Career choices on graduation--a study of recent graduates from University College Cork

INTRODUCTION: Irish dental graduates are eligible to enter general dental practice immediately after qualification. Unlike their United Kingdom counterparts, there is no requirement to undertake vocational training (VT) or any pre-registration training. VT is a mandatory 12-month period for all UK dental graduates who wish to work within the National Health Service. It provides structured, supervised experience in training practices and through organised study days.

AIMS: This study aimed to profile the career choices made by recent dental graduates from UCC. It aimed to record the uptake of VT and associate posts, and where the graduates gained employment.

METHODOLOGY: A self-completion questionnaire was developed and circulated electronically to recent graduates from UCC. An existing database of email addresses was used and responses were returned by post or by email. A copy of the questionnaire used is included as Appendix 1.

RESULTS: Questionnaires were distributed over an eight-week period and 142 were returned, giving a response rate of 68.90%. Responses were gathered from those who graduated between 2001 and 2007; however, the majority came from more recent classes. Overall, the majority of graduates took up associate positions after qualification (71.8%) with smaller numbers undertaking VT (28.2%). Increasing numbers have entered VT in recent years, including 54.3% from the class of 2007. Overall, the majority of graduates initially took up positions in England (43%); however, in recent times more have been employed in Scotland. Subsequent work profiles of the graduates illustrate that the majority are now working as associates in general practice (51.4%) and in Ireland (54.2%).

CONCLUSIONS: There has been an increase in the proportion of UCC graduates undertaking VT. Graduates tended to move away from Ireland initially to gain employment. There has been a shift away from employment in England towards Scotland where the majority of new UCC graduates are now initially employed. The majority of graduates returned to Ireland for employment after the initial move away.

The case for ICT work-integrated learning from graduates in the workplace

An online survey of recent ICT graduates in the workplace was carried out as part of a recent project funded by the Australian Learning and Teaching Council. The survey was concerned with the ICT curriculum in relation to workplace job requirements and university preparation for these requirements. The survey contained quantitative and qualitative components and findings from the former have been published (Koppi et al., 2009). This paper reports on a quantitative comparison of responses from graduates who had workplace experience and those who did not, and a qualitative analysis of text responses from all ICT graduates to open-ended questions concerning the curriculum and their perceived university preparation for the workplace. The overwhelming response from ICT graduates in the workplace was for more industry related learning. These industry relationships included industry involvement, workplace learning and business experience, up-to-date teaching and technologies, practical applications, and real-world activities. A closer relationship of academia and industry was strongly advocated by ICT graduates in the workplace.

The impact of learning outcomes in business education: assessing value, relevance and graduate ability in a multi-country study of employers and business graduates

This paper discusses critical findings from a two-year EU-funded research project involving four European countries: Austria, England, Slovenia and Romania. The project had two primary aims. The first of these was to develop a systematic procedure for assessing the balance between learning outcomes acquired in education and the specific needs of the labour market. The second aim was to develop and test a set of meta-level quality indicators aimed at evaluating the linkages between education and employment. The project was distinctive in that it combined different partners from Higher Education, Vocational Training, Industry and Quality Assurance. One of the key emergent themes identified in exploratory interviews was that employers and recent business graduates in all four countries want a well-rounded education which delivers a broad foundation of key business knowledge across the various disciplines. Both groups also identified the need for personal development in critical skills and competencies. Following the exploratory study, a questionnaire was designed to address five functional business areas, as well as a cluster of 8 business competencies. Within the survey, questions relating to the meta-level quality indicators assessed the impact of these learning outcomes on the workplace, in terms of the following: 1) value, 2) relevance and 3) graduate ability. This paper provides an overview of the study findings from a sample of 900 business graduates and employers. Two theoretical models are proposed as tools for predicting satisfaction with work performance and satisfaction with business education. The implications of the study findings for education, employment and European public policy are discussed.

Graduate Attitudes towards Vocational Training

Introduction: Vocational training (VT) is a mandatory requirement for all UK dental graduates prior to entering NHS practice. The VT period provides structured, supervised experience supported by study days and interaction with peers. It is not compulsory for Irish dental graduates working in either Ireland or the UK to undertake VT but yet a proportion voluntarily do so each year.

Objectives: This study was designed to explore the choices made by Irish dental graduates. It aimed to record any benefits of VT and its impact upon future career choices.

Method: A self-completion questionnaire was developed and piloted before being circulated electronically to recent dental graduates from University College Cork. After collecting demographic information respondents were asked to indicate if they pursued vocational training on graduation, give their perception of their post-graduation experience, describe their current work profile and detail any formal postgraduate studies.

Results: 35% of respondents opted to undertake VT and 79% did so in the UK. Those who completed VT regarded it as a very positive experience with benefits including: working in a positive learning environment, help on demand and interaction with peers. Of those who chose VT, 49% have pursued some form of further formal postgraduate study as compared to 40% of those who did not. All of the respondents who completed VT indicated they would recommend it to current Irish graduates. The majority of those who took up an associate position immediately after graduation reported that this was beneficial but up to three quarters would recommend current graduates undertake VT and 45% would now chose to do so themselves.

Conclusions: Increasing numbers of Irish graduates are moving to the UK to undertake VT and they find it a beneficial experience. In addition, those who undertook VT were more likely to undertake formal postgraduate study.

How do Young People Choose College Majors?

Previous studies on the determinants of the choice of college major have assumed a constant probability of success across majors or a constant earnings stream across majors. Our model disregards these two restrictive assumptions in computing an expected earnings variable to explain the probability that a student will choose a specific major among four choices of concentrations. The construction of an expected earnings variable requires information on the student s perceived probability of success, the predicted earnings of graduates in all majors and the student s expected earnings if he (she) fails to complete a college program. Using data from the National Longitudinal Survey of Youth, we evaluate the chances of success in all majors for all the individuals in the sample. Second, the individuals' predicted earnings of graduates in all majors are obtained using Rumberger and Thomas's (1993) regression estimates from a 1987 Survey of Recent College Graduates. Third, we obtain idiosyncratic estimates of earnings alternative of not attending college or by dropping out with a condition derived from our college major decision-making model applied to our sample of college students. Finally, with a mixed multinominal logit model, we explain the individuals' choice of a major. The results of the paper show that the expected earnings variable is essential in the choice of a college major. There are, however, significant differences in the impact of expected earnings by gender and race.

An evaluation of undergraduate engineering management studies

In 1996, a major review of engineering education in Australia recommended a move from a course accreditation regime based on prescribed inputs to demonstrated graduate attributes. In the move, the policy on management studies in engineering undergraduate courses has become less definitive and more open to interpretation. A survey of recent engineering graduates suggests that those management skills most highly valued by graduates were generic professional practice skills, and that more opportunities to develop these skills in undergraduate studies would be beneficial. Survey respondents suggested the inclusion in the course of more `real world ' examples of engineering management.

How to survive your doctorate

If you are doing, thinking about doing, or know someone who is doing a doctorate, then this is the survival kit you need! Rather than focusing on the technical side of the doctorate, this book looks at all the other crucial skills that are part of everyday doctoral life. This candid book provides real insight into what it's like to do a doctorate and offers practical advice on: The application process, Sources of financial support, Motivational issues, Student-supervisor relationships, Departmental and university politics, Publishing, conferences and networking, Career strategies, Written by recent doctoral graduates, the book also includes real examples and case studies from current doctoral students and recent graduates across a range of disciplines and universities. By demystifying the doctoral process How to Survive Your Doctorate prepares you for life as a doctoral student like no other book. See for yourself and be a survivor!

An essential need: creating opportunities for veterinary students and graduates to gain an appreciation of responsibilities and opportunities in global veterinary issues

Globalisation trends and biorterrorism issues have led to new concerns relating to public health, animal health, international trade and food security. There is an imperative to internationalise and strengthen global public health capacity by renewed emphasis on veterinary public health in veterinary education and increasing opportunities for elective experiential learning in public practice programmes for veterinary students. Recent experience with a US-Brazil Higher Education Consortia Program is used as an example of potential ways in which veterinary students can gain an appreciation for global veterinary issues.

What do current planning students and recent graduates think planners do?

A planner’s view of the purpose of their actions, the role they play, the focus of their work and in whose interest they operate greatly influence their approach to planning and the outcome of their work. However there is no common and established understanding within the profession on these themes. Contemporary planning theory, practice and education is characterised by the parallel existence of multiple, often contradictory schools of thought. What values and perspectives are held by the next generation of planning professionals as they emerge from contemporary planning programs? This preliminary investigation seeks to identify the views and perspectives of early career planners on the purpose and role of planning, the degree to which planning is oriented on the future and the nature of the public interest, using various schools of planning thought as a thematic framework. In the current phase of a larger project, extant students and recent graduates from planning courses at three Queensland universities were surveyed electronically to ascertain their views, with plans to undertake a broader study of similar populations across Australia. Within the current pilot, students and graduates did not identify strongly with a single school of planning thought, but favoured contrasting rational and collaborative definitions of the role and purpose of planning and the public interest and pragmatic concepts of partial knowledge of the future and the value of experience in managing present issues.

Corruption in the post-Soviet workplace: the experiences of recent graduates in contemporary Ukraine

While Ukraine was bestowed market economy status by the European Union in 2005 its labour market still endures many structural problems. By exploring the experiences of young graduate employees this article highlights the difficultly in obtaining work within Ukraine's labour market and the problems they face once they have secured employment. Rather than seeing the development of a transparent labour market the collapse of the command economy has seen a relatively closed system develop. The article demonstrates how many jobs are secured through the use of connections or the demanding, and payment, of bribes.The situation does not improve once graduates obtain long-term employment. Interviewees discuss the lack of job security, the informal payment of wages and the lack of legal protection from corrupt employer practices. The article has broader resonance outside of the Ukrainian case study as the discussion of workplace corruption highlights how the issue is concerned with much more than simply cash based transactions and how those that endure it are likely to turn to the informal economy for employment.

The Industry and Recent Graduates: A Relationship in Transition

The industry is attempting to become more involved with graduates and currently-enrolled students in hospitality education programs. This article re- views the current situation, describes problems which exist, and proposes potential strategies to help resolve the problems.

Degree classification and recent graduates’ ability: Is there any signalling effect?

Research across several countries has shown that degree classification (i.e. the final grade awarded to students successfully completing university) is an important determinant of graduates’ first destination outcome. Graduates leaving university with higher degree classifications have better employment opportunities and a higher likelihood of continuing education relative to those with lower degree classifications. This article investigates whether one of the reasons for this result is that employers and higher education institutions use degree classification as a signalling device for the ability that recent graduates may possess. Given the large number of applicants and the amount of time and resources typically required to assess their skills, employers and higher education institutions may decide to rely on this measure when forming beliefs about recent graduates’ abilities. Using data on two cohorts of recent graduates from a UK university, results suggest that an Upper Second degree classification may have a signalling role.

"I'm thinking 'bout moving in"... An examination of the issues impacting on the recruitment of secondary school graduates to the library and information profession

In recent years concern has been expressed internationally about the future of the library and information services (LIS) profession: recruitment and retention, changing skill sets and declining numbers of people choosing librarianship as a career are all factors contributing to an uncertain future. One area yet explored in any depth is the topic of why LIS studies are not perceived, let alone promoted, as a good first professional qualification for high school graduates. This paper considers the professional literature that examines the uptake of librarianship as a first qualification by school leavers and discusses, in the context of the Australian library sector, the role of professional associations, library schools, National and State Libraries, as well as individual libraries and librarians. Examples of best practice are presented to highlight the opportunities for inspiring and motivating students through well structured and stimulating work experience programs. The topic is relevant to all librarians who are interested in the future of the LIS profession. It is argued that the focus of the present conference on ‘moving up’ and ‘moving on’ can only have real significance when the profession has a more complete understanding of the barriers to and the opportunities for ‘moving in’.