Preliminary results and conclusions The Flexible Professional in the Knowledge Society: Findings in...
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Preliminary results and conclusions The Flexible Professional in the Knowledge Society: Findings in Old and New (Candidate) Member States Final conference, Ljubljana, September 24-25, 2009 By Rolf van der Velden Research Centre for Education and the Labour Market (ROA) Maastricht University HEGESCO
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Transcript of Preliminary results and conclusions The Flexible Professional in the Knowledge Society: Findings in...
Preliminary resultsand conclusions
The Flexible Professional in the Knowledge Society: Findings in Old and New (Candidate) Member States
Final conference, Ljubljana, September 24-25, 2009
By Rolf van der VeldenResearch Centre for Education and the Labour Market
(ROA) Maastricht University
H EG ESC O
Pre
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HE
GE
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OThe HEGESCO project (1)
Short for Higher Education as a Generator of Strategic Competences
Which competences are needed for successful entry into the labour market?
Consortium: 6 partners Slovenia: University of Ljubljana (project coordination) Hungary: TARKI Social Research Inc. Lithuania: Vytautas Magnus University Poland: Cracow University of Technology Turkey: Hacettepe University Netherlands: Maastricht University (advisory role)
Financed by EU Erasmus Lifelong Learning program
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OThe HEGESCO project (2)
Start November 2007 – finish December 2009 Five interrelated projects:
Analysis of HE policy in Europe and the participating countries: Hungary, Lithuania, Poland, Slovenia, Turkey (coordinated by LT)
Large scale survey among graduates (coordinated by NL) Qualitative surveys among HE representatives and
employers (coordinated by SL and TR) Dissemination of results (coordinated by PL)
This presentation will focus on the preliminary results of the graduate survey
3
Pre
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HE
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OThe HEGESCO project (3)
Graduate survey based on methodology of earlier survey REFLEX (and its predecessor CHEERS)
REFLEX: Transition from HE to work in 15 European countries + Japan; HEGESCO extension to Eastern Europe; PROFLEX extension to South America
Mail questionnaire to over 110.000 graduates 5 years after leaving HE
Response rates around 30-35% Information on career in HE and transition to labour
market, personal characteristics etc Current report focus on New and Candidate Member
States (NCMS) compared to old member states
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Pre
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OOverview presentation
Project outline Transition from HE to work The world of work for HE graduates Which skills are needed? What can HE do? Conclusions
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O6 Search durations are short, but
not in all countries
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OUnemployment rate is low, but varies across countries
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OMost have a permanent contract at least after 5 years
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O
Few are overeducated and the gap between countries decreases
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OMost are satisfied with current job
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OWage differ strongly, even after correcting for purchasing power
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Pre
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ONCMS is not a homogenous block
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Pre
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OSuccess factors in the transition
Individual Study-related work experience during HE (no
effect of non study-related work experience!) Experience abroad Good grades
Program Strong links between HE and employers
(vocational oriented, employers familiar) Some effects of being demanding and prestigious
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OHow does the world of work for HE graduates look like?
International Competitive Innovative Insecure Professional
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OHE graduates often work in big firms, but less so in NCMS
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OMany firms have an international scope, but countries differ
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OMost firms in private sector face hard competition on quality
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30
40
50
60
70
70 75 80 85 90 95
co
mp
ete
s m
ain
ly b
y q
uali
ty (
%)
(very ) strong competition (%)
EE
LT
PL
CZ
HU
SI
TR
IT
ES
FR
AT
DE
NL BE PT
NO
FI
UK
CH
Pre
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OEven firms in the public sector face hard competition
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60
70
80
90
10 20 30 40 50 60 70
co
mp
ete
s m
ain
ly b
y q
ua
lity
(%
)
(very ) strong competition (%)
EE LT
PL
CZ
HU
SI TR
IT
ES
FR
AT DE
NL
BE PT
NO
FI
UK
CH
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OMost firms are engaged in innovative activities
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Pre
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OAlmost half have experienced a reorganisation in the past year
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OMany set their own goals, some even for the firm (when small)
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10
20
30
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50 60 70 80 90
sett
ing
go
als
fo
r o
rgan
izati
on
(%
)
setting own goals (%)
EE
LT
PL
CZ
HU
SI TR
IT
ES
FR
AT
DE
NL
BE
PT
NO
FI
UK
CH
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O
A strong professional role, but clear differences across countries
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30 40 50 60 70 80 90
esta
bli
sh
es c
on
tacts
wit
h e
xte
rnal
exp
ert
s (
%)
authoratitive source of advice (%)
EE LT PL
CZ
HU
SI
TR
IT
ES FR
AT
DE
NL
BE
PT NO
FI
UK
CH
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OWhat skills do they need?
List of 19 competences Top 5 required in NCMS in tertiary level jobs:
Ability to use computers and internet Ability to use time efficiently Ability to work productively with others Ability to make your meaning clear to others Ability to perform well under pressure
Top 5 shortage in NCMS in tertiary level jobs: Mastery of own field or discipline Ability to perform well under pressure Ability to use time efficiently Ability to negotiate effectively Ability to assert your authority
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O24
Which characteristics of work drive the demand for these skills?
Involvement in innovative activities Level of competition Professional character of jobs Level of autonomy in jobs
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O25 What can HE do to produce
these skills?
Questions on characteristics of the HE program
Questions on the modes of teaching and learning
Extra-curricular experiences Relate these to the most needed
skills First impression on the HE profiles
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OAcademic prestigious vs. being demanding
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60
30 40 50 60 70 80
acad
em
icall
y p
resti
gio
us (
%)
regarded as demanding (%)
EE
LT
PL
CZ
HU
SI
TR
IT
ES
FR
AT
DE
NL
BE
PT
NO
FI
UK CH
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OEmployers familiar vs vocational oriented
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70
20 30 40 50 60 70
em
plo
yers
fam
ilia
r w
ith
co
nte
nt
(%)
programme vocationally oriented (%)
EE
LT PL CZ HU
SI
TR
IT
ES FR
AT
DE
NL BE
PT
NO
FI
UK CH
Pre
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OGroup assigments vs. lectures
28
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30 40 50 60 70 80 90 100
gro
up
assig
nm
en
ts (
%)
lectures (%)
EE
LT
PL
CZ
HU
SI TR
IT
ES
FR
AT DE
NL
BE
PT
NO
FI
UK
CH
Pre
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OFacts vs theories
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30
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50
60
30 40 50 60 70 80 90
fac
ts a
nd
pra
cti
cal k
no
wle
dg
e (
%)
theories and paradigms (%)
EE
LT
PL
CZ
HU
SI
TR IT
ES
FR
AT DE
NL
BE
PT
NO
FI UK
CH
Pre
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OMultiple choice vs.written assignments
30
0
10
20
30
40
50
30 40 50 60 70 80 90
mu
ltip
le c
ho
ice e
xam
s (
%)
written assignments (%)
EE
LT
PL
CZ
HU
SI
TR
IT
ES
FR
AT DE
NL
BE
PT NO FI
UK
CH
Pre
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resu
lts
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HE
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OLarge variations in study-related work experience during HE
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Pre
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con
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OAnd in non-study related work experience during HE
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Pre
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OEffects of HE program on skills
For most skills: Program being demanding Intrinsic study-motivation Study-related work experience during HEOnly for mastery of own field Vocational orientation Facts and practical knowledge
Some effects of group assignments, written assignments and oral presentations, but no general effect of innovative methods
Mixed evaluations of the program as whole
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O
HE is considered to be a good basis for personal development …
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Obut less so for developing a professional career …
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Oand even worse to develop entrepreneurial skills.
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O
Large differences in % that would choose the same program again
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O38
Conclusions (1) Most graduates face a smooth transition, but there
are exceptions: TR, ES but also UK, IT and HU Main success factors are: good grades, study-
related work experience during HE, experience abroad, strong links between HE and employers
NCMS cannot be treated as homogeneous block (nor can the old MS simply be distinguished in North and South)
The world of work of HE graduates is international oriented, competitive, innovative, insecure and professional
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O39
Conclusions (2) In some respects HE programs across Europe are
quite similar: With some exceptions they are generally viewed as
demanding Most employers are not very familiar with the program Despite the introduction of student-centered methods,
strong emphasis on classroom teaching
In other aspects strong differences across countries: Vocational orientation Group assignments Written assignments Study and non study-related work experience Role in forming a professional identity
Pre
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O40
What can HE do? In most countries graduates are critical about HE
program providing a good basis for starting to work or development of entrepreneurial skills. This should be taken seriously.
HE should prepare better for the new world graduates are facing: e.g. computer skills, time-management, perform under pressure
Providing relevant work experience during HE as well as experience abroad are crucial success factors: in most countries this is still very low
Establishing more/better links with employers? Good for some but not all aspects of the transition!
