Maturity Model for Supporting Graduates’ Early Careers Within Higher Education Institutions

Aničić, Katarina Pažur; Divjak, Blaženka

doi:10.1177/2158244019898733

Cited by 9 publications

(7 citation statements)

References 30 publications

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“…The current study can foster innovations in teaching practice in universities and help them take improvement measures to stimulate the institutionalization of accounting teaching and learning processes and evaluation methods in accounting. As the connection between an educational framework and a maturity model is an appropriate approach for employment after graduation (Pažur Aničić and Divjak, 2020), the present study can help higher education improve their practices of contributing to the employability of accounting graduates. This study also proposes a path to optimize the accounting education in an intelligent environment which can provide a reference for improved learning and accounting capability.…”

Section: Discussionmentioning

confidence: 98%

“…Higher education is also under pressure to educate graduates who will be employable after graduation. An appropriate approach is to connect an educational framework and a maturity model (Pažur Aničić and Divjak, 2020). Hence, the present study can help higher education improve its attempts to contribute to the employability of accounting graduates.…”

Section: Introductionmentioning

confidence: 99%

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A new challenge in accounting education: convergence of maturity model, education and evaluation in accounting

Arianpoor,

Abdollahi

2024

ARJ

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Purpose The purpose of this study is to propose a framework for the convergence of maturity model and education and evaluation in accounting. Design/methodology/approach The present research was conducted in two phases. In the first phase, to determine the indicators of convergence of the maturity model and education and evaluation in accounting, a Meta-Synthesis method was used. The conceptual model includes two dimensions of “Teaching and learning processes” and “Evaluation methods"; five levels of initial, repeatable, defined, managed and optimized; and a total number of 35 indicators. In the second phase, a questionnaire was developed, and academics as accounting faculty members in Iranian public universities were employed to fill out the questionnaire electronically and present a final framework. Having received the questionnaires, 66 questionnaires were analyzed statistically. Findings The results showed that the two dimensions of “Teaching and learning processes” and “Evaluation methods” considering initial, repeatable, defined, managed and optimized levels include 35 indicators, which form a framework for the convergence of maturity model and education and evaluation in accounting. The results show that both dimensions have positive and significant regression path coefficients in the convergence model. Moreover, the dimension of teaching and learning processes has the highest regression path coefficient indicating a greater impact on the convergence model. Besides, all five levels have positive and significant regression path coefficients with dimensions. Finally, in this study, all indicators were prioritized according to five levels. Originality/value Due to the success of maturity models and the urgent developments that require transformative improvements in accounting education, maturity models can respond to the challenges associated with education and learning in accounting. Thus, conceiving an image of the convergence of maturity model, education and evaluation in accounting seems imperative which has been scarcely investigated previously.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

A new challenge in accounting education: convergence of maturity model, education and evaluation in accounting

Arianpoor,

Abdollahi

2024

ARJ

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“…In the category of a support maturity model for university graduates for students, Pažur and Divjak [38] present a model that assesses the maturity of practices that contribute to the employability of graduates of the technology career. The model was developed using a five-step approach, from identification of purpose, to validation, following the paradigm of design science and exploiting four case studies across Europe.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of the Application of Maturity Models in Universities

et al. 2020

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A maturity model is a widely used tool in software engineering and has mostly been extended to domains such as education, health, energy, finance, government, and general use. It is valuable for evaluations and continuous improvement of business processes or certain aspects of organizations, as it represents a more organized and systematic way of doing business. In this paper, we only focus on college higher education. For this reason, we present a novel approach that allows detecting some gaps in the existing maturity models for universities, as they are not models that address the dimensions in their entirety. To identify these models and their validities, as well as a classification of models that were identified in universities, we carried out a systematic literature review on 27,289 articles retrieved with respect to maturity models and published in peer-reviewed journals between 2007 and 2020. We found 23 articles that find maturity models applied in universities, through exclusion and inclusion criteria. We then grouped these items into nine categories with specific purposes. We concluded that maturity models used in Universities move towards agility, which is supported by the semantic web.

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“…Besides the models focused on supporting LA adoption that we just reviewed above, there are also models that address related areas, such as the Maturity Model for Supporting Graduates' Early Careers, by Aničić and Divjak (2020), that support the career development of higher education students. Others are the Data Management Maturity Model (DMM, 2014), Data & Analytics Maturity Model (D&AMM, Keystone Strategy (2016)), and TDWI Analytics Maturity Model (Halper & Stodder, 2014).…”

Section: Related Workmentioning

confidence: 99%

MMALA: Developing and Evaluating a Maturity Model for Adopting Learning Analytics

Freitas,

Fonseca,

Garcia

et al. 2024

Learning Analytics

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Learning analytics (LA) adoption is a challenging task for higher education institutions (HEIs) since it involves different aspects of the academic environment, such as information technology infrastructure, human resource management, ethics, and pedagogical issues. Therefore, it is necessary to provide institutions with supporting instruments to deal with these challenges. Although there has been much research on factors that are associated with the adoption of LA in HEIs, there has been much less research on specific models that can be used to guide actual adoption. In this sense, we developed MMALA, a Maturity Model for Adopting Learning Analytics. It is a guide that describes the necessary practices for taking the first steps in this area and enables institutions to reach higher levels of maturity in LA use, culminating in an organized and systematic adoption. In this paper, we describe the development process of MMALA, focusing on the model evaluation, which used both the questionnaire and the expert opinion method. MMALA can also give institutions an overview of their current situation regarding LA adoption. In this sense, we present the results of the maturity evaluation of three Brazilian HEIs using MMALA.

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Maturity Model for Supporting Graduates’ Early Careers Within Higher Education Institutions

Cited by 9 publications

References 30 publications

A new challenge in accounting education: convergence of maturity model, education and evaluation in accounting

A new challenge in accounting education: convergence of maturity model, education and evaluation in accounting

A Systematic Review of the Application of Maturity Models in Universities

MMALA: Developing and Evaluating a Maturity Model for Adopting Learning Analytics

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