higher education and employability employers feedback on important elements of graduates’...
TRANSCRIPT
Higher Education and Employability
Employers feedback on important elements of graduates’ employability
Results of a study
Julie FIONDA
European Commission – Higher Education Policy Unit
Overview:
1. EU Policy Context: Employment and Employability
2. EU actions to help bridge the gap between the worlds of education and work
3. Focus on 'Graduate Employability: what makes the difference?'
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Growing Youth Unemployment
Shielded butstill vulnerable
• Higher Education Graduates are significantly better off than non-graduates in the labour market.
• … But increasing graduate • unemployment and • underemployment …
Europe needs more graduatesIncrease attainment (to 40% by 2020), including among underrepresented, reduce drop-out
Quality, relevance and employability Student centred, high quality provision with enhanced graduate employability
Higher education’s contribution to economic recovery and long term growth
Modernising Higher EducationAn EU Strategy – (adopted 20 Sept 2011)
to boost graduate numbers, improve teaching quality and maximise what HE can do to help the EU economy emerge stronger from the crisis
Analysis of skills requirements
- Vacancy monitor
Analysis of skill mismatch – Surveys on employers
Anticipation: European and
national projections
Up to date information on the
most requested occupations
Foresight analysis at sector level –
European Sector Skills Councils
The EU skills panorama central access point for
information on skills needs from various sources
Research project: What makes the difference: A qualitative appraisal of HE graduate employability in Europe: the employers’ perspective
Perceived quality of graduates - how employers see the output of European universities/HEI
What combination of competences and attributes is most likely to secure that first (or early career) job and why?
Why one graduate may 'have the edge' over another with a similar profile.
Implications for curricula – content and pedagogy?
Graduate employability
Study Design
Phase 1: Literature review
Phase 2: Conjoint study: 900 employers in 9 countries (CZ, DE, ES, FR, IT, NL, PL, SE, UK)
Simulation of selection procedure in two steps
• Step 1: who to invite for job interview
• Step 2: who to hire
Phase 3: In-depth interviews: 120 employers in 12 countries (Finance, Engineering, ICT, Media/Comms, Legal, Admin/Policy)
Phase 4: Focus groups with stakeholders in each country
A word on the conjoint analysis
force employers to choose between different hypothetical profiles
Realistic simulation
Choices reveal underlying preferences. These preferences can be calculated in so-called ‘part-worths’ and compared to each other
Backed up with more 'traditional' qualitative methods to explore and test the findings and motivations behind choices
Conjoint – step 1
Conjoint – step 2
Findings
What gets candidates an interview?Field of study and work experience
“The discipline is really a main indicator for how quickly someone is broken in.”
“Work experience shows they can hit the ground running and get on with the job straightaway.”
Interview
Signal bachelor’s and a master’s degree differs between countries
Interview
Low grades a big deterrent, but not much difference between average and high grades
Interview
Prestige of the university comparable to having above average grades vs. average grades
“There are universities that are extremely easy, and if on top of that the person doesn’t have good marks, then this means it’s not a very bright person.”
Interview
Study abroad signals positive personality characteristics.
“Those who spent half a year abroad have a different state of mind, a certain openness.”
“Studies abroad? Not that important for this position, but not a downside either.”
Job offer
Conclusions
ConclusionsSpecific knowledge is the most crucial factor both in securing an interview and in choosing the candidate to hire
Match between the field of study and the job tasks relevant work experience;
Interpersonal skills: almost as important when choosing whom to hire
Less than average and recruitment is extremely unlikely
→ underperformance in any one a fatal blow
Entrepreneurial/commercial skills: innate?
Strategic/organizational skills & Innovative/creative skills: established workers
International orientation: ‘a feather in your cap’ but your cap must already be good
General academic skills: assumed all graduates have – so doesn’t weigh heavily in selection/recruitment
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Thank you
Where to find out more -
EU Higher Education Policyhttp://ec.europa.eu/education/lifelong-learning-policy/doc62_en.htm