zhou, B., Tranng nter-dscplnary talent for software outsourcng. World Trans. on Engng. and Technol. Educ., 13, 2, ( Deng, Z-h., Shao, B-. and Duan, J., Study on E-commerce posts core skll demands n hnese enterprses. Expermental Technol. and Manage., 29, 11, ( Yn, B. and Tao, A., Analyss of competences for e-commerce professonals on core postons. J. of Beng Unversty of Technol. (Socal Scence Edn, 16, 1, ( Han, B., Be, S., Zhao, J., Zhang, L. and u, W., onstructon of an engneerng and technology practce system for professonal graduate students based on ISM. World Trans. on Engng. and Technol. Educ., 13, 2, ( Duleba, S., Shmazak, Y. and Mshna, T., An analyss on the connectons of factors n a publc transport system by AHP-ISM. Transport., 28, 4, (

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