competencies of higher education graduates in russia (case of the volgograd region) bydanova l.,...
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Competencies of higher education graduates in Russia (case of the Volgograd region)
Bydanova L., Post-doctorate, IREDU
Survey among graduates: sampling design
2,000 graduates, level ISCED 5 (« Bac +5 »), 4 - 5 years after graduation;
Volgograd State University (Human and Social sciences, Exact Sciences)
Key question:
Competencies
What competencies are required on the graduate labour market in Russia?
How higher education contributes to developping of required competencies?
Russia: economy in transition
1990: Move from a planning economy to a free market one
1990 – 1998 : Economic crise
PIB : - 38 %; Employment rate : - 12 %
1999 - 2005: Economic revivalAverage annual PIB increase: 6 % (1999 – 2004)
Decrease in unemployment: from 7,059 thousands to 5,208 thousands (2000 – 2005)
Graduate Labour Market in Europe
Demand for a “Flexible Professional” with 4 areas of competence: Professional expertise; Functional flexibility; Innovation and knowledge management; Mobilisation of human resources.
European survey(« Careers of Higher Education Graduates (CHEERS) » project, 1998; 11 countries of EU and Japan, 35,000 graduates)
… and in Russia ?
What competencies are required on the Russian labour market?
Hypothesis: Like in the countires of the EU,
the expert knowledge is not the only and the most
demanded competence. There is a need for a larger set
of competencies.
CompetenciesKS - mastery of your own field or discipline,
GK - knowledge of other fields and disciplines,
ATH - analytical thinking
ANK - ability to rapidly acquire new knowledge,
N - ability to negotiate effectively,
ST - ability to perform well under pressure,
NP - alertness to new opportunities,
M - ability to coordinate activities,
MT - ability to use time effectively,
WG - ability to work productively with others,
MO - ability to mobilize the capacities of others,
A - ability to assert your authority,
EY - ability to use computers and the internet,
NI - ability to come up with new ideas and solutions,
QI - willingness to question your own and other’s ideas,
PP - ability to present products, ideas or report to an
audience,
WR - ability to write reports, memos and documents,
FL - ability to write and speak in a foreign language.
European survey:
“The Flexible Professional in the
Knowledge Society. New Demands on
Higher Education in Europe”
(“REFLEX”)
Competencies required on the labour market
KS - mastery of your own field or discipline,
GK - knowledge of other fields and disciplines,
ATH - analytical thinking
ANK - ability to rapidly acquire new knowledge,
N - ability to negotiate effectively,
ST - ability to perform well under pressure,
NP - alertness to new opportunities,
M - ability to coordinate activities,
MT - ability to use time effectively,
WG - ability to work productively with others,
MO - ability to mobilize the capacities of others,
A - ability to assert your authority,
EY - ability to use computers and the internet,
NI - ability to come up with new ideas and solutions,
QI - willingness to question your own and other’s ideas,
PP - ability to present products, ideas or report to an audience,
WR - ability to write reports, memos and documents,
FL - ability to write and speak in a foreign language.
KSGK
ATHANK
NST
NPM
MTWG
MOEYAIL
NIQI
PPWR
FL
0 1 2 3 4 5 6 7
KS
ATH
N
NP
MT
MO
A
NI
PP
FL
Competencies required in current employment (graduates’ assessment)
Scale: 1 (not important) - 7 (very important), N = 290
Role of non-cognitive competencies
0
1
2
3
4
5
6
7
Cognitive competencies Non-cognitive competencies
Evidence from international research: Non-cognitive competencies are of high importance for professional success (Bowles, Gintis et Osborne, 2001, Heckman, Stixrud & Urzua, 2006, Postleweite
& Silverman, 2006, Suleman et Paul, 2006, Blanden, Gregg, Macmillan, 2006)
Coefficients of importance of competencies in employment
Name of competence
Cluster name Coding name
ability to negotiate effectively ability to present products, ideas or report to an audience ability to express own ideas
Capacity of effective communication
negot
ability to perform well under pressure ability to use time effectively
Capacity to be ‘executive’ at work spos
ability to coordinate activities ability to work productively with others ability to mobilize the capacities of others ability to assert your authority
Capacity to work in a group group
ability to write reports, memos and documents ability to use computers and the internet ability to write and speak in a foreign language
Applied skills umen
Monetary returns to competencies,other than ‘knowledge in field’
Monetary returns to competencies:other than ‘knowledge in field’
Estimated coefficients of competencies in regression on revenue
Model 1 Model 2 Model 3 Coef. Sign. Coef. Sign. Coef. Sign.
(constante) 8333,960 ,000 7179,548 ,000 6448,935 ,003 negot ,263 ,002** ,196 ,010
group -,177 ,042* -,117 ,144
umen ,110 ,103 ,060 ,340
spos -,085 ,251 -,065 ,349
sex ,277 ,000 ,269 ,000
private ,265 ,000 ,247 ,000
Moscou ,147 ,009 ,125 ,035
R2adj. 0.047 0.198 0.214 Sign. 0.003 0.000 0.000
Legend: NEGOT - Capacity of effective communication, SPOS - Capacity to be ‘executive’ at work, GROUP - Capacity to work in a group , UMEN - Applied skills, Sex – being male, Private – work in the private sector, Moscow – work in Moscow N= 270
Flexibility: impact on earningsEstimated coefficients of flexibility variables in regression on income
Model :
y = Lg (Revenue)
Model : y = Lg (Revenue)
Variable Coef. Sign. Coef. Sign. Reference category : exclusively own field Intercept 8531,617 ,000 6757,511 ,000 kfcc2 (in field, near field, other field)
,284*** ,000 ,212*** ,000
kfcc3 (near field)
-,003 ,970 -,034 ,592
kfcc4 (near field, other field)
,196*** ,002 ,154*** ,009
kfcc5 (other field) -,039 ,500 -,030 ,566
kfcc6 (no particular field) ,157 ,018 ,082 ,184 sex ,246 ,000 private ,232 ,000 Moscou ,157 ,004 R2adj. 0.097 0.253 Sign. 0.000 0.000
Conclusion 1
Knowledge in field is far from being the only and the most demanded competence on the labour market.
Role of higher education in developping the required competencies
Rating of competencies developed at highest and lowest extent during higher education studies
0
10
20
30
40
50
60
70
a b c d e f g h i j k l m n o p q r s
competencies developed at high extent
competencies developed at low extent
a) Knowledge in field, b) knowledge in other fields, c) analytical thinking d) acquire new knowledge, e) negotiate effectively, f) resistance to stress, g) alertness to new opportunities, h) manage, i) use time effectively, j) work in group, k) mobilize the capacities of others, l) express own indeas, m) assert your authority, n ) use computers and the Internet, o) ability to come up with new ideas, p) willingness to question ideas, q) report to an audience, r) ability to write reports, s) foreign language proficiency.
Legend: x – competencies; y - % of graduates who ranked a given competence as highly developed through university studies
Conclusions
Knowledge in field is far from being the only and the most demanded competence on the labour market.
Higher education institutions should pay more attention to developing a wide range of other competencies
Competencies required in current employment by occupational groups
Competencies required from graduates working as "Managers"
KSGK
ATHANK
NST
NPM
MTWGMO
EYA
ILNI
QIPP
WRFL
0 2 4 6 8
KS
AN
NP
WG
A
QI
FL
Competencies required from graduates working as "Experts"
KSGK
ATHANKN
STNPM
MTWGMO
EYAIL
NIQIPP
WRFL
0 2 4 6 8
KS
N
MT
A
PP
Competencies required from graduates working as "Administrative
and technical staff"
KSGK ATHANKNSTNPMMTWGMOEYAILNIQIPP WRFL
0 2 4 6 8
KS
N
MT
A
PP
Competencies required from graduates working in "Other"
occupations
KS GKATHANKN STNPM MTWGMO EYA
ILNIQI PP WRFL
0 2 4 6 8
KS
N
MT
A
PP
Scale : 1 (very low) – 7 (very high)
Monetary returns to competencies
International research: Workers using computers earn an average premium
of 20 %, compared to those who do not use computers at all » (Green, 1998, Great Britain)
Cognitive skills and strategic skills bring a 3 % increase in salary and a premium of 11-16 % in profit sharing in a banking sector in Portugal (Suleman & Paul, 2006)
Research in Russia: No studies known on this topic
Monetary returns to competencies: difference across sectors
Estimated coefficients of competencies in regression on salary in the public sector and in the private sector
Model : y = ln (Salaire) in the public sector
Model : y = ln (Salaire) in the private sector
Variable Coef. Sign.| Coef. Sign.| Intercept 9.05596 <.0001 8.73971 <.0001
know -0.02380 0.6932 0.03311 0.4862
negot -0.08732 0.1570 0.10465 0.0285
group 0.12469 0.0483 -0.01960 0.7282
new 0.07799 0.2764 0.06739 0.3478
umen -0.08077 0.1033 0.04275 0.2912
spos -0.06424 0.1696 -0.12181 0.0030
ATH -0.01401 0.8071 -0.03526 0.4454
Adj R-Sq 0.0048 Adj R-Sq 0.1440 Pr > F 0.3795 Pr > F 0.0032
Legend: KNOW - Specific and general knowledge NEGOT - Capacity of effective communication NEW - Capacity to deal with the ‘new’ SPOS - Capacity to be ‘executive’ at work GROUP - Capacity to work in a group UMEN - Applied skills ATH - Analytical thinking
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