Employers' perceptions of graduate competencies and future trends in higher vocational education in China

Abstract

The Chinese economy is now a major driver of growth in the world economy. As a consequence, significant reforms were introduced which impacted on its educational systems. China is facing unprecedented pressure to produce skilled individuals to meet the demands of this rapid growth. China is in the unique position of operating in a dual system, within a market economy on the one hand, and within the remnants of a command-control bureaucratic system on the other. This curriculum research/review was undertaken at an international design and business higher vocational college located in central Shanghai during 2005/2006. The purpose of the research was to align graduate outcomes better with employer demand, and to seek employers' perceptions about future trends. The sample included key stakeholders of the college, that is: employers; students and graduates; and academic staff. A survey design was used which sought both qualitative and quantitative information from the sample. This article will focus on employers' perspectives of graduate outcomes and future trends. Employers perceived positive attitudes and behaviours, for example, working cooperatively with others; being responsible and adaptable; the ability to resolve conflict; communicating effectively in oral and written English; and a strong commitment to learning continuously, as extremely important qualities in graduates. Some of the more 'appropriate attitudes and abilities' such as 'being responsible and adaptable' were perceived by researchers as being consistent with a commandcontrol system, rather than a market economy. The research literature illustrates that there is a widening divide between how foreign-owned enterprises and State or private Chinese organisations use the education system. Employers also possess low expectations of the types of skills new employees would possess at the higher vocational education entry level.

Stakeholder attitudes towards employability in a Sino-British university

“…as in the UK government"s Higher Ambitions paper of 2009), it is not a usual expectation in China where most students proceed from school to university at age 17 and thence into work or postgraduate study. Chinese students are more likely to live with their parents than UK students during their studies (Velde, 2009). In this context, work-readiness becomes an expectation of a university education rather than of the add-ons to this education.…”

“…For example, the Award supports the further development of language competency and can counteract the tendency for English language skills to decline from year two onwards once intensive language support is removed. The Award can develop professionalism, autonomous and reflective learning, equipping students to meet the different requirements of different types of company operating in different parts of the economy (Velde, 2009). The Award can add depth and breadth to the UNNC experience, supporting students to look beyond the minimum requirements for employment to the longer-term development of their capabilities.…”

“…The Chinese labour market is made complex because of the co-existence of a command and control economy alongside a market economy (Velde, 2009). This means that graduates have to carefully adapt themselves and their applications to the context of the employer they are approaching.…”

Modelling graduate skill transfer from university to the workplace

“…Despite recent efforts in examining employability skills in Eastern regions (see Gereffi, Fernandez-Stark, Bamber, Psilos and DeStefano 2011;Velde 2009), we have limited understanding of the differences in industry requirements and skill development processes between developed and developing economies. Given the strong similarities to Australian strategies for enhancing national skill outcomes by government, education and industry stakeholders, this paper's findings can confidently be extended to culturally-similar, developed regions such as North America, the UK and Ireland.…”

Technical and Vocational Education in Malaysia: Policy, Leadership, and Professional Growth on Malaysia Women

“…In China, for example, the culture perceives TVE to be a platform for students who are not able to excel in academic performance. Because of these perceptions Chinese parents prefer their children to get their education at schools and universities which are not vocationally oriented (Velde, 2009). …”