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Article
Publication date: 30 May 2023

Müzeyyen Merve Şeri̇foğlu and Pelin Öge Güney

This paper investigates the two-way relationship between foreign direct investment (FDI) inflows and higher education across 36 Organisation for Economic Co-operation and…

Abstract

Purpose

This paper investigates the two-way relationship between foreign direct investment (FDI) inflows and higher education across 36 Organisation for Economic Co-operation and Development (OECD) countries for 1998–2019 periods. To demonstrate this relationship, the authors take into account the total number of graduates as well as the number of graduates from different fields. Accordingly, the authors gathered graduates in four groups which are education, social sciences, technical sciences (tech) and health. In addition to investigating two-way relationship between FDI and graduates, the authors also examined the contribution of primary and secondary level education to FDI.

Design/methodology/approach

The authors use two models to investigate the bidirectional relationship between FDI inflows and graduates from four fields. In the first model, the dependent variable is FDI inflows, and in the second model, graduates from each field are the dependent variable. To investigate the dual relationship, the authors employ ordinary least squares (OLS) and two-step system generalized method of moments (GMM) developed by Arellano Bover (1995) and Blundell Bond (1998).

Findings

For the first model, the results show that secondary level and higher education have a positive impact on FDI. In terms of graduates by fields, it is seen that education and health graduates contributed the most to FDI. For the second model in which the authors analysed the effect of FDI on total graduates and graduates from different fields, the authors find that FDI positively affects the number of graduates from all fields, and the strongest effect is on graduates from the social science field.

Practical implications

Based on the results, the authors can say that well-educated people promote FDI inflows to OECD countries, and FDI is also a driving force in raising highly educated people. So, the authors think that the results will help design higher education policies in accordance with FDI and higher education connection.

Originality/value

To the best of the authors’ knowledge, this paper is the first to examine the impact of FDI inflows on graduates by fields and also to investigate the impact of graduates by fields on FDI.

Details

International Journal of Manpower, vol. 44 no. 8
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 30 September 2021

Daniela Olo, Leonida Correia and Maria da Conceição Rego

The purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market.

Abstract

Purpose

The purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market.

Design/methodology/approach

An empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003–2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated.

Findings

The results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of “social sciences, business and law”, “engineering, manufacturing and construction” and “health and welfare”. However, at a more disaggregated level, a mismatch in the sub-areas of “teacher training and education science” and “computing” was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions.

Practical implications

The study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term.

Originality/value

One implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers.

Details

Higher Education, Skills and Work-Based Learning, vol. 12 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 8 March 2011

Harry Matlay

This paper aims to explore the influence of primary, secondary and tertiary stakeholders on developing enterprising graduates in UK higher education institutions (HEIs).

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Abstract

Purpose

This paper aims to explore the influence of primary, secondary and tertiary stakeholders on developing enterprising graduates in UK higher education institutions (HEIs).

Design/methodology/approach

Longitudinal telephone surveys were conducted annually over a ten‐year period (2000 to 2009) to document and analyse a total of 331 stakeholders' influence on developing enterprising graduates in UK HEIs.

Findings

The findings highlighted a number of interesting trends relating to their involvement in, and impact on, entrepreneurship education provision in UK HEIs. A wide range of stakeholders can influence the development of enterprising graduates. Primary stakeholders, such as students, teaching and research staff, managers and administrators emerged as most influential in the development of enterprising graduates. Their influence, representing both the demand and supply sides of entrepreneurship education, was significant and directly relevant to the development of enterprising graduates in UK HEIs.

Practical implications

The results emerging from this longitudinal research study provide valuable stakeholder perspectives into the development of enterprising graduates in UK HEIs. Policy makers should use these findings to inform relevant entrepreneurship education policies and initiatives, focus them on the specific needs of UK students and ensure that scarce resources are targeted efficiently to develop successful graduate entrepreneurs.

Originality/value

This study provides an empirically rigorous insight into stakeholder involvement in developing enterprising graduates in the UK. It provides valuable longitudinal data relating to the influence of a wide range of stakeholders on the development of enterprising graduates in UK HEIs.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 17 no. 2
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 7 August 2019

Oscar Espinoza, Luis González, Luis Sandoval, Noel McGinn, Javier Loyola and Dante Castillo

The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching.

Abstract

Purpose

The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching.

Design/methodology/approach

This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates’ background (age, gender, parents’ education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables.

Findings

In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige.

Research limitations/implications

The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities.

Practical implications

Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work.

Originality/value

This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 14 September 2015

Taran Thune and Liv Anne Støren

The purpose of this paper is to present an empirically based discussion of how cooperation between higher education institutions and work organisations (WOs) can increase graduate

1981

Abstract

Purpose

The purpose of this paper is to present an empirically based discussion of how cooperation between higher education institutions and work organisations (WOs) can increase graduate learning experiences and employability.

Design/methodology/approach

Data are based on an electronic and mail-based graduate survey among Norwegian master’s degree graduates six months after graduation. 2,232 master degree graduates responded to the survey, giving a 54 per cent response rate. All subject fields were represented.

Findings

77 per cent of the graduates have some forms of interactions with WOs during their studies. The level and mode of participation differ, however, very much, and the benefits of participating differ by mode of interaction. Project-based interaction is positively and significantly associated with completing studies on time. Further, graduates who have participated in either project-based interactions or practice periods have better labour market situation after graduation than their peers. The results hold also when controlling of subject field differences and students’ abilities.

Research limitations/implications

The study indicates that it is important to look at a wide range of interaction activities and look at the benefits from these activities both in terms of effects on the quality of the learning experience, as well as benefits realised in the transition to work. The data on learning benefits of interaction with WO during higher education are, however, limited, and further studies are needed on this issue in particular.

Practical implications

The study indicates that only certain forms of interactions between students and WOs have benefits for students; namely the ones that involve a certain degree of time and commitment. Programme officers in higher education should target more committed interaction forms, because the added value is significantly higher for the students.

Originality/value

The study contributes new knowledge about the external networks of higher education institutions, by looking at the role of students in such networks and by measuring the benefits by using a representative sample of students.

Article
Publication date: 4 November 2014

Liv Anne Støren

The paper examines the proportion of higher education (HE) graduates in Norway who have undertaken different forms of entrepreneurship education and how comprehensive the…

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Abstract

Purpose

The paper examines the proportion of higher education (HE) graduates in Norway who have undertaken different forms of entrepreneurship education and how comprehensive the entrepreneurship education has been. The purpose of this paper is to investigate the possible benefits and effects of entrepreneurship education in terms of learning outcome and the propensity to start their own business.

Design/methodology/approach

A representative survey among HE graduates (N=2,827) is used to present reliable estimates on the prevalence of entrepreneurship education within HE. The study provides a comparison of entrepreneurship graduates with other graduates in terms of the propensity to establish their own business or planning to do so. The study also examines the learning outcomes of entrepreneurship education as the entrepreneurship graduates are asked several questions concerning this, e.g. whether it was useful for establishing own enterprise or whether it increased their creative and innovative abilities.

Findings

The proportion of entrepreneurship graduates who are self-employed is very low and is not higher than for other graduates. The results indicate that entrepreneurship graduates to a certain extent are more interested in setting up their own company in the future, but this tendency is much lower than what is found in other European studies. Further, the reported learning outcome of the entrepreneurship education is not large. But entrepreneurship education, especially if it is of a certain type and scope, contributes to an increase in “generic” entrepreneurial skills. Most entrepreneurship students participated in rather short entrepreneurship courses, with lesser benefit.

Research limitations/implications

The positive effect of entrepreneurship education on the graduates’ future plans with respect to starting their own business may partly be subject to self-selection. Further, the quality of entrepreneurship education in terms of academic content and teaching and learning methods needs further attention.

Practical implications

The overall results indicate that it would make more sense for some students to take a more comprehensive entrepreneurship education rather than that many more students taking some entrepreneurship education. This should be of interest to academia and policy makers. Further, it is primarily participation in education through (not about) entrepreneurship that increases the outcome in terms of generic entrepreneurial or innovative skills. This can be important information for the future development of entrepreneurship education.

Originality/value

The effect of entrepreneurship education on graduates’ entrepreneurial intentions is examined by use of a representative sample and when comparing entrepreneurship graduates with other graduates within the same fields and types of study. Thus, generalized conclusions can be drawn. The learning outcomes are measured when taking into account the length and type of entrepreneurship course.

Details

Education + Training, vol. 56 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 29 February 2024

Karri Holley and Joretta Joseph

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the…

Abstract

Purpose

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the multiple streams framework, the paper outlines these actions through various streams (problems, policy and political) and perspectives (defining problems, articulating options and mobilizing responses).

Design/methodology/approach

The primary sources of data collected for this study were US federal government policies from March 2020 through May 2021. Policies were examined through introduction, implementation and alteration (when possible) within the specific time period of the study. The policies outlined in this paper were connected to the US Department of Education, and to a lesser extent, the National Institutes of Health, the National Science Foundation and other federal agencies. Data analysis was a two-fold process. First, the individual policy was considered as a single case and second, a cross-case comparison occurred across the multiple cases.

Findings

Analysing the study’s data in the problem stream provides a strong indicator of how the pandemic was perceived as a challenge for US graduate education. The pandemic served as a focusing event and illuminated the connections of graduate education to key institutional functions, including research and teaching. Broadly, US federal policy actions in this area focused on giving institutions resources and flexibility to support graduate students and allow them to continue their academic work while also seeding funding and incentives to continue the movement of knowledge, activities and people in the research pipeline. Actions in the policy stream aligned with the decentralized nature of the US higher education system and allowed for choice by academic institutions within the parameters of options.

Originality/value

This paper extends extant literature related to policy-making and graduate education to consider policy-making during a time of crisis. The paper offers methodological and conceptual ideas for consideration in future research.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Book part
Publication date: 11 December 2023

Danah AlThukair and Julie Rattray

In Saudi Arabia, quality management receives a significant amount of attention in higher education. In medical education, specifically, Saudi colleges have been fully engaged with…

Abstract

In Saudi Arabia, quality management receives a significant amount of attention in higher education. In medical education, specifically, Saudi colleges have been fully engaged with quality assurance and accreditation since 1992, under the supervision of the Saudi Council for Health Specialties. Along with the quality standards determined by accreditation agencies, the perspective of employers on the quality of learning and teaching needs to be acknowledged. The needs of medical employers can be translated into quality standards for medical education to help overcome the perceived deficiencies which lead to poorly equipped graduates. This chapter explores how employers conceptualize quality in medical education with an emphasis on learning and teaching and employers’ perspectives on the quality attributes of medical graduates. This chapter is based on interviews with 14 medical employers in Saudi Arabia. From the employers’ perspective, a high-quality medical education is marked by high quality educational systems, curricula, faculty members, and medical training. Additionally, medical graduates must attain a balance of soft skills, practical and clinical skills, and theoretical medical knowledge. Understanding employers’ perspectives on quality in medical education will complement our existing understanding of quality in medical education.

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Keywords

Article
Publication date: 13 July 2022

Paulina Hojda, Sylwia Roszkowska and Mariusz Trojak

The study aims to examine the factors that determine the success of graduates in the labour market. This success is measured in several ways, namely, above-average wages in the…

Abstract

Purpose

The study aims to examine the factors that determine the success of graduates in the labour market. This success is measured in several ways, namely, above-average wages in the economy, employment in accordance with the field of study and job satisfaction. The research explores the employment outcomes of graduates from Jagiellonian University, which is the oldest and one of the best in Poland. Not only does the analysis focus on degree-related predictors such as discipline or faculty, but it is also extended to include activities undertaken during studies and family background.

Design/methodology/approach

The analysis is based on data collected in the graduates' career survey, which is conducted six months after graduation. For this article, a database of over 6,000 graduates from four subsequent editions of the survey was compiled. In order to identify the predictors of graduates' success, a logistic regression model was applied.

Findings

The study reveals that graduates' success in the labour market is influenced not only by their discipline, but also by the activities undertaken during their studies, the type of studies and demographic features. Studies in natural sciences give chance for higher earnings, job matching and satisfaction. The humanities and social sciences increase only graduates’ group satisfaction. The impact of activities during studies is diversified – those matched to studies increase the job matching and those unmatched lower the earnings, job matching and satisfaction. Parents' level of education resulted in salary increase. The results also confirm the premises of behavioural theory.

Research limitations/implications

Firstly, the main research limitation is that data of one particular university's graduates are used, so the results should be interpreted in the context of Poland only. Secondly, the authors propose a precise concept of success; however, it could be refined in any future study. This limitation could be mitigated by the flexibility of the model, which guarantees that other predictors of success could be involved. Furthermore, the article was based on data collected before the COVID-19 pandemic, when the labour market was completely different, so it also could be revised now.

Practical implications

The results of the analysis can be used when preparing the University’s educational offer. Since various predictors are implemented in the model, the information could be useful not only for future students, but also for current students, so they can make a more data-driven decision about their future careers. Additionally, University careers’ advisors are provided with knowledge on the determinants of graduates' success. Taking a broader view, the research findings are also informative for labour market institutions.

Originality/value

The paper offers an advanced analysis in a field that is under-researched in many transition countries, including Poland, i.e. graduates' entry into the workplace. Although the study provides insight into the factors that determine the labour market success of one particular university's graduates, this modelling can be applied to the empirical data of another higher education institution’s (HEI's) graduates.

Details

Education + Training, vol. 64 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 8 May 2017

Maria Eliophotou Menon and Anastasia Athanasoula-Reppa

The purpose of this paper is to investigate the problems faced by unemployed and underemployed graduate students in a small European country. It focusses on the way young people…

Abstract

Purpose

The purpose of this paper is to investigate the problems faced by unemployed and underemployed graduate students in a small European country. It focusses on the way young people adjust to unemployment and underemployment and on the specific strategies they use to enhance their employability. Various aspects of these strategies as they relate to student decision making and analysis are discussed. The role of new skills and competencies in managing graduate unemployment is examined.

Design/methodology/approach

Qualitative research was conducted with 15 graduate students of the Education Department of the University of Cyprus. In-depth interviews and focus-group interviews were used to collect data.

Findings

The results indicate that the main strategy used by respondents in order to enhance their prospects of employment is the acquisition of additional skills and competencies. A secondary strategy is the pursuit of employment opportunities abroad. Student decisions and perspectives appear to be optimistic, partially rational, placed within a short-term horizon and influenced by the belief in the investment value of education.

Research limitations/implications

The findings are qualitative and cannot be considered to be representative of the population. However, they allow an in-depth analysis of the way a group of students experiences and manages unemployment and underemployment.

Originality/value

The way young people deal with unemployment and underemployment has not been investigated in many studies, especially in relation to the degree to which graduates formulate specific strategies in order to manage the transition from the university to the world of work. Students’ and graduates’ perceptions regarding the association between skills and employment can provide the basis for more informed planning and policy making in higher education.

Details

Higher Education, Skills and Work-Based Learning, vol. 7 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

11 – 20 of over 61000