Employability and Mobility of Bachelor Graduates in Europe

Schomburg, Harald; Teichler, Ulrich

doi:10.1007/978-94-6091-570-3

Cited by 51 publications

(6 citation statements)

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“…The debate on job preparation and HE's economic developmental role has not been different in sub-Saharan Africa. In recent decades, we have witnessed a growing body of literature indicating intense pressure on universities to prepare students for employment (Andrews & Higson, 2008;Bennett, 2019;Cai, 2013;Filmer & Fox, 2014;Mgaiwa, 2021;Schomburg & Teichler, 2011;Suleman, 2018). Bloom et al (2006) indicate that 'for Africa, where growth is essential if the continent is to climb out of poverty, education [higher education] is particularly important' (p. 24).…”

Section: He and Employability: A Contested Discoursementioning

confidence: 99%

Higher education and employability in Tanzania: Students' account

Kibona

2023

J of Intl Development

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The changing nature of work is a real concern in higher education (HE) today, in which preparing students for jobs has become a trend attached to broader transformations in the global knowledge economy. This changing nature of work also manifests in the national and local context within which graduates operate. In Tanzania, the experience of students and graduates within the labour market is complex. With the growing number of university students and graduates, access to employment is still limited. This study explores how students' perspectives are featured in such discourses. Specifically, the study investigates students' views on how university education prepares them for future employment. The analysis is based on empirical data collected from focus group discussions with students at two Tanzanian universities. While students report that the emphasis on their learning in classes is firmly on developing employment competence, they also expressed their dissatisfaction with how the university curriculum is preparing them for the world of work. Issues raised include the imbalance between practical and theoretical learning and the irrelevance of the curriculum to the changing needs of society. This study argues for a university informed by human development and the capability approach to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work.

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Section: He and Employability: A Contested Discoursementioning

confidence: 99%

Higher education and employability in Tanzania: Students' account

Kibona

2023

J of Intl Development

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“…Sinh viên cũng có khuynh hướng học tiến bộ hơn sau các chuyến đi 15 . Một số nghiên cứu còn cho thấy mối quan hệ chặt chẽ giữa việc tham gia trải nghiệm quốc tế với sự gia tăng mối quan tâm đến các chương trình sau đại học 16 . Tham gia trải nghiệm quốc tế giúp phát triển kỹ năng học tập suốt đời, khả năng tư duy độc lập và khả năng tự chủ của người học, giúp sinh viên có tư duy phản biện và kỹ năng nghiên cứu tốt hơn 17,18 .…”

Section: Thứ Nhất Về Mặt Chuyên Mônunclassified

Student holistic development through short-term student mobility activities

2020

Sci. Tech. Dev. J. Econ. Law. Manag.

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Many studies have proven the positive impacts of student mobility on learner development. In general, student mobility may take place in two main forms: (1) learning abroad for a degree; (2) short-term mobility with a duration from some days to some weeks under different activities such as credit transfer, faculty-led study tour, and internship. In reality, the number of short-term mobility programs has dramatically increased globally to meet the needs of those who cannot afford overseas degree programs for financial, medical, family reasons, or the like. While learning abroad for degrees is relatively suitable to some specific learners, the above-mentioned mobility activities are generally easier for schools to organize, more accessible to learners as well as contribute significantly to student holistic development. Students of the University of Economics and Law, especially those in high-quality programs, are expected and encouraged to participate in different kinds of short-term student mobility programs. This paper focuses on presenting the impacts of short-term student mobility on student holistic development, illustrating the best practices from the University of Economics and Law and suggests some implications to foster short-term mobility in higher education institutions.

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“…Schomburg i Teichler (2011) objašnja-vaju razliku između pojmova zapošljivost i zaposlenje. Ovi autori misle da pojam zapošljivosti proizlazi iz istraživanja tržišta rada i problema pronalaska zaposlenja, a u kontekstu obrazovanja označuje potencijale pojedine grupe na tržištu rada (prije svega vezane za kurikulum i stečene kompetencije), dok zaposlenje označuje "dimenziju razmjene" u svijetu rada (npr.…”

Section: Zapošljivostunclassified

Determinants of Higher Education Students' Self-Perceived Employability

Mazalin

Kovačić

2015

Drustvena istrazivanja

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Percipirana zapošljivost označuje pojedinčevu percepciju vlastite mogućnosti ostvarenja održiva zaposlenja, koje je u skladu s postignutom razinom kvalificiranosti, odnosno stručnom spremom. Ona je važna za određivanje slijeda tranzicija vezanih uz posao te za formiranje strategija nošenja s nestabilnosti posla. Cilj je ovog istraživanja bio ispitati odnos percipirane zapošljivosti studenata s objektivnom zapošljivosti nakon završetka određe-noga studija i nekim osobinama ličnosti. U istraživanju je sudjelovao prigodan uzorak studenata (N = 230) s devet studija Sveučilišta u Zagrebu. Objektivna zapošljivost nakon završetka studija određena je na temelju "Preporuka za obrazovnu upisnu politiku i politiku stipendiranja" (HZZ, 2013). Svi sudionici ispunili su on-line upitnike kojima su mjerene osobine ličnosti (temeljna samoevaluacija, lokus kontrole, pozitivan i negativan afekt) te percipirana zapošljivost. Provedene analize pokazale su da objektivna zapošljivost najviše pridonosi objašnjenju varijance percipirane zapošljivosti. Iako su sve osobine ličnosti (osim lokusa kontrole) bile značajno povezane s percipiranom zapošljivosti, značajan doprinos objašnjenju varijance percipirane zapošljivosti povrh objektivne zapošljivosti dobiven je samo za osobinu temeljne samoevaluacije.Ključne riječi: percipirana zapošljivost, objektivna zapošljivost, osobine ličnosti Maja Parmač Kovačić, Sveučilište u Zagrebu, Filozofski fakultet, Odsjek za psihologiju, Ivana Lučića 3, 10 000 Zagreb, Hrvatska. E-mail: mparmac@ffzg.hr UVOD Za većinu pojedinaca koji stječu tercijarno obrazovanje od prijelomne je važnosti ulazak na tržište rada. Visoko obrazovanje iziskuje mnoge osobne resurse, a ključni razlog ulaganja u stjecanje visokog obrazovanja jest poboljšanje vlastite zapo-509

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Employability and Mobility of Bachelor Graduates in Europe

Cited by 51 publications

References 1 publication

Higher education and employability in Tanzania: Students' account

Higher education and employability in Tanzania: Students' account

Student holistic development through short-term student mobility activities

Determinants of Higher Education Students' Self-Perceived Employability

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