Graduate Employment Outcomes Research Articles

An innovative and meaningful scaffolded curriculum approach to Environmental Health education in Western Australia

There has been a critical shortage of qualified Environmental Health Officers (EHOs) both globally and in Australia that has plagued the profession for decades. At Edith Cowan University (ECU), Perth, Western Australia, an undergraduate degree in Environmental Health (EH) was developed in 2006, however, viability was problematic, and the course was under threat of closure. In 2016 both the EH and occupational safety and health (OSH) majors were due for re-accreditation and since there was significant overlap between the two courses both majors were revised and combined into one (Occupational and Environmental Health and Safety). This new qualification has subsequently been accredited by Environmental Health Australia (EHA), as well as the Australian OHS Education Accreditation Board (AOHSEAB) and the British Institution of Occupational Safety and Health (IOSH). The new dual accredited course has had excellent graduate outcomes and provides graduates with the flexibility to move between traditional OHS and EH roles. In some smaller local governments, and in industry, ECU graduates have been employed to work in both roles. The curriculum was developed in consultation with industry and has an embedded year-long diploma course that consists of eight units (subjects/courses) that prepare graduates to work in a support role to EHOs. The Diploma of Environmental Health course is a scaffolded course that is embedded in the degree, and it has been recognized by the State Government as a qualification leading to appointment as authorized officers under the Public Health Act 2016 (WA). The diploma is more than a pathway course as it is a stand-alone qualification that leads to gainful employment. Most students now enroll in the diploma, initially and gain employment as a Technical Officer, and then progress on to complete the EH degree on a part-time basis while employed in the profession. The diploma is also an exit option for students who struggle with the academic requirements of some of the more traditionally difficult units such as physics, chemistry, and statistics and the EH degree is now a viable university course with excellent graduate employment outcomes.

From academia to industry: A framework to securely implement big data and AI to predict college graduates' employment trajectories

The transition from academia to industry can be unpredictable, but what if we could forecast college graduate employment outcomes with both accuracy and robust security? This study introduces an innovative framework that leverages secure data analysis and machine learning to predict the employment trajectories of college graduates. By integrating homomorphic encryption, we safeguard the privacy of sensitive personal and academic data while enabling complex machine learning operations. Our approach involves meticulous data collection, feature engineering, encryption, and model development, resulting in a robust model that addresses privacy concerns without sacrificing prediction accuracy. We demonstrate our model's superiority over traditional approaches, achieving a notable increase in both security and stability. This research illuminates the potential of encrypted data analysis in reshaping predictive modeling methods, offering insights for educational institutions, policymakers, and students. Our findings not only address a pressing issue in employment forecasting but also lay the groundwork for secure and ethical big data applications across various domains.

Employment Outcomes for Australian Tourism and Hospitality VET Graduates During the COVID-19 Pandemic

ABSTRACT The COVID-19 pandemic disrupted employment, education, and the vocational education and training (VET) sector across the worldwide economy. This study examines the impact of the pandemic on VET enrollment figures and employment outcomes for graduates in the travel and tourism industry in Australia using data from the Student Outcome Surveys conducted from 2018 to 2021. We seek to determine if the pandemic had a negative impact on enrollment and post-VET employment outcomes in the tourism and hospitality sector. The findings suggest that employment outcomes after training, tourism and hospitality graduates experienced a transitory decline in job prospects particularly during 2020 but recovered substantially during 2021. In the case of hospitality graduates, the probability of employment in 2021 exceeded pre-pandemic levels. We conclude that the effects of the COVID-19 pandemic on VET enrollments and employment outcomes in the tourism and hospitality sector have been less devastating than public perception would suggest.

Qualitative Inquiry into the Meanings of Higher Education:Implications for Developments in Education and Social Integration in Hong Kong in the Post-Covid-19 Period

The pursuit of equitable education is key to a government’s regulation and allocation of life-chances, which enables social integration. Yet, evidence of the diminishing returns of degrees and of the “skills mismatch” between higher education training and labour market requirements casts doubts on the role of higher educational institutions in facilitating social mobility. This paper draws upon the findings of 40 qualitative interviews with young people conducted in 2018 in Hong Kong to shed light on the micro-level processes in which higher education training is translated into graduate employment outcomes. Findings comparing two sets of higher education graduates’ interview narratives are presented. Assumptions of the logic of human capital theory are questioned from the “positional” and the “processual” perspectives on graduate employability. The discussion unpacks the meanings of “skills mismatch” and “graduate employability,” and foregrounds the assumptions of the differential values assigned to skills and knowledges of different kinds in the local higher education system. With the insights drawn, this paper concludes with a reflection on the relevance of higher education to our understanding of social mobility and social integration in post-Covid-19 Hong Kong.

Tracer Study of Education and Graduate Program Alumni (2016–2022) at Surigao Del Norte State University

Educational institutions strive to produce graduates who are competent and competitive both domestically and globally. This graduate tracer study investigated the employment outcomes of graduates from the College of Teacher Education (CTE) and Graduate School (GS) Programs from SY 2016-2022. Data collection methods included Google forms, surveys, and phone calls. Of the 2846 CTE graduates, 2491 (87.75%) were traced, and of the 659 GS graduates, 550 (83.45%) were traced. Findings revealed that CTE graduates were predominantly single females aged 24 or younger, who typically began working as permanent teachers at the Department of Education (DepEd) 2-3 years post-graduation, earning a base salary of P15,000–25,000. They generally served in these roles for 4-6 years. Conversely, GS alumni were primarily married men in their 30s, employed in permanent supervisory or managerial roles at DepEd, with monthly earnings between P25,000 and P50,000. Graduates reported that their university degrees were economically relevant and provided significant financial advantages. CTE graduates indicated that job satisfaction was more influenced by workplace interactions and environment than salary. The study suggests enhancing the use of social media to encourage graduate participation in tracer studies and recommends ongoing professional development for faculty to improve educational programs and prepare graduates with highly employable skills. Addressing job satisfaction disparities may require targeted interventions to improve educational programs, expand career development opportunities, and foster supportive work cultures tailored to each graduating class's needs.

Job-seeking Business Administration Degree Holders in Saudi Arabia Based on Universities Outcomes, Gender and Regions: Comparative Study

This study aims to not only investigate the employment outcomes of university graduates facing limited job opportunities but also identify regions with high unemployment rates. A sample of 3303 participants from the Statistics Authority's Jadarah program applicants in 2020 was used for this study. The sample was restricted to three universities: King Abdulaziz University, King Saud University, and Imam Muhammad bin Saud Islamic University. The business administration specialization selected for analysis encompasses all academic levels (diploma to master's) and genders. A statistical analysis program, SPSS, was employed to analyze the data. The main result indicates that the university plays a role in increasing the opportunity of getting a job, and the Riyadh region has a high demand of job requests.

전문대학 졸업자의 첫 직장 취업성과에 대한 영향요인 분석

By analyzing the factors affecting employment outcomes of junior college graduates, this research aimed to provide the basic data needed at a university level to enhance employment outcomes of college graduates. Accordingly, the data of junior college graduates were extracted from the 2020 Graduate Occupation Mobility Survey (GOMS) data of the Korea Employment Information Service. Both objective (i.e., employment status, salary) and subjective (i.e., job satisfaction, work satisfaction, work-education level concordance, necessary skills and retained skills concordance) employment outcomes were analyzed in this study.
 First, age, major field, job experience programs, interviews/creating a resume, and employment camp experience had a statistically significant effect on employment status. In terms of wages, gender, age, university location, major field, and job experience programs had a significant impact. Second, regarding job satisfaction, major field, career counseling and support system satisfaction, and major curriculum and content satisfaction had a significant effect. Third, regarding work satisfaction, grades, university location, teaching method and quality satisfaction, and job camp experience showed a significant effect. Finally, regarding work-education level concordance level, grades, major field, overall school satisfaction, and job experience programs had a statistically important effect, and regarding necessary skills-retained skills concordance level, grades, university location, major field, career counseling and support system satisfaction, overall school satisfaction, and job experience programs had a significant impact.
 The findings suggest that the efforts at the institution level should made to develop a career and employment education roadmap and strategies tailored for each field and major, provide diverse voluntary job preparation opportunities, and expand and strengthen major curriculum based on field-centered curriculum.

Enhancing perceptions of employability amongst first-year arts students and implications for student belonging

ABSTRACT Despite being a degree that leads to diverse employment in a wide range of industries, the Bachelor of Arts (BA) has long had a bad reputation when it comes to employment outcomes for graduates. The challenge of overcoming this disjuncture has significant implications for current and prospective BA students, especially with respect to attrition and student satisfaction. In this article, we examine whether interventions that highlight the professional outcomes of the BA have the potential to enhance students’ perceived job prospects and sense of belonging in their study. Specifically, we sought to explore whether careers-focused events that introduce Arts students to professionals with a BA qualification can enhance their perceptions of employability and whether these enhanced perceptions of employability help improve their sense of belonging. The findings confirmed that students enrolled in generalist degrees like the BA do have lower perceived future career prospects, but that careers-focused interventions can enhance perceived career prospects as well as produce a higher sense of student belonging.

The relationship between student employment, employability-building activities and graduate outcomes

ABSTRACT There is continued pressure on universities to develop future-oriented graduates given documented skill gaps and global talent shortages. Although work experience supports work-readiness and is prioritised among graduate employers, little is known about the labour market gains from student employment compared to work experience embedded within the curriculum (e.g. internship or work placement), and how one may influence the other. Drawing on the lens of capital resources and signalling theory, this study uses national survey data from 152,226 recent Australian graduates to examine the relationship between student employment, in-curricular work experience and labour market outcomes. The findings affirm the high incidence of student employment and distinctions in labour market effects by type of work undertaken during study. Student employment influenced participation in embedded work experience and other employability-building activities facilitated by universities. Taking part in in-curricular work experience led to clear labour market gains, irrespective of the type of employment students engaged in during their university years. This paper discusses important implications for universities striving to develop student employability and achieve more uniform graduate employment outcomes among diverse cohorts.

Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data.

International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.

Graduate Employment Outcomes of Health Service Management Work Integrated Learning Placements

Introduction: Australian universities are increasingly focused on graduate employability outcomes. Industry and government are also seeking job-ready graduates. Employment outcomes for degree programs are measured by national surveys. Understanding employment outcomes for health service management university programs however are not able to be determined by these surveys as the data are not sufficiently granular. Universities embed a range of employability activities into their degrees to promote and support job-ready graduates such as work-integrated learning placements. Study design: This study employed a novel approach to measuring employability outcomes for graduates who had completed a health service management work integrated learning placement. Findings and research outcomes: Our study shows that graduates of a health service management program who complete a work-integrated learning placement have good employability outcomes and are gaining employment in roles related to their degree. Further research is needed to understand the impact of the placement and other embedded approaches in health service management degree programs to determine the role of each of the possible contributing factors

Equity and inclusion in work-integrated learning: participation and outcomes for diverse student groups

ABSTRACT Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This paper reports on the responses of over 151,000 recent graduates in an Australian-wide survey. It investigates participation in different types of WIL and its influence on self-perceptions of employability and the employment outcomes of graduates from different backgrounds. Findings show how access to diverse forms of WIL is not uniform, urging universities to carefully consider barriers and challenges for different student cohorts. Those that do access WIL largely experience significant positive outcomes, highlighting WIL’s instrumental role in preparing students for future work. The paper highlights the need for tailored approaches to WIL that enable access and optimise outcomes for all students to best prepare them for career pathways.

‘It was like navigating uncharted waters’: exposing the hidden capitals and capabilities of the graduate marketplace

ABSTRACT Differentials in graduate employment outcomes are pervasive across Australian higher education. Workforce participation is not evenly distributed across student cohorts, and learners disadvantaged by material resources or geographic location remain under-represented in overall employment rates. This inequity demands in-depth and systematic analysis that considers lived experience of navigating the transition between university and the workplace. This article reports on findings from a 2019 study with Australian graduates, which focused on those learners who were the first in their immediate family to participate in university. The findings point to the diversity of capitals and capabilities that participants drew upon to successfully navigate the postgraduate market. Drawing upon a capital/capability theoretical framing provides insight into the ways in which university staff and policymakers can recognise and leverage the existing strengths of learners to better prepare individuals to achieve their ‘fertile’ functioning within the contemporary graduate landscape.

Trends in Degree Conferrals, Degree-Associated Debt, and Employment Outcomes Among Undergraduate Public Health Degree Graduates, 2001‒2020

Objectives. To characterize the trends in degree conferrals, degree-associated debt, and employment outcomes among undergraduate public health degree (UGPHD) graduates. Methods. We reported administrative data on degree conferrals from 2001 to 2020 from the National Center for Education Statistics (NCES). For alumni graduating from 2015 to 2019, we also reported degree-associated debt and earnings 1 year after graduation compiled by NCES. Finally, we utilized a data set on 1-year postgraduation employment outcomes for graduates from 2015 to 2020 from the Association of Schools and Programs of Public Health. Results. As of 2020, more than 18 000 UGPHDs were awarded each year, more than 140 000 in total over the past 20 years. UGPHD graduates are highly diverse, with more than 80% being women and 55% being individuals from communities of color. We find alumni worked mostly in for-profit organizations (34%), health care (28%), nonprofits (11%), academic organizations (10%), government (10%), and other (6%). Degree-associated debt was $24 000, and the median first-year earnings were $34 000. Conclusions. While growth in UGPHD conferrals has slowed, it remains among the fastest-growing degree in the nation. However, the limited pathways into government remains a significant challenge. (Am J Public Health. 2023;113(1):115-123. https://doi.org/10.2105/AJPH.2022.307113).

Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes

ABSTRACT The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research.

Doctoral Dissertation Research in Rehabilitation Counseling: 2013

Our team recently examined the 2012 doctoral dissertation research in our field. This article continues a series of annual reviews of rehabilitation doctoral dissertation research. In 2013, there were a total of 22 doctoral dissertations completed from identified doctoral programs in rehabilitation counseling. Dissertations were organized by research topic, methodology used, model, and statistical analysis, and an annotated bibliography was provided. The analysis also included institutional productivity and trends in employment outcomes for doctoral graduates. Findings of the current analysis demonstrated that majority of the studies consisted of quantitative descriptive research designs. Compared to analyses from previous years, in 2013 advanced statistics were used at the highest rate since 2005. The proportion of dissertations focusing on professional issues topics was greater than any of the prior reporting periods. Implications for the practice of rehabilitation counseling, education, and future research are discussed.

Employability and employment outcomes of nutrition science graduates: A qualitative exploration.

This study aimed to explore experiences of employability and employment for graduates of a three-year nutrition science degree. Qualitative narrative interviews were conducted with a maximum variation sample of 22 nutrition science graduates from one large university in Australia. All graduates (n=126) from the initiation of the degree in 2015 to current 2021 graduates were eligible for inclusion if they had not gone on to study dietetics. The interviews elicited their stories and experiences of employability and journeys to employment post-graduation. Interviews were analysed using the framework method. Analysis of the graduate interviews identified four themes: (1) from graduation to employment; (2) there are challenges to obtaining employment; (3) curriculum can enable employability; and (4) employability resources can support career prospects. In this group, the nutrition science degree on its own was not deemed sufficient to land employment in a desired nutrition-related field. The process of obtaining employment was supported by work experience, social networks, interpersonal skills, and a willingness to relocate. Building employability skills in the curriculum through the development of professional social networks and a professional identity may be important in improving the employability of nutrition science graduates.

The role of social enterprise in student employability: the case of SIDshare, a co-curricular student led social enterprise

ABSTRACT Within Geography, as in other disciplines, the neoliberalisation of Higher Education has led to an increasing curriculum focus on graduate attributes with student employability as an outcome. The multiple and competing discourses of employability that shape pedagogies can at times ignore social enterprise and enterprising skills that are too often neglected within geography curricula. In this contribution we draw on our experience working with SIDshare, a co-curricula student run social enterprise operating as an NGO (non-governmental organisation), to show how enterprising skills nurtured through student communities of practice have enhanced employability. Drawing on a series of semi-structured interviews undertaken with graduates who previously participated in SIDshare we analyse how their engagement contributed to graduate employment outcomes. SIDshare had increased not only the development of enterprising skills and entrepreneurialism but also encouraged the development of transferable, so-called “softer skills”. These included strong interpersonal skills, team skills and good working relationships as well as professionalism developed through participation in an extracurricular student community of practice alongside engagement with external partners. Effectual and causal reasoning skills were developed further encouraging entrepreneurialism. Graduate interviewees clearly demonstrated that their career success had been aided by their involvement in the co-curricular student led social enterprise, SIDshare.

Employment Outcomes of Higher Education Graduates from during and after the 2007–2008 Financial Crisis: Evidence from a Romanian University

In the current article, we seek to understand the ways in which unfavorable macro-level circumstances influence the employment outcomes of university graduates, in the long term. We use the 2007–2008 financial crisis as a historical setting and compare data about the later employment outcomes of 772 students who graduated a bachelor’s program at a public Romanian university before and after the financial crisis. The comparison includes a quantitative perspective and a qualitative one and refers to: duration of the job search after graduation; seniority levels; number of jobs held; profile of the first job gained after graduation; current status on the labor market; localization of the current employer; profile of the current job; satisfaction with the career status; perceived employability. Additionally, we also explore the influence of the following micro-level determinants on employment outcomes: attendance to internships programs; employment during the attendance of the BA program; and choosing to continue education with a master’s program. The findings suggest that, although the group who graduated during the financial crisis indeed faced some initial setbacks, manifested through longer waiting times before securing their first job, they currently have objectively superior employment outcomes compared with their counterparts who graduated after the crisis. Subjectively, the members of the two groups show similar levels of satisfaction with their career status. The analysis of the micro-level determinants shows that they have a positive influence on individual employment outcomes, and this may be of interest in the future in increasing graduates’ resilience on the labor market and supporting their sustainable employment.

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

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.