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1 – 10 of over 8000Torgeir Aadland, Gustav Hägg, Mats A. Lundqvist, Martin Stockhaus and Karen Williams Middleton
To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation…
Abstract
Purpose
To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.
Design/methodology/approach
Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).
Findings
The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.
Research limitations/implications
Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.
Originality/value
This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.
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Chiara Succi and Michaela Wieandt
A fast-changing environment entails several reflections about skills and attitudes required to face the increasing complexity brought by the “glocal, liquid and networked” world…
Abstract
Purpose
A fast-changing environment entails several reflections about skills and attitudes required to face the increasing complexity brought by the “glocal, liquid and networked” world in which workers operate (Bauman, 2003; Clarke, 2017). In the literature, an increased attention has been devoted to the impact of interpersonal skills and personal characteristics on employability (Heckman and Kautz, 2012; Succi, 2019; Wheeler, 2016). In this context, the so-called soft skills become of crucial importance, but a lack of academic attention devoted to their development, and a deficit of companies in integrating soft skills in their selection, induction and training processes have been identified (Hurrell, 2016). The paper aims to discuss these issues.
Design/methodology/approach
An exploratory study has been designed to describe the tools in use to assess soft skills, during the recruitment process and those to develop soft skills of graduates, during their first years on the job. In January 2017, two symmetrical online questionnaires have been sent to 500 HR managers and 240 graduates of a European business school, in Italy and Germany.
Findings
Results show that graduates and managers describe differently the use of tools to develop graduates’ soft skills. The large majority of HR managers indicate they offer formal training to young graduates and that they are involved in the performance appraisal sessions, while only 22 percent of students confirm they receive formal training and only 26 percent declare to be inserted in a performance appraisal process. Moreover, concerning the assessment of soft skills during the selection process, significant differences between Italian and German companies emerged.
Research limitations/implications
This research constitutes the first step to acknowledge the lack of initiatives devoted to soft skills development, despite their rising importance for the job market.
Practical implications
Findings allow initiating a discussion about a strategic topic in human resources management: whose responsibility is it to develop soft skills? Should graduates, higher education or companies fill the gap? The study can be extended to other types of higher education institutions, and a qualitative research could deepen the understanding of root causes of the differences identified.
Social implications
The impact on youth employment, reduction of labor skills mismatch and improvement of managerial practices could be interesting social implications of the study.
Originality/value
While previous research has predominantly focused on higher education executives and HR managers, this paper’s contribution consists in involving young graduates in the reflection on employability.
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Cecilia Albert and Maria A. Davia
This paper addresses the relevance of job search methods and strategies in determining vertical mismatch and the risk of underusing skills or knowledge in first jobs amongst…
Abstract
Purpose
This paper addresses the relevance of job search methods and strategies in determining vertical mismatch and the risk of underusing skills or knowledge in first jobs amongst graduates from bachelor's and master's programmes in Spain. Support from universities (via internships and career services) is compared to support from public institutions and informal strategies.
Design/methodology/approach
The authors use the 2019 University Graduate Job Placement Survey. The dependent variables are estimated with a bivariate probit model with sample selection on a subsample of graduates who were not working at graduation.
Findings
Internships and university career employment offices significantly improve the quality of first job matches. Job banks and public examinations also contribute to finding well-matched first positions, while for public employment services, results are mixed. When the job search is not supported by institutions, graduates generally do worse finding their first jobs, particularly when temporary employment agencies are involved. There are also large differences in mismatch risks across fields of study.
Practical implications
If more graduates found their first jobs through internships and university job placement services, educational mismatch rates would decrease substantially. Further collaboration between universities and employers for the provision of high-quality internships may foster their conversion into regular, well-matched jobs. Industrial policies addressed to knowledge-based economic activities would enhance the creation of highly skilled positions. Further orientation towards STEM degrees is required to improve imbalances between supply and demand for graduate labour in Spain.
Originality/value
Evidence about education mismatch among master's degree graduates is very scarce. This paper compares them to bachelor's degree graduates. It addresses two complementary types of education mismatch and takes into account potential self-selection into post-graduation job search.
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Liquaa Wazni, Wendy Gifford, Christina Cantin and Barbara Davies
The aim of this study was to describe the experiences of graduate students who participated in the community of practice (CoP) and identify areas for improvement to support…
Abstract
Purpose
The aim of this study was to describe the experiences of graduate students who participated in the community of practice (CoP) and identify areas for improvement to support academic success.
Design/methodology/approach
In total, 19 graduate students engaged in a CoP to facilitate social interactions, knowledge sharing and learning within a culture of scholarship. A descriptive qualitative research study was conducted using semistructured interviews with eight participants who had attended the CoP meeting.
Findings
All participants were from the School of Nursing and perceived the CoP to be beneficial, particularly international students who had challenges in adapting to new academic and social environments. Areas for improvement include creating a group structure that enhances belonging and learning.
Originality/value
This is the first CoP that was implemented at the Faculty of Health Sciences at the authors’ university. It has been the authors’ experience that a CoP can benefit graduate students through networking, knowledge sharing, social support and learning. The finding of this research will be used to inform a new CoP to address the needs of graduate students. The authors will be adapting the CoP to the current context that includes a virtual platform during the COVID-19 pandemic and will include content specific for international students.
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Anders Nelson, Andreas Ivarsson and Marie Lydell
This study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a…
Abstract
Purpose
This study aims to explore a specific case of the alleged mismatch between higher education and employability by investigating long-term work life outcomes for graduates from a small university college in Sweden, and the associations between these outcomes and the graduates’ social background, academic achievements and study approach in terms of labour market orientation and agency in studying.
Design/methodology/approach
The study is based on longitudinal data from initially 2,072 students from bachelor’s degree programmes in 2007–2012. They were surveyed continuously throughout the programmes and then in 2020. Classification and regression tree (CRT) analyses were conducted to identify which subgroups within the population based on the independent variables (e.g. students’ background and study orientation) that were associated with the dependent variables (work life outcomes).
Findings
Neither graduates’ social background nor their academic achievement and study approach was associated with employment rate or income. Some dimensions of high labour market orientation and agency in studying were positively associated with holding a senior position at work. Several aspects of high levels of agency and labour market orientation were positively associated with subjective work life outcomes, such as for example perceived mastery of work.
Originality/value
This study contributes to further understanding of alleged mismatches between higher education and employability by using longitudinal data from a university college in a country with low graduate unemployment rates and low earnings dispersions.
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Roberto Brazileiro Paixão and Márcio Arcanjo de Souza
This paper aims to evaluate the impact of Federal University of Bahia’s Business Administration graduate programs on graduates’ competency, career and income development.
Abstract
Purpose
This paper aims to evaluate the impact of Federal University of Bahia’s Business Administration graduate programs on graduates’ competency, career and income development.
Design/methodology/approach
It is a descriptive study, for which a survey was applied and the data were analyzed using quantitative techniques (descriptive analysis, factorial analysis, t-test, Mann–Whitney test and regression analysis). Data collection was conducted through an electronic questionnaire sent to the graduates in the period between 1998 and 2012.
Findings
The results show that in general, the research participants perceive competency, career and income development after the course. At the same time, a comparison between the graduates of academic and professional axes (courses) was carried out, and in general, there is a certain similarity between perceptions.
Originality/value
This research contributes to the theoretical field on evaluation of graduates, both from a methodological point of view, because of conducted statistical analysis that is complementary to other methods used, and from a practical point of view, as it offers redesign and improvement elements to the program’s curricula and teaching-learning methodologies so that it can maximize competency development, career and income of graduates.
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Rachel Maxwell and Alejandro Armellini
The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of…
Abstract
Purpose
The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change.
Design/methodology/approach
An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit.
Findings
There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective.
Research limitations/implications
While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective.
Practical implications
The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity.
Social implications
Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”.
Originality/value
The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.
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The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates in Oman and to identify the…
Abstract
Purpose
The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates in Oman and to identify the workplace communication challenges encountered by graduates of these institutions.
Design/methodology/approach
The study used a mixed-methods approach. In the first phase of the study, a questionnaire was distributed to 50 employers in different government and private sectors. In the second phase of the study, semi-structured interviews were conducted with 15 employers to get clarification on some of the issues that were raised in the questionnaire and get the employers’ opinions about how to improve the communication skills of Omani graduates and what initiatives HEIs can take to achieve that.
Findings
The study revealed that Omani graduates encounter many challenges in the workplace, including low proficiency in English, lack of research skills and persuasive skills and inappropriate use of language during meetings and events.
Research limitations/implications
HEIs should foster a relationship with the job market through continuous meetings to seek their feedback on English courses so that they can improve them to cater to specific job requirements.
Originality/value
The higher education system in Oman has achieved substantial growth in terms of quantity, including the number of institutions, enrolled students, hired teachers and specialisations. This growth of HEIs highlights the necessity of preparing Omani citizens who are capable of participating in the ongoing development in Oman and to this end, English communication skills are critical.
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The purpose of this paper is to examine the role of graduate recruitment in the professional socialisation and subjectification of Big Four professionals.
Abstract
Purpose
The purpose of this paper is to examine the role of graduate recruitment in the professional socialisation and subjectification of Big Four professionals.
Design/methodology/approach
The paper draws on documentary data and interviews conducted at one British university. It adopts an interpretive perspective and is informed by Foucault’s work on technologies of power and technologies of the self.
Findings
The paper argues that the graduate recruitment practices of Big Four firms represent a series of examinations which produce the category of ideal recruits. It moreover suggests that this category serves as the ultimate objective of an ethical process whereby aspiring accountants consciously and deliberately seek to transform themselves into the type of subjects they aspire to be – ideal recruits.
Research limitations/implications
The findings of the paper are primarily based on interviews conducted at one university. Future research could explore if students at other universities experience graduate recruitment in similar or different ways.
Originality/value
The paper highlights the constitutive role of graduate recruitment practices and shows that they can construct ideal recruits as much as they select them. It also shows that graduate recruitment is an important anticipatory socialisation mechanism that can compel aspiring accountants to learn how to look, sound and behave like Big Four professionals long before they join such organisations. Finally, the paper discusses its implications for the future of the profession, social mobility and the use of Foucault’s work on technologies of power and the self in studying subjectivity at elite professional service firms.
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