Months Of Graduation Research Articles

CURRENT SITUATION AND EMPLOYMENT SOLUTIONS FOR GRADUATES OF HANOI UNIVERSITY OF PHYSICAL EDUCATION AND SPORTS, VIETNAM

Post-graduation employment is considered an urgent concern not only for graduates but also for their families, educational institutions, and society. Hence, the paper attempts to evaluate the contemporary situation, identify the underlying causes of unemployment status, and propose feasible solutions to improve post-graduation job opportunities for graduates of Hanoi University of Physical Education and Sports. The survey includes 973 alumni having graduated between 2018 and 2022 from two universities, Hanoi and Ho Chi Minh City Universities of Physical Education and Sports. The results indicate that the proportion of employed bachelors within 12 months of graduation exceeds 90%. The study also identifies nine factors influencing the job-seeking process of graduates. Afterwards, the study proposes six solutions which comprise three directions aimed at educational institutions and three ones aimed at students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0062/a.php" alt="Hit counter" /></p>

Enhancing Employability and Empowerment: Unveiling Factors within PERDA-TECH for Sustainable Development

In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveala gapin the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program.Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth.This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress.

A Tracer Study on the Bachelor of Secondary Education Graduates of St. Paul University Surigao A. Y. 2017-2022

A tracer study is a research method commonly used in the field of education to assess the outcomes and impact of an educational program or institution on its graduates. It involves tracking and gathering data on the employment status, career paths, and overall experiences of program graduates over a specific period after they have completed their studies. The tracer study titled “A Tracer Study on the Bachelor of Secondary Education Graduates of St. Paul University Surigao A.Y. 2017-2022″examined the employability of graduates and assessed the effectiveness of the teacher education program outcomes. Data was collected from a sample of 35 graduates using an adapted-modified questionnaire and analyzed using various statistical tools. The study revealed that the majority of participants were females aged 22 to 25, with a bachelor’s degree as their highest educational attainment. English was the most specialized area, and most respondents graduated in 2017. Within six months of graduation, approximately 51.43% were employed and 48.57% were unemployed, with employed graduates occupying teaching positions at different levels and others pursuing various occupations. Competencies learned in college, such as communication, critical thinking, and problem-solving skills, were deemed useful in their first jobs. The study also identified attributes acquired during undergraduate studies, including communication, critical thinking, research, problem-solving, social and ethical responsibility, productivity, accountability, leadership, teamwork, and pursuit of academic excellence. Graduates rated the teacher education program outcomes and their knowledge in teaching, global competence, reading proficiency, effective communication, pedagogical competence, technological proficiency, knowledge integration, transformative education, assessment competence, ethical responsibility, creativity, empathy, and lifelong learning as very effective. The study concluded by recommending targeted support and preparation for challenging areas of licensure examinations, measures to enhance employability and job placement assistance, and efforts to bridge the education-employment gap. Additionally, specific programs, resources, mentorship initiatives, and curriculum improvements were proposed to support graduates’ success and professional growth. Regular assessment, collaboration with industry professionals, continuous learning promotion, and partnerships with stakeholders were suggested to ensure program effectiveness and foster innovation in teaching and learning.

Case study of the collaborative design of an integrated BIM, IPD and Lean university education program

The increased interest in BIM and the related technologies of Integrated Project Delivery (IPD) and Lean Construction (Lean) highlights the need for enhanced education regarding rapidly evolving technologies within integrated construction-related disciplines. Because of the importance of strong collaboration and open communications to optimal outcomes, the education involved must incorporate soft skills emphasising open mindedness, ability to adapt, teamwork, leadership and communications. In response to the lack of any integrated courses of this nature, this exploratory case study involves the novel development of a university BIM-IPD-Lean Masters-level degree course. This was developed in four phases starting with an initial investigation by thorough contemporaneous review of the relevant education literature and in-depth research to determine the industry’s education requirements in full consultation with industry stakeholders, followed by a review of preliminary findings and obtaining approvals, major investigations and program structuring, final approvals and launch. 53 students graduated from the program, with every one becoming employed as a BIM professional within two months of graduation, with some employed during studies, and others immediately after graduation.

Governments harnessing the power of data to get ‘value for money’: a simulation study of England’s Office for Students B3 Proceed Metric

ABSTRACT The mass participation in higher education has led to greater spending by governments and students which has increased the focus on graduate outcomes. In England, the Office for Students (OfS) is planning to take regulatory action, using the Proceed metric, against universities and their courses which do not have 60% of students with positive outcomes within 15 months of graduation. This study uses simulations to explore how effectively the Proceed metric can (a) identify the true population level of positive outcomes, (b) explore the precision of those estimates, and (c) accurately classify courses below the 60% threshold. The simulation varied: level of positive outcomes within the population (20–90%), sample size (40–1000), and the percentage of the population sampled (30–90%). The bias (difference between sample and population estimate), coverage probability (proportion of true population estimates within the intervals), and precision of confidence intervals (average range of confidence intervals) were calculated. Three main findings were (a) the Proceed metric is accurate in terms of bias and coverage probability, (b) the estimates lack precision, especially with small sample sizes, and (c) the imprecision will impact the Proceed metric ability to correctly classify courses below the 60% threshold. Governments seeking to collect graduate survey data and use it to regulate universities should make every effort to maximise sample size and should resist the temptation to regulate at a micro-level (i.e. courses) since classification will likely be inaccurate, especially for those just below the threshold.

Retention and Registration Status of Naturopathic Doctors from Accredited Naturopathic Educational Programs in Canada – A Cross-Sectional Analysis

Objective: This cross-sectional analysis describes the entry to practice and continuing registration of cohorts from the two accredited naturopathic medical educational programs in Canada. Methods: Cohorts from the Canadian College of Naturopathic Medicine (CCNM)-Toronto and CCNM-Boucher were included and analyzed based on jurisdiction of registration, time between graduation and registration, current registration status, and the percentage achieving advanced training and certification. Results: A total of 565 graduates from CCNM-Toronto and 296 graduates from CCNM-Boucher were analyzed. 53.3% (n=459) were registered with the naturopathic regulator in Ontario, 34.0% (n=293) with the naturopathic regulator in British Columbia, 9.1% (n=78) with other regulators or professional associations in Canada and 3.6% (n=31) internationally. 47.3% (n=360) acquired registration within 5 to 7 months of graduation and 23.1% (n=176) within 8 to 11 months. The registration status of 74.8% (n=644) was listed as active. Of the naturopathic doctors (NDs) working in jurisdictions where these certifications are optional, 69.0% (n=392) had their prescribing certification and 49.8% (n=302) had their Intravenous and Injection Therapies (IVIT) certification. Conclusion: This cross-sectional analysis indicated that 2 to 3 years following graduation, the NDs sampled have a similar or higher retention rate as other healthcare professionals. The majority of graduates are registered to practice in the same province as the naturopathic program they attended. A higher percentage of NDs practicing in British Columbia than in Ontario have additional training and certification in prescribing and intravenous therapies, which may be a reflection of the broader scope of practice in that province.

US Petroleum Engineering Graduation Rates Keep Falling, but Oil Execs Are Not Complaining Yet

The job market is looking up for petroleum engineers graduating this spring. With oil prices up, companies are hiring, which means most of the shrinking number of graduates have already lined up jobs, according to Lloyd Heinze, a professor at Texas Tech University, who does an annual survey of petroleum engineering (PE) programs. At Texas Tech, he said more than 90% of the students already have jobs upon graduation, with most of them going to work for operators. Demand is also strong for graduates at Colorado School of Mines, Penn State University, and Texas A&M University, where most of the seniors have jobs arranged in advance of graduation. Tom Blasingame, a petroleum engineering professor at Texas A&M, and 2021 SPE president, said the career fair held last fall “was very well attended, and I believe our placement percentage will be very high in 2023.” He said 80% of students who graduated from A&M in December had jobs lined up, and he expected they would all have jobs within 2–3 months of graduation. Jennifer Miskimins, a professor who is head of the petroleum engineering department at Mines, agreed that the hiring rate is at that level, with some students getting job offers after completing summer internships. Sanjay Srinivasan, department head at the Energy and Mineral Engineering Department at Penn State, said hiring demand “looks much better this year than last year. However, we are concerned that many of the oil and gas companies that come on recruitment visits seem more interested in talking to graduates from other departments like mechanical and chemical engineering.” Others are seeing the same trend. “The supermajors will take the engineers and train/mold them into whatever they need,” Miskimins said. Blasingame added that independent operators, however, focus on petroleum engineers because they “don’t have extensive training programs like supermajors, so they hire the people who can ‘work on day 1.’ ” Also, Srinivasan said companies are increasingly selective. “I feel that the companies have lean recruitment targets and so they basically shop for the best-fit graduates from multiple schools,” he said. It is a striking turnaround from a few years ago when record numbers of students flooded a weak job market, looking for any oil industry job they could find or looking outside the industry to companies that valued their math and science skills. Still, given the high price of oil, hiring demand that is equal to a shrinking supply feels odd to Heinze and the others. Based on their experience, when oil prices hit $100/bbl, the demand for PE grads and enrollment go up. Something Heinze finds “spooky” this time around is that oil companies are not complaining about the small size of the graduating classes. It feels odd to Heinze because in the past when prices were high and activity picked up, college administrators heard complaints from oil companies such as “How many (seniors) do you have?” and “We need more.” “We are seeing the same, very good placement. However, I have had companies tell me that they aren’t making their hiring goals,” Miskimins said. She is not hearing complaints about the graduation rate “but definitely concerns.” To address the problem, Mines has hired a direct recruiter as part of an effort to attract more earth sciences students, Miskimins said.

Abstract B024: Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic

Abstract Academic pipeline programs are designed to mitigate systemic barriers that have historically excluded individuals due to deep-rooted, structural inequities. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) was developed in 2018 to diversify the clinical research health professions workforce and has graduated three cohorts of scholars from 2019-2021. Due to COVID-19 and safety concerns, SPARCC evolved, pivoting to establish effective learning environments virtually and in-person to ensure the original curriculum of academic, research, and professional identity development were upheld. The program aims to a.) immerse students in the clinical cancer research environment, supporting immediate employment as a clinical research professional (CRP) and b.) to provide structured support and guidance for individuals intending to pursue advanced professional degrees. SPARCC programmatic evaluations included a multifactorial strategy utilizing the same three evaluative instruments each year. These included a 17-item knowledge, attitudes, and practices (KAP) survey specific to clinical cancer research, daily workshop evaluations, and clinical practicum rotation evaluations. The SPARCC KAP was distributed immediately prior to the start of the program, upon graduation from the program, and six months later. After exploratory factor analysis, items were grouped into three factors: knowledge of clinical research practice, knowledge of research practice, and knowledge of culturally responsive cancer care. Mixed ANOVAS were used to assess changes in factors based on time (pre-, post-, and 6-month follow up; within) and cohort (year of participation; between). Over three years 156 students applied, 65% of whom identified belonging to an underrepresented ace or ethnicity. Thirty-six scholars matriculated through the program: 14(39%) White; 13(36%) Black; 3(8%) Asian; 3(8%) Native American; 1 3%) Native American/Black; 1(3%) Black/Asian; 1(3%) Pacific Islander. Forty-four percent (16 scholars) identified as Hispanic/Latino/a. Six scholars (17%) entered the clinical research workforce within six months of graduating from the SPARCC program, all who identified as belonging to underrepresented groups. The KAP evaluations revealed that scholars’ knowledge increased significantly after participation in the program in each of the three factors: knowledge of clinical research practice (p < .007); knowledge of research practice (p < .007); and knowledge of culturally responsive cancer care (p < .007). Within six months of graduation from SPARCC, 17% of scholars entered the clinical research workforce, and nearly 60% were enrolled in graduate-research degree programs or medical school. SPARCC demonstrated curricular flexibility and ingenuity when pivoting from entirely in-person to entirely virtual, and finally to a hybrid program over the first three years of the program. Through didactic, clinical, research, and career professional identity exploration, robust learning experiences engaged scholars despite limitations on in-person contact. Citation Format: Kristina Kaljo, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, Janet S. Rader. Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B024.

Removing the Graduate Record Examination as an Admissions Requirement Does Not Impact Student Success.

Background: The predictive validity of components of the Graduate Record Examination (GRE) on student success is inconsistent, and the test itself has been shown to be a barrier for prospective students historically underrepresented in graduate programs. Policy Options and Recommendations: We analyzed three admissions cycles for the Master of Public Health degree at the Boston University School of Public Health before (2016, 2017, 2018) and after (2019, 2020, 2021) eliminating the GRE for diversity and quality of applications, student success, and employment outcomes. We observed increases in diversity (e.g., 7.1% and 7.0% self-identified as African American/Black and Hispanic before eliminating the GRE as compared to 8.5% and 8.2% after), but no loss of quality, as measured by undergraduate grade point averages (GPAs) (e.g., median undergraduate GPA before and after eliminating the GRE of 3.4). We also saw no difference in performance in required core courses (e.g., more than 93.5% of students earned passing grades in required courses before and 94.5% after eliminating the GRE) and graduate employment (i.e., 93.1% employed within 6 months of graduation before and 93.8% after eliminating the GRE). We recommend removing the GRE as an admission requirement for the MPH as a step toward diversifying the public health workforce. This change alone is necessary but insufficient. We also need to develop support programs, tailored specifically to the needs of our future students, to ensure their success. Conclusion: Eliminating the GRE as an admissions requirement for prospective students does not result in loss of student quality or worse program performance.

Tracer Study of Teacher Education Graduates of the Eastern Visayas State University-Tanauan Campus, Philippines

The study's purpose was to examine the employment characteristics of teacher education graduates from the classes of 2013 to 2017. Specifically, to explore a graduate's perception of the extent of the relevance of their chosen program curriculum learning areas to employment, and the extent of the use of competencies and values they learned at university. A survey study design that is descriptive was utilized in the study with a random sample of 179 graduates identified as the primary study respondents. Based on the results, the majority of respondents were employed with permanent or regular employment status and worked locally within the region. Graduates' initial and current employment levels were professional, technical, or supervisory, and they were hired within 1 to 6 months of graduation. Salaries and benefits were the major factors in changing the first job careers of graduates. Moreover, graduates perceived the extent of the curriculum offered as relevant, and the general education and teaching practicum learning areas were found to be the most relevant areas that contribute the most to their employment. Communication, human relations, and self-assurance skills are the most useful workplace competencies and values. Students' university preparation has greatly aided their employment. Similar research may be undertaken in the future, which should include other school-related and employability variables not covered in the study.

Employability tautological trauma

PurposeThis paper explores the institutional and economic drivers of employability, as existing literature focuses on the individual and skills aspects, of employability. Tertiary institutions, possessing a strong academic reputation and standing amongst potential employers, will achieve high graduate employability, however when measured, this is not the case.Design/methodology/approachThis exploratory study builds on Santos' career boundary theory, recognising organisational boundaries; those related to the labour market, personal-aspects and finally, cultural boundaries (Santos, 2020). 37 Universities that provided their employability rate, within 12 months of graduation for 2020, are analysed. The Quacquarelli Symonds (QS) Ranking, measures drivers in terms of institutional reputation through survey responses, and partnerships with employers via research and placement data.FindingsThe regression explained 19% of the variation between the number of graduates being employed and the institutional and economic drivers. Universities in the same economic context, do not have the same number of employed students. Equally, those universities with the most favourable academic reputation, do not have the most employed student rate.Research limitations/implicationsOnly 37 universities provided all their employability data, thus, research with a larger sample will have to be conducted, but equally more needs to be done to establish why the smaller universities are unable to submit all the required data.Originality/valueAn exploratory understanding of the institutional and economic drivers of employability, is provided.

Assessing the problem-solving skills among foundation level students: A STEM case study

The level of unemployment among fresh graduates in Malaysia is worrying with one in five graduates still jobless after six months of graduation. One of the reasons for this scenario as claimed by employers is the poor quality of graduates with regards to attitude and skills. STEM (Science, Technology, Engineering and Mathematics) education could help students by developing their problem-solving skills. The STEM module will encourage critical thinking skills, which is essential in troubleshooting a complicated scenario. This case study assessed the initial level of this vital skill at the beginning of the university study pipeline: the foundation-level. Four groups of students from different foundation programs in Universiti Selangor were selected for the assessment. It was revealed that 70 % students had the drive to work smartly until the problems were resolved. The rest of the students (30 %) responded that they will seek external sources to solve the problem if the problems were challenging to them. It was fascinating to note that 100 % students were committed to not quit until the problem was sorted out based on their responses. Completing STEM activities therefore, had enhanced the students’ creativity, increased their confidence level and improved their team work.

The Canadian genetic counseling workforce: Perspectives from employers and recent graduates.

There is a lack of literature devoted to the Canadian genetic counseling workforce. Current and prospective genetic counseling students, graduates, employers, programs, and funding agencies remain largely uninformed of trends in the job market. The purpose of this study was to investigate the employment experiences of recent Canadian genetic counseling graduates and employers of genetic counselors (GCs) in Canada. An online survey was distributed to Canadians who had graduated from North American genetic counseling programs from 2014 to 2018 and to employers with experience hiring patient-facing genetic counselors from 2016 to 2018. Quantitative data were analyzed through descriptive statistics and, where appropriate, logistic regression. Qualitative data were reviewed to illustrate and support the quantitative data. Half of the employer responders (11/22) reported hiring more or many more genetic counselors compared to 3years ago (2016), and a majority (n=19, 86%) reported a desire to hire at least one more genetic counselor if funding were available. Most graduates (45/70, 64%) reported securing employment before graduation, 33% (n=23) within 6months of graduation, and no one taking longer than 1year. For recent graduates, location was the most important factor when looking for work, and those who chose to work in Canada experienced significantly more challenges gaining employment as opposed to those who worked internationally (p=0.03). The specialties in highest demand for genetic counselors and the most common areas of practice for recent graduates included adult general genetics, prenatal genetics, and cancer genetics. Overall, our findings suggest that there is a growth of employment opportunities in Canada and more employer-reported need for clinical genetic counselors; however, there is a lack of funding to support this expansion.

Factors affecting the transition from university to work in selected Malaysian cities: is a public university degree a disadvantage?

ABSTRACT Massive investments in higher education have witnessed a proliferation of public and private universities in Malaysia. A parallel development of concern is the view that public university graduates are finding it more difficult than their private university counterparts in transiting from university to work. To test the empirical veracity of this widely expressed belief, data from 441 currently employed graduates from three major urban centres were analysed to determine factors that increased the probability of securing permanent employment within six months of graduation, the officially used cut-off period. While the findings indicated that the transition is eased largely by personal endeavours (other than being Chinese) such as mastering English, attaining a high GPA, and participating in extracurricular activities, we also found a negative association between having a public university qualification and the length taken to secure the first permanent job. We discuss the implications of these findings for Malaysian education policy. If a public university degree indeed disadvantages a graduate in transiting to work, it would undermine the role of public universities as avenues for the upward social mobility of students from disadvantaged backgrounds. Additionally, the large expenditures on public universities would appear to be misallocated.

Can scholarships provide equitable access to high-quality university education? Evidence from the Mastercard Foundation Scholars Program

This paper estimates the impact of a scholarship program—the Mastercard Foundation Scholars Program—on access to university. Using propensity score matching, the analysis finds that the Program improves access to high-quality university studies among vulnerable, disadvantaged youth, mostly from Africa—increasing timely access to university, to higher levels of study, and to studies abroad. Half of scholarship recipients studying abroad return to Africa and a third pursue graduate studies within 18 months of graduation. The Program’s collaborative approach holds promise for scaling up this and similar efforts to increase university participation among youth in African and other nations.

Transitional Stress Influences Problem Alcohol Use and Emotion Regulation in Late Adolescence: A Mixed-Methods Study

Rates of alcohol use peak during the transition from adolescence to young adulthood, a developmental phase that encompasses heightened stress and emotion regulation demands. This mixed methods study examines the influence of a critical developmental transition, high school graduation, on the relationship between problem alcohol use and emotion regulation. High school seniors (N = 117) were surveyed within three months of graduation. Quantitative analyses show that transition stress, but not emotion regulation, predicts alcohol-related problems. Qualitative analyses reveal that adolescent high-risk drinkers engage in a variety of strategies to regulate distress. Implications for adolescent substance misuse prevention programs are discussed.

Upward mobility for underrepresented students

CSin3 is a cohort-based, three-year computer science bachelor's degree program that has increased graduation rates of traditionally underrepresented computer science students. A collaborative effort between a community college and a public university, CSin3 provides a clear pathway for upward socio-economic mobility into the high-paying technology industry. CSin3 students are 90% from traditionally underrepresented groups, 80% first-generation, 32% female, and have a three-year graduation rate of 71%, compared to a 22% four-year graduation rate for traditional computer science students. Upon graduation, CSin3 students score similarly on a standardized exam of computer science knowledge as compared to traditional students who graduate in 4 years or more. The first graduates had a job placement rate of 78% within two months of graduation, including positions at large technology companies like Apple, Salesforce, and Uber. By implementing a cohort-based learning community, a pre-defined course pathway, just-in-time academic and administrative support, comprehensive financial aid, and a focus on 21st century skills, the CSin3 program has demonstrated promising results in addressing the capacity, cost, quality, and diversity challenges present in the technology industry.

A Study On Perception Of Business Students On The Future Job Market: A Case Study Of Umma University

The perception of future country’s labor is important to be studied. The way they perceive the market in general and their future employers in particular cannot be wished away. The world has become very dynamic and so the employers. The needs of the market changes with the influence of so many factors among them the dynamism of technology. Students join courses they perceive important for them in one way or the other. One major factor why the youth pursue courses is to benefit out of it through gainful employment. Employers on the other hand are complaining about universities churning out half-baked graduates that can hardly cope with the stringent needs of the market. That the graduates are not productive and what they have being trained on is not relevant to the needs of specific jobs. This has led to many employers organizing short trainings for their new recruits.
 In light of the above, the study sought to understand the perception of business students towards the future job market. It found out that close to two-thirds of business students have high expectations in terms of salaries and other benefits. This makes business courses being pursued by many students. Very few of the students have less expectations. More than half of the respondents are for the opinion that they will get a job during their first six months of graduation. High grades, good communication skills and having confidence are the major preferences of employers according to the research. The major causes of unemployment among the youth are lack of creation of job opportunities which has led to tribalism and nepotism in employment. This has locked out many qualified job seekers. Majority of business students prefer searching for a job rather than creating job opportunities themselves. A lot has to be done in order to streamline the courses offered by universities in order to cater for the needs of the market. There should be creation of awareness among the youth so that they prepare themselves for these needs. With these, both the students and their future employers will benefit and hence greater productivity.

Training the Next Generation of Biobankers: A Two-Year Master's Course in the Management of Biobanks.

The growing complexity of biobanking requires dedicated professional staff who are trained in multiple aspects of the biobanking process, including technical, managerial, regulatory, and ethical aspects, and who have a good understanding of the challenges of biospecimen research, but also of the challenges related to the sustainability of future biobanks. Up to the present, biobanking staff have been trained in an ad-hoc manner, usually through specific short duration courses, for example, summer schools. In this article, we describe the development/establishment of a systematic 2-year training program at the Master level intended for students with a background in life sciences and providing them with a professional qualification as a "Biobank Manager." This course was developed in 2010 as a joint initiative of the Catholic University of Lyon and the University of Nice-Sophia-Antipolis (France). The multidisciplinary training offers courses on biobank design and infrastructure, on pre- and postanalytical processing of different types of biospecimens, on protocol development, on ethical and regulatory aspects, as well as an introduction to epidemiology and translational research. In parallel, students also receive generic training in management, budget planning, data analysis, and statistics, as well as 11 months of hands-on training in various biobanks handling human, animal, plant, or microbial biospecimens. Four groups of students have graduated since 2012, for a total of 44 students, who all found jobs in biobanking within 6 months of graduation.

TEF - Tiresomely Extraneous & Flawed?

In this opinion piece the author introduces the UK Government’s 2016 Teaching Excellence Framework (TEF). The intention of the framework is to assess and encourage teaching excellence across English, Welsh, Scottish and Northern Ireland’s higher education institutions.The research presented – paints a picture of positives and negatives of the TEF as it is currently structured. The balance of evidence points to some serious flaws in the assessment of teaching quality proposed: For example, how can an initial institutional gold, silver or bronze award adequately reflect the diversity of quality across a university’s administration, admissions, student support, different departments and disciplines?The author also argues that the TEF emphasis on particular measures – such as employability and student achievement of professional jobs within 6 months of graduation – act against the wider social purposes of universities; and – in the words of Michael Oakeshott (1950: 30) – diminish students’ search for their “intellectual fortune”.