Age, gender and work experience as predictors of success

Fournier, Susan; Ineson, Elizabeth M.

doi:10.1108/et-10-2012-0093

Cited by 11 publications

(5 citation statements)

References 69 publications

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“…Considering the modern, global business marketplace, it is important that students learn about, and develop, cultural awareness due to the cultural diversity that exists in the modern workplace, as well as in the modern classroom (Avramenko, 2012;Fournier and Ineson, 2014;Nga and Mun, 2013). In the assessment task for this study, cultural diversity was achieved in the teamwork assessment through both the assessment design (students reporting on aspects of financial reporting in a foreign country) and through team member interactions (where the team consisted of members from multiple cultural backgrounds).…”

Section: Cultural Diversitymentioning

confidence: 99%

“…Avramenko, 2012;Crebert et al, 2004;Fournier and Ineson, 2014;Nga and Mun, 2013;Teo et al, 2012). These work skills can be developed through the teamwork assessment to provide students with transferable competencies required by prospective employers.…”

Section: Adaptable Work Skillsmentioning

confidence: 99%

“…Much has been written concerning the need for students to develop adaptable work skills beyond discipline-specific knowledge or abilities (see, e.g. Avramenko, 2012;Crebert et al, 2004;Fournier and Ineson, 2014;Nga and Mun, 2013;Teo et al, 2012). These work skills can be developed through the teamwork assessment to provide students with transferable competencies required by prospective employers.…”

Section: Adaptable Work Skillsmentioning

confidence: 99%

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Teamwork benefits in tertiary education

Volkov

2015

Education + Training

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Purpose -The purpose of this paper is to contribute to the understanding of the development of students' skills in the context of team-based learning. Academics have heeded the call to incorporate team learning activities into the curricula, yet little is known of student perception of teamwork and whether they view it as beneficial to them and their future professional career. Further, this study presents an instructional framework to guide best practice in higher education practitioners with regard to the design of teamwork assessment. Design/methodology/approach -The paper adopts a qualitative approach utilising 190 students' reflections to examine their perception of the benefits of teamwork and whether it will contribute to their future professional work. Findings -Results indicate students perceive team-based assessment tasks require them to adopt a deep approach to learning together with a deep approach to study, as well as improving their skills in the areas of collaboration, team unity and cultural diversity. Further, the study identified a best practice approach that higher education practitioners should adopt in teamwork assessment design giving this study both national and international significance and aids fellow educators in their practices.Research limitations/implications -Because of the chosen research approach, the results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications -The paper presents important implications for those involved in the development of assessment items where objectives include the development of team skills and quality learning outcomes. The findings are vital for unit and course planning and design generally, and assessment planning, design and processes, specifically, both nationally and internationally. Originality/value -This paper fulfils an identified need to study students' perceptions of teamwork, whether they view it as beneficial to them and their future professional career, and presents a best practice approach for teamwork assessment design.

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Section: Cultural Diversitymentioning

confidence: 99%

Section: Adaptable Work Skillsmentioning

confidence: 99%

Section: Adaptable Work Skillsmentioning

confidence: 99%

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Teamwork benefits in tertiary education

Volkov

2015

Education + Training

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“…Among the various aspects, it is possible to highlight two statistical dimensions: age and gender. In the case of soft skills, age can be used as a variable (Fournier and Ineson, 2014). However, experience is not age, and it is a more accurate factor in acquiring certain soft skills (Joseph, Ang, Chang, and Slaughter, 2010).…”

Section: European University Curriculummentioning

confidence: 99%

Soft Skills in Engineers, a Relevant Field of Research: Exploring and Assessing Skills in Italian Engineering Students

et al. 2020

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Soft skills are important for any career and are necessary to access and face the labor market. This research focuses on soft skills by exploring engineer profiles. It also determines how soft skills are developed through the study of a representative sample of 314 undergraduate engineering students from 15 different Italian universities. The instrument used is a questionnaire that investigates soft skills and is based on the Business-focused Inventory of Personality (BIP). Answers are grouped into four areas: intrapersonal, interpersonal, activity development, and impression management. Results show that these engineers have more self-confidence than the reference sample; they demonstrated a great commitment in setting job goals and pursuing projects, a good emotional adaptation to social situations, and enough attitudes in terms of problem solving and openness to change. Perception on the ability to work under pressure is in the average, and they seem ready to take on challenging tasks. The score shows that engineers from the sample are able to express positive and negative ideas and feelings in balance with the reference average, but sometimes they have difficulties in establishing personal relationships. Therefore, they are unable to understand the moods of those who around them and may also have difficulty in understanding their expectations. This results in some difficulties in teamwork. The general result underlines the opportunity of empowerment programs regarding soft skills.

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“…However, the conclusions are surprising. Despite a much higher supply than demand for graduates, there was no statistically significant change in the premium for higher education, either in the group of men or women (see Walker and Zhu, 2008;Fournier and Ineson, 2014).…”

Section: Introductionmentioning

confidence: 99%

What drives labour market success? Empirical analysis of university graduates in Poland

Hojda

Roszkowska

Trojak

2022

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PurposeThe 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/approachThe 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.FindingsThe 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/implicationsFirstly, 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 implicationsThe 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/valueThe 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.

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Age, gender and work experience as predictors of success

Cited by 11 publications

References 69 publications

Teamwork benefits in tertiary education

Teamwork benefits in tertiary education

Soft Skills in Engineers, a Relevant Field of Research: Exploring and Assessing Skills in Italian Engineering Students

What drives labour market success? Empirical analysis of university graduates in Poland

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