The purpose of this paper is to present the results of the authors’ questionnaire survey focused on the comparison of study motivation and job expectations of full-time and part-time students of Russian universities and identify main problems of higher education and graduate employment and suggest their possible solutions.
The authors’ questionnaire survey was conducted from March to October 2018. The respondents were full-time and part-time bachelor’s and master’s students from 30 regions across Russia. The relevant data were obtained from 1,051 students. The data analysis was based on the calculation of relative frequencies (as a share from the total number of respondents) and the evaluation of the dependence of responses on the form of study (full-time students and part-time students) using contingency tables and χ2 tests of independence.
The results of the authors’ questionnaire survey support the assumption that the current generation of full-time and part-time students of Russian universities studies to succeed in the future. Surveyed university students certainly have a high motivation to study, but at the same time, they seem to have too high expectations about their future work and career, which can negatively affect their future success in their jobs if they do not have appropriate knowledge, skills and abilities.
The results of the authors’ questionnaire survey show some unique tendencies in the Russian university students’ attitudes to study, work and career that are worth attention both from the point of view of universities and from the point of view of employers and their current approaches to the education and the employment of the current generation of young people. The results open up new possibilities for further research focused on the higher education and the employability of the new generation of work force.
Sikyr, M., Basmanova, N.I. and Abrashkin, M. (2019), "Comparison of study motivation and job expectations of Russian full-time and part-time university students", International Journal of Educational Management, Vol. 34 No. 3, pp. 549-561. https://doi.org/10.1108/IJEM-05-2019-0166Download as .RIS
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