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This paper aims to investigate how graduates’ perceptions of self-service technology and perceived job performance can be used to assess university service quality. Also, this study examines the mediating role of perceived job performance on the effect of university service quality on graduates’ satisfaction and loyalty.

A quantitative methodology was adopted where university graduates’ perceptions of self-service technology and job performance were used to assess the level of the university’s service quality. Through a cross-sectional survey, data were collected from 280 university graduates employed in Chinhoyi town, Zimbabwe, during the period between August and December 2021.

This study’s findings indicate that self-service technology influences university service quality which in turn impacts on graduates’ perceived job performance, satisfaction and loyalty. Graduates' perceived job performance was also found to partially mediate the effect of university service quality on satisfaction and loyalty among graduates.

This study’s results are instrumental to enable university’s management in developing economies to adopt and improve self-service technologies as this enhances university service quality and graduates’ perceived job performance, satisfaction and loyalty.

This paper provides new insights, that is, the incorporation of graduates’ perceptions of self-service technology and job performance in assessing the university’s service quality. This research further clarifies the function of graduates’ perceived job performance in mediating the effect of university service quality on graduate satisfaction and loyalty. This study further adds to our understanding of tools, criteria and methods for assuring university service quality.

We explore the validity of Graduate Management Admission Test (GMAT) scores and grade point averages (GPAs) for predicting comprehensive student performance in an accelerated-cohort masters of accountancy (MA) program from 2002 through 2009. We confirm findings of prior studies that graduate accounting student performance increases in GMAT scores and undergraduate GPAs; however, undergraduate GPA is significant only for U.S. students. International student performance is overwhelmingly explained by language ability, as measured by GMAT verbal and analytical writing scores. When performance is defined as job placement with a public accounting firm after graduation, we find no significant association between performance and either GMAT scores or undergraduate GPA. Additionally, the factors that are significantly associated with obtaining a job in public accounting differ for U.S. and international students. These findings may have implications for admission decisions and curriculum design of U.S. graduate accounting programs.

This study seeks to investigate the potential gap between important dimensions of business graduates' attributes and the actual performance of these graduates in their post‐graduate employment. These graduates have completed a business‐related degree from the business management faculty of a higher education institution (HEI) located in Peninsular Malaysia. The dimensions of attributes and the performance of these graduates are considered in four broad areas, namely, knowledge, skills, abilities, and personality.

A questionnaire seeking responses from managers reflecting their importance ratings of essential attributes for business graduates, and the corresponding performance ratings of the graduates in these attributes, was distributed to managers of all companies employing the graduates from the business school. Importance‐performance analysis was used to evaluate the managers' perceptions of these graduates and to determine their actual performance. The graduates' information was obtained from the records of the HEI's alumni.

The results of this study reveal that managers attach different weights to different aspects of graduates' performance. Therefore, curriculum development should be directed towards attributes that are expected of these graduates and are relevant to the needs of the market and industry. This will allow for corrective action to take place to improve perceived problem areas.

Since this research is a case study of business management faculty graduates, future nationwide research could be carried out on graduates from all HEIs employed in different industries and involving different levels of management and employment to determine whether a consistent pattern is discernable.

There are only a few studies that have included employer research surveys with the intention of evaluating factors contributing to graduate performance and improving the business management curriculum of HEIs in Malaysia.

Participation of women in engineering education is considerably low in India, although it is increasing in recent years. Also, engineering is primarily treated as a male-dominated profession, and the authors do not find many women in this sector. What factors contribute to this significant gender differences in engineering education and labour market in India? In this context, this study aims to examine the factors that explain the gender variations in academic performance and labour market outcomes (placement and earnings) of engineering graduates in India.

The paper is based on primary survey data from fourth-year engineering students in Delhi, collected in 2018–2019, with a total sample size of 3186. The study uses Ordinary least square method (OLS) and Heckman selection model to analyse gender differences in academic performance and labour market outcomes of engineering graduates, respectively.

The study finds that academic performance of male students is around 10.4% more than female students. However, this difference is heavily influenced by various socioeconomic and institutional factors. Interestingly, 3% of female engineering graduates have received more job offers than males, which contradicts the common belief that women engineers face job discrimination in the labour market in India. However, the authors find that male engineers earn around 7% more than female engineers shows the evidence of pro-male gender wage inequality in earnings. The findings support that there is a considerable variation in academic performance and earnings between male and female engineering graduates.

While the authors find some literature in the area of gender difference in the academic performance and labour market among university graduates in India, studies in the field of engineering education are sparse. In a context where fewer women are found in the field of engineering education along with low participation in the labour market, the findings of this study significantly contribute to the policy making.

This paper aims to assess the perception of the Ghanaian construction industry of the performance of entry‐level building technology graduates. Also, other non‐technical skills or attributes expected from building technology graduates are to be compared with the actual proficiency of the graduates.

The findings in this paper are based on a series of interviews and structured questionnaire survey of randomly selected contractors and consultants in the Ghanaian construction industry.

The overall performance of the graduates was considered acceptable by the construction industry. However, much more needed to be done in “coordination” and “scheduling” of site activities by graduates who work as site managers, and in “coordination of site activities” and “issuance of site instructions” for those who work as project managers for contractors. There was a considerable gap between the expectations of the construction industry practitioners and the actual proficiency of building technology graduates in “initiative and creativity”, “practical building knowledge”, “ability to define and solve problems”, and other equally important attributes. The graduates, however, met the expectations of contractors in “computer literacy”, “communication skills”, and “interpersonal skills”, and consultants in “computer literacy” and “leadership capability”.

The results of the study enable entry‐level graduates to realize their deficiencies for continual improvement, and the training institution to develop training curricula responsive to the needs of the industry.

Even though results from this study generally show a disparity in the expected and actual proficiency levels of building technology graduates, as frequently reported in the literature, it provides a new insight into this problem by providing evidence to the effect that the problem is only manifest in some specific non‐technical skill requirements.

For many years the demise of the graduate recruitment scheme has been predicted, some suggesting that dynamic employers want graduates that can take substantial responsibility and contribute to bottom line profitability within months of joining an organisation. Contrary to this view, some “blue chip” (organisation that if invested in, would be considered to be very reliable and safe and among the strongest performers in its sector) employers have retained their “scheme”, believing that hand picked recruits developed in(to) the organisational “mould” are more likely to achieve the medium‐ to long‐term results so desperately sought. This paper demonstrates that one such scheme produces greater career progression among scheme recruits when compared to graduates recruited outside the scheme. Further, this paper demonstrates that one such organisation operating such a scheme actively facilitates the personal development of such scheme entrants to generate enhanced career progression as a consequence of enhanced performance. The paper concludes that scheme practices could be equally applied to non‐scheme recruits to further enhance the overall performance of the organisation.

This research aims to contribute to the discussion of P‐O fit by examining the potential of assessment centre performance to predict graduate P‐O fit over time. Does assessment centre performance provide predictive value over and above that provided by personality, work experience, level of degree, socialisation tactics, and quality of training and development?

The study utilises a panel design and surveyed graduates at three points over a six‐year period. The sample size used for analysis was 137.

The findings revealed that assessment centre performance predicted P‐O fit, even after controlling for personality, level of initial degree, work experience, socialisation tactics and quality of training and development. The findings indicated that assessment centre performance had predictive value over the six‐year period of the study.

The study indicates that the assessment centre has long‐term value as a selection tool in the context of predicting P‐O fit. The implications for future research include the extent to which this finding will hold for objective as well as subjective P‐O fit. It is also appropriate to investigate the link between assessment centre performance and P‐O fit, based on the perceptions of others such as boss and subordinates. Future research should examine these relationships on a different sample of employees.

Examines the potential of assessment centre performance to predict graduate P‐O fit over time.

The need for “job‐ready” graduates has catalysed the development of non‐technical skills in higher education institutions worldwide. Continued criticism of business school outcomes has provoked this examination of non‐technical skill deficiencies in Australian business graduates. The purpose of this paper is to compare findings with existing literature on skill gaps in other developed, culturally‐similar economies, underscore the generality of identified problems, and highlight to stakeholders in undergraduate education those areas requiring curricula review.

In total, 211 managers/supervisors of business graduates and 156 business academics assessed the typical performance levels of Australian business graduates against a comprehensive framework of 20 skills and 45 associated workplace behaviours. Ratings were examined within and across the two samples and variations analysed by work area, business activity and business discipline.

Some differences were detected between academic and employer skill ratings of certain workplace behaviours. Respondents agreed that although graduates are confident and proficient in certain non‐technical skills, they are deficient in vital elements of the managerial skill set. There were differences in employer ratings across certain business activities and work areas but none detected in academic ratings from different business disciplines.

Findings broadly align with literature from previous studies, highlighting the generality of presented skill deficiencies. The study suggests that although business schools are producing well‐rounded graduates, they are overlooking the development of certain non‐technical skills deemed essential in managers. This urges curricula reform and raises questions on who is responsible for developing work readiness in graduates. The implications of differing perceptions of graduate performance are discussed.

This study seeks to address empirically the current state of generic competencies considered to be important for successful work performance among Malaysian graduate employees. This study also aims to explain the elements of generic competencies that are needed to complement the tertiary training of students in workplace learning.

Using the survey method, questionnaires (validated by a pilot test and with a Cronbach's alpha of 0.81) were administered to a purposive sample of graduate employees (n=32).

Responses were factor‐analysed and correlated through the Pearson product‐moment correlation procedure. Drawing from the significant correlations ( p<0.01) of the factors extracted, this study highlights interpersonal skills, knowledge‐acquiring skills and flexibility as being highly important in contributing toward success in work performance. Additionally, these graduate employees also expressed value‐improving skills, practical orientation abilities and cognitive skills as being important for successful work performance. These generic competencies are important for enabling Malaysian graduate employees to transfer learning from the classroom to the workplace for success in work performance.

Given the financial constraints, this study is limited to Malaysian graduate employees. Therefore, the generalisability of the results is limited to other situations that are similar to the one discussed in this study.

In the Malaysian context, tertiary training probably needs to consider the development of generic competencies in students so as to enable them to transfer tertiary learning to meet the changing demands of the workplace when they graduate. In this direction additional research is recommended in Malaysia so that graduates can be better trained to contribute successfully in the workplace.

The purpose of this paper is to point to the inefficiency of the Italian educational system as a key factor of persistent differences between the distribution of incomes (skewed) and that of talents (normal), stated in the Pigou paradox. In fact, against the intention assigned to it by the Italian constitution, the educational system is designed in such a way to reinforce, rather than weaken, the current unequal distribution of incomes.

The authors study the socio‐educational background of AlmaLaurea graduates by way of correlation and regression analysis. The AlmaLaurea databank is the most important source of statistical information of its type in the country. The authors, consider several indicators of performance, such as the probability of getting a degree, the final grade achieved and the length of studies.

Parents’ educational level appears to be the main determinant of the grade achieved at secondary high school and at the university. The effect of family background on children's success at the university is not direct, but through the high school track. In fact, although any secondary high school gives access to the university, nonetheless lyceums provide students with far higher quality of education than technical and professional schools. Parental background affects also the length of studies, which suggests that the indirect cost of tertiary education is much higher for those with a poorer educational background and limited means.

Increasing the average educational level was one of the promises of the “3+2” university reform implemented in 2001. This objective has been achieved only in part, due to the continuing high indirect cost of tertiary education, which particularly affects individuals with limited means. More coordination in the interpretation and implementation of the aims of the reform would have prevented the main actors of the reform from failing it. School tracking should be reformed so as to allow more consideration for low school grades in the choice of parents and provide more on‐the‐job training to students in the professional/technical schools.

The paper proposes an interpretation of the Pigou paradox in Italy, based on the inefficiency of the university system, due to the peculiar school tracking and the ensuing high indirect cost of education. On this, the paper provides new circumstantial evidence based on the AlmaLaurea database almost ten years after the “3+2” reform.