Effects of college programme characteristics on graduates’ performance

García‐Aracil, Adela

doi:10.1007/s10734-014-9803-4

Cited by 7 publications

(6 citation statements)

References 61 publications

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“…Working in a field that matches to the education has a positive effect on job performance and satisfaction [ 4 ]. Results of Iriondo and Pérez-Amaral indicates that overeducated workers suffer a wage penalty since earnings depend mainly on the educational requirements of jobs [ 24 ].…”

Section: Resultsmentioning

confidence: 99%

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Graph configuration model based evaluation of the education-occupation match

Gadár¹,

Abonyi²

2018

PLoS ONE

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To study education—occupation matchings we developed a bipartite network model of education to work transition and a graph configuration model based metric. We studied the career paths of 15 thousand Hungarian students based on the integrated database of the National Tax Administration, the National Health Insurance Fund, and the higher education information system of the Hungarian Government. A brief analysis of gender pay gap and the spatial distribution of over-education is presented to demonstrate the background of the research and the resulted open dataset. We highlighted the hierarchical and clustered structure of the career paths based on the multi-resolution analysis of the graph modularity. The results of the cluster analysis can support policymakers to fine-tune the fragmented program structure of higher education.

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Section: Resultsmentioning

confidence: 99%

“…Among these, the Reflex database is the most comprehensive information source in Europe. The analysis of this database showed that graduates working in the field of their study have higher income and satisfaction, so they are a happier members of the society [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Graph configuration model based evaluation of the education-occupation match

Gadár¹,

Abonyi²

2018

PLoS ONE

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“…This might be the result of cultural beliefs about gender in relation to a teaching career. In other words, cultural beliefs and gender stereotypes might bias individual perceptions of competencies [36]. In general, if certain specific competencies are considered necessary for a particular career, gender differences in the perception of tasks can result in gender differences in commitment to the particular career.…”

Section: Discussionmentioning

confidence: 99%

Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers

Fagoaga

García‐Aracil

2020

Sustainability

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The aim of this paper is to provide insights into the appropriateness of teaching-learning and evaluation processes using rubrics, for student self-assessments. We studied students enrolled on the Master’s in Secondary Education Teaching—Music Specialism course. In the Spanish secondary education system, music is seen as increasing equity and improving student performance in line with the Agenda 2030 Sustainable Development Goals. The training of new teachers and the ongoing professional development of the current teaching force are critical for improving the quality of education. We adopted an action-research approach and obtained feedback from the Masters’ students via questionnaires administered at the start and end of the process (pre- and post-test). Our results show that using rubrics as formative and shared assessment tools has a positive influence on students’ perceptions of their acquisition of both transversal and specific competencies, as well as demonstrating the utility of rubrics for their future professional practice. However, rubrics on their own are not sufficient to increase the facility for learning and awareness among students.

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“…This paper analyzes HE teachers' perceptions about how teaching-learning approaches affect the development of certain competencies that enhance HE graduates' profiles in the workplace Teachinglearning approaches' outcomes and other societal settings. Studies of teaching quality have tended to use students' rather than teachers' perceptions of teaching approaches (Garc ıa-Aracil, 2015). However, more information on teachers' perceptions of teaching-learning approaches and their impact on the development of students' competencies could enhance existing approaches and improve learning outcomes.…”

Section: The Present Studymentioning

confidence: 99%

Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus

Fagoaga

García‐Aracil

Navarro-Milla

2023

HESWBL

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PurposeThis paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy.Design/methodology/approachThe authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies.FindingsThe results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus.Originality/valueAlthough Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world.

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Effects of college programme characteristics on graduates’ performance

Cited by 7 publications

References 61 publications

Graph configuration model based evaluation of the education-occupation match

Graph configuration model based evaluation of the education-occupation match

Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers

Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus

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