Satisfaction with knowledge and competencies:a multi-country study of employers and business graduates

This study critically discusses findings from a research project involving four European countries. The project had two main aims. The first was to develop a systematic procedure for assessing the balance between knowledge and competencies acquired in higher, further and vocational education and the specific needs of the labor 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 designed to address the lack of employer input concerning the requirements of business graduates for successful workplace performance and the need for more specific industry-driven feedback to guide administrative heads at universities and personnel at quality assurance agencies in curriculum development and revision. Approach: The project was distinctive in that it combined different partners from higher education, vocational training, industry and quality assurance. Project partners designed and implemented an innovative approach, based on literature review, qualitative interviews and surveys in the four countries, in order to identify and confirm key knowledge and competency requirements. This study presents this step-by-step approach, as well as survey findings from a sample of 900 business graduates and employers. In addition, it introduces two Partial Least Squares (PLS) path models for predicting satisfaction with work performance and satisfaction with business education. Results: Survey findings revealed that employers were not very confident regarding business graduates’ abilities in key knowledge areas and in key generic competencies. In subsequent analysis, these graduate abilities were tested and identified as important predictors of employers’ satisfaction with graduates’ work performance. Conclusion: The industry-driven approach introduced in this study can serve as a guide to assist different types of educational institutions to better align study programs with changing labor market requirements. Recommendations for curriculum improvement are discussed.

A túlképzettség vizsgálata a Debreceni Egyetem végzettjei esetében (The effect of overeducation in the case of graduates of University of Debrecen)

Jelen cikk célja annak mélyrehatóbb vizsgálata, hogy a felsőfokú végzettséggel rendelkező frissdiplomások nagyarányú létszámnövekedése milyen hatással volt a munkaerő-piaci helyzetükre, jelen esetben keresetükre. Homogén-e az egyetemet végzett hallgatók csoportja, vagy elkülöníthetők olyan alcsoportok, amelyben a végzett hallgatók kevesebbet keresnek jobb helyzetben lévő társaiknál? A fentebbi kérdés megválaszolására a Debreceni Egyetem 2007-ben és 2009-ben végzett hallgatóinak Diplomás Pályakövető Rendszeren keresztül nyert adatait használta fel a szerző. A tömegesedés egyik következménye lehet, hogy a felsőfokú végzettséggel rendelkező munkavállaló nem talál a végzettségének megfelelő munkát, és így kénytelen olyan munkakört betölteni, amelynek végzettségigénye alacsonyabb, mint az övé. Az ilyen módon túlképzett munkavállalók keresete alacsonyabb, mint hasonló végzettségű, de megfelelő munkakörben dolgozó társaiké. Ez a vizsgált minta tanúsága szerint a DE végzettjeinek esetében 12-17% körül alakult, ami megfelel a nemzetközi eredményeknek. _________ The main goal of this article to examine the effect of a large increase in the number of university graduates on their labour market position, mainly on their wages. Is the group of graduated students homogenous, or are there any subgroups in which graduates earn less than their counterparts? To answer this question, the author examines the database of the Graduate Students’ Survey which contains data about the students of University of Debrecen who finished their studies in 2007 and 2009. As a result of overeducation, graduates do not find the kind of jobs which require their level of education. These so called overeducated workers earn less than their counterparts. In this case, this wage penalty is between 12%-17%, which is similar to international results.

Munkavállalói preferenciák az egyetemi hallgatók körében = Employees' preferences according to graduates and undergraduates

Napjaink munkaerőpiaci tendenciái következtében egyre több figyelem irányul az atipikus munkavégzésre. Az atipikus munkavégzésben rejlő lehetőségeket a munkavállalók oldaláról vizsgáltuk. Ennek érdekében egy kétfázisú kutatássorozatot hajtottuk végre a Budapesti Corvinus Egyetem hallgatói körében. A felmérés rámutatott arra, hogy az egyetemi hallgatók már az egyetemi tanulmányaik alatt is potenciális munkaerőt jelentenek. Foglalkoztatásuk során a legfontosabb tényező a rugalmas, tanulmányokkal összeegyeztethető munkavégzés. A második kutatás fő célja a teljes életcikluson keresztüli munkavállalói preferenciák feltárása volt. A hallgatók által a két leginkább előnybe részesített munkavállalási forma a napi nyolcórás munkaviszony rugalmas munkaidőben és a saját vállalkozás indítása. A hallgatók elsősorban magas jövedelmet, ezt követően stabil, biztos jövedelmet, fejlődési lehetőséget, és a munka és magánélet egyensúlyát várják el munkahelyüktől. A tanulmány rámutat az egyes alcsoportok különbségeire, illetve kiindulópontot jelenthet további kutatásokhoz. _____ More and more attention is paid to atypical work due to workplace trends. Increasing opportunities deriving from atypical work have been investigated from employees’ viewpoint in this paper. We conducted a two-step survey amongst graduates and undergraduates of Corvinus University of Budapest. The survey pointed out that undergraduates are potential workers as well, and the most important factor for them was the flexible form of work. The second survey aimed to explore employees’ preferences through a whole lifetime period. The two most popular forms of work were flexible full-time jobs and starting their own enterprise. Students prefer high salaries, a stable and secure income, opportunities for development and work-life balance. The surveys pointed out some differences between subgroups and their conclusions could be a starting point for future research.

Academic performance of college students in financial management and related prerequisite courses: A comparison of senior high school and commercial high school graduates attending Tamsui Oxford University College in Taiwan

In Taiwan, the college freshmen are recruited graduates of both senior high school and senior vocational school. The Ministry of Education (MOE) of the Republic of China prescribes the standards of curriculum and equipment for schools at all levels and categories. There exists a considerably different curriculum arrangement for senior high schools and vocational high schools in Taiwan at the present time. The present study used a causal-comparative research design to identify the influences of different post-secondary educational background on specialized course performance of college business majors. ^ The students involved in this study were limited to the students of four business-related departments at Tamsui Oxford University College in Taiwan. Students were assigned to comparison groups based on their post-secondary educational background as senior high school graduates and commercial high school graduates. The analysis of this study included a comparison of students' performance on lower level courses and a comparison of students' performance in financial management. The analysis also considered the relationship between the students' performance in financial management and its related prerequisite courses. The Kolb Learning Style Inventory (LSI) survey was administered to categorize subjects' learning styles and to compare the learning styles between the two groups in this study. The applied statistical methods included t-test, correlation, multiple regression, and Chi-square. ^ The findings of this study indicated that there were significant differences between the commercial high school graduates and the senior high school graduates on academic performances in specialized courses but not in general courses. There were no significant differences in learning styles between the two groups. These findings lead to the conclusion that business majors' academic performance in specialized courses were influenced by their post-secondary educational background. ^

A qualitative study of the clinical practice of graduates of a problem-based physical therapy program

The purpose of this study was to examine the perspectives of three graduates of a problem-based leaning (PBL) physical therapy (PT) program about their clinical practice. The study used the qualitative methods of observations, interviews, and journaling to gather the data. Three sessions of audiotaped interviews and two observation sessions were conducted with three exemplars from Nova Southeastern University PBL PT program. Each participant also maintained a reflective journal. The data were analyzed using content analysis. A systematic filing system was used by employing a mechanical means of maintaining and indexing coded data and sorting data into coded classifications of subtopics or themes. All interview transcripts, field notes from observations, and journal accounts were read, and index sheets were appropriately annotated. From the findings of the study, it was noted that, from the participants' perspectives, they were practicing at typically expected levels as clinicians. The attributes that governed the perspectives of the participants about their physical therapy clinical practice included flexibility, reflection, analysis, decision-making, self-reliance, problem-solving, independent thinking, and critical thinking. Further, the findings indicated that the factors that influenced those attributes included the PBL process, parents' value system, self-reliant personality, innate personality traits, and deliberate choice. Finally, the findings indicated that the participants' perspectives, for the most part, appeared to support the espoused efficacy of the PBL educational approach. In conclusion, there is evidence that the physical therapy clinical practice of the participants were positively impacted by the PBL curriculum. Among the many attributes they noted which governed these perspectives, problem-solving, as postulated by Barrows, was one of the most frequently mentioned benefits gained from their PBL PT training. With more schools adopting the PBL approach, this research will hopefully add to the knowledge base regarding the efficacy of embracing a problem-based learning instructional approach in physical therapy programs. ^

Women graduates' academic resilience and their personal strategies for doctoral success

This study explores women's perceptions of what made them successful doctoral students and what strategies they used to cope and succeed in the academic environment of an off-campus program in South Florida. The study's theoretical framework was built on Bandura's (1997) theory regarding ways self-efficacy influences choices made and effort expended; and Gilligan (1982), Belenky et al. (1986) and other feminists' theories concerning how women learn. ^ The study included data obtained from individual, semi-structured interviews with 10 participants, documents spanning the 10 years of the program and interviews with founding faculty members. For each, academic resilience was built on (a) viewing that working on the degree was personally fulfilling; (b) believing she possessed a strong sense of academic confidence; (c) priding herself on having self discipline; (d) seeing herself as a role model; and (e) being motivated by a personal or career goal. ^ Strategies the participants used to overcome roadblocks included (a) time management—finding time for personal, professional, and academic duties; (b) focus—making the dissertation a priority; (c) collaboration—utilizing both personal and programmatic assistance; (d) and advocacy—acting on their individual needs. ^ Results of the study indicated that the program at the satellite campus provided structural resources that satisfied basic needs and strengthened the students' self-efficacy. This helped them become successful doctoral graduates. The women had personal fortitude and strong self-efficacy to complete the doctoral journey. They understood that their success was primarily based on the support they received from people: families, peers, and their major professors. Participants suggested that successful women students ascertain whether they have time and resources to devote to an extended study, an understanding family, and the resilience to overcome roadblocks along the way. ^

Financial aid and the persistence of associate of arts graduates transferring to a senior university

This study examined the effects of financial aid on the persistence of associate of arts graduates transferring to a senior university in one of four consecutive fall semesters (1998-2001). Situated in an international metropolitan area in the southeastern United States, the institution where the study was conducted is a large public research university identified as a Hispanic Serving Institution. Archival databases served as the source of information on the academic and social background of the 4,669 participants in the study. Data from institutional financial aid records were pooled with the data in the student administrative system.^ For purposes of this study, persistence was defined as ongoing progress until completing the baccalaureate degree. Student social background variables used in the study were gender, ethnicity, age, and income, with GPA and part-time or full-time enrollment status being the academic variables. Amount and type of aid, including grants, loans, scholarships, and work study were incorporated in the models to determine the effect of financial aid on the persistence of these transfer students. Because the dependent variable persistence had three possible outcomes (graduated, still enrolled, dropped out) multinomial logistic regression was the appropriate technique for analyzing the data; four multinomial models were employed in the analysis.^ Findings suggest that grants awarded based on the financial need of students and loans were effective in encouraging the persistence of students, but scholarships and work study were not effective.^

Cognitive and noncognitive variables that predict Florida community college radiography program graduates' success on the Registry

This study examined the predictive merits of selected cognitive and noncognitive variables on the national Registry exam pass rate using 2008 graduates (n = 175) from community college radiography programs in Florida. The independent variables included two GPAs, final grades in five radiography courses, self-efficacy, and social support. The dependent variable was the first-attempt results on the national Registry exam. The design was a retrospective predictive study that relied on academic data collected from participants using the self-report method and on perceptions of students' success on the national Registry exam collected through a questionnaire developed and piloted in the study. All independent variables except self-efficacy and social support correlated with success on the national Registry exam ( p < .01) using the Pearson Product-Moment Correlation analysis. The strongest predictor of the national Registry exam success was the end-of-program GPA, r = .550, p < .001. The GPAs and scores for self-efficacy and social support were entered into a logistic regression analysis to produce a prediction model. The end-of-program GPA (p = .015) emerged as a significant variable. This model predicted 44% of the students who failed the national Registry exam and 97.3% of those who passed, explaining 45.8% of the variance. A second model included the final grades for the radiography courses, self efficacy, and social support. Three courses significantly predicted national Registry exam success; Radiographic Exposures, p < .001; Radiologic Physics, p = .014; and Radiation Safety & Protection, p = .044, explaining 56.8% of the variance. This model predicted 64% of the students who failed the national Registry exam and 96% of those who passed. The findings support the use of in-program data as accurate predictors of success on the national Registry exam.

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.

Career Longevity of Hospitality Graduates

A survey of hospitality alumni from two- and four-year programs, including those currently employed in the industry and those who have departed from the industry shows that within five years of graduation, 38 percent of hospitality graduates have left employment in the hospitality industry or chose to never enter the industry for which they trained. Factors affecting the graduates' career Longevity their likes and dislikes about employment, and their reasons for continuing employment or exiting were examined.

Ethical Challenges of the Industry: Are Graduates Prepared?

Hospitality graduates often enter their first jobs unaware of the difficult ethical dilemmas they will face. By having ethics teaching in a curriculum, the authors of this article believe that the perceptions of ethics of senior hospitality students at Northern Arizona University were comparable to those of operating industry managers.

Effects of Management-Development Practices on Hospitality Management Graduates' Job Satisfaction and Intention to Stay

Companies have long recognized the importance of training and developing their managers to prepare them for their short- and long-term careers. Formal management-development programs and other less formal means of management development abound in the hospitality industry. Therefore, one may ask whether the entry-level managers for whom these programs are designed perceive them to be effective. The present study explores management-development practices, procedures, and techniques, and their effects on job satisfaction and organizational commitment