Browse Theses

The problem. The purpose of this study was to compare the computer literacy skills perceived as important by personnel managers in business firms registered with the stock exchange of Thailand and the computer literacy skills perceived as important by business school administrators in four-year colleges and universities in Thailand.

Method. The instrument of this study was adapted from the instrument employed by Lifer (1992) and originally developed by Carter (1988). Data for this study were collected via mailed questionnaires. Fifty questionnaire packets were mailed to business firms registered with the Stock Exchange of Thailand. Twenty-nine questionnaire packets were mailed to four-year colleges and universities having business administration departments.

Results. (1) The computer literacy skills needed by business firms match those computer literacy skills perceived as important for business students in four-year colleges and universities in Thailand. (2) Word processing, electronic spreadsheet, and database management are perceived as the most important computer applications for business graduates. (3) Business firms use minicomputers more than educational institutions use them. Business and educational institutions use microcomputers considerably, but neither uses mainframe computers extensively. (4) Business respondents considered computer literacy the most important computer competency, followed by computer applications and computer programming. In contrast, educational respondents considered the use of computer applications the most important computer competency, followed by computer literacy and computer programming. (5) College business students should receive instruction in the following: computer applications; computer literacy; applications of computer technology in business; computer system analysis, planning, and design; management information systems (MIS); and computer programming. (6) Computer hardware and software, computer instructional media, support from computer companies, and computer communication networks are the greatest needs of business schools in training business students. (7) Instructors with a specialization in business computing, technicians, and programmers are the most needed resources of business schools in training computer-literate graduates.