Perceptions Of Graduates Research Articles

Graduating in uncertain times: The impact of COVID‐19 on recent graduate career prospects, trajectories and outcomes

AbstractThis article examines the impacts of the COVID‐19 pandemic on recent UK graduates' initial employment outcomes and how they experience the transition into a challenging labour market context. We draw on longitudinal survey and interview data, collected from recent graduates who had mainly graduated during the onset of the COVID‐19 pandemic in summer 2020 that examines graduate perception of the labour market, impacts on labour market entry impacts and early career progression and effects of periods of unemployment or under‐employment. The article shows some of the main impacts of the recent pandemic‐affected labour market, including: widespread concerns about job opportunities and employer support, the perceived employment impacts of the pandemic and early signs of scarring and labour market disorientation amongst those who were struggling to find employment of their choice. Such experiences are clearly intensified during the specific COVID‐19 context, but the policy implications they raise have wider relevance for supporting graduates during future periods of labour market volatility.

Employers’ perceptions of young higher education graduates’ employability in Belarus

This paper explores the employability of young Higher Education (HE) graduates in Belarus, from the point of view of employers. Graduate employability can be defined by six items: starting a job; learning at work; performing work tasks; improving professional prospects; improving personal development; and developing entrepreneurial capacity. The FOSTERC database contains representative information on 261 employers in 2018 derived from an employer questionnaire. The questionnaire includes a specific section, which asked about 24 competencies associated with obtaining a job after graduation, and the competency levels required by employers. The responses to these questions allow analysis of employability based on HE achievements and subsequent workplace learning. The 24 competencies are grouped into five categories: entrepreneurial, leadership, interdisciplinary, cognitive and adaptability. The findings provide strong support for the assumption that the match between individual human capital competencies and the characteristics of the firms and organisations matters.

Follow-up of Specialist in Cardiology Graduates at University of Buenos Aires. Cosme Argerich Hospital Experience

Background: Follow-up of graduates in a career is an indicator of educational quality, and their professional and academic work allows evaluating the results of long-term instituted programs Objective: The aim of this study was to explore the perception of graduates from the postgraduate specialist course (PSC) in cardiology at University of Buenos Aires (UBA) Hospital Argerich venue on the quality of training received, how they insert in the professional world, and their engagement in subspecialties. Methods: A descriptive, cross-sectional study was carried out from January 1 to 31, 2020. A self-administered opinion survey was designed using surveymonkey.com and submitted to 28 graduates of the PSC in cardiology UBA-Hospital Argerich, corresponding to 7 consecutive promotions (2010-2016 years of admission). Results: The survey was answered by 25 graduates (89.2%). Mean age was 34 years and 14 (56%) were men. The questions explored the global assessment, the evaluation of the scientific and academic activity at the hospital venue as well as that of the Argentine Society of Cardiology Biennial Course of Cardiology. Most of the answers were favorable. All the graduates continue practicing the profession and 76% have received advanced training in a subspecialty. Conclusions: Graduates from the PSC in cardiology at Hospital Argerich perceive that their training has been very good or excellent and has been essential for their professional development. All the data collected are a source of information to provide feedback and optimize teaching in the training institution.

Perception of Medical Graduates Towards Anesthesiology: A Prospective Cross-Sectional Study

Introduction: Despite the availability of a number of specialties, only few areas come as a choice for post-graduation. The main purpose of this study was to determine the perception of undergraduate students towards anesthesiology and the factors that determine considering or not considering anesthesiology as a career. Methods: A questionnaire based cross-sectional study was conducted among medical interns at KIST Medical College in January 2018. Seventy interns participated in this study. The questionnaire sought information on their perception and reasons for considering or not considering anesthesiology. Results: Majority of the medical interns [58 (82.85%)] had decided the subject to specialize in future. Forty one (70.68%) chose surgery as their career choice. It was followed by Internal medicine- 35(60.34%), Anesthesia- 21(36.2%), Orthopedics- 19(32.75%) and Gynecology- 8(13.79%). Among the participants who chose anesthesia as their career choice, five (8.62%) stated anesthesia as their first career preference, three (5.17%) as their second and 13(22.41%) as their third career preference. The positive key attributes of choosing anesthesiology was mostly because they were interested in critical care 19(90.47%), satisfaction from the immediate result seen 15(71.42 %) and minimum patient contact 12(57.14%). The negative attributes of anesthesiology highlighted were risky job 23 (46.93%), lack of recognition by patient 13 (26.53%) and minimum patient contact 12 (24.48%). Conclusion: Findings suggests that perceptions of medical students towards anesthesiology are manifold. Duration of internship has biggest influence on motivating undergraduate students towards pursuing anesthesiology as a career.

Are they ready? A survey of postgraduate year 1 and 2 surgical house officers.

An online survey was undertaken to analyse the perception of medical school graduates, in postgraduate years 1 and 2, of being ready to work (preparedness) and of managing the demands of practice as a junior doctor on a general surgical attachment. An email-based survey was designed to assess medical school graduates' sense of preparedness, and was sent electronically to all house officers at the beginning of their 3-month attachment in general surgery between December 2020 and December 2021. One email reminder was sent 2 weeks after the initial email with the embedded survey hyperlink. The overall response rate was 50%. Of those, over 90% had accompanied surgical teams on acute calls and over extended hours as a medical student. However, only 50% had ever attended a trauma call or a resuscitation call with clinical teams. Half of the respondents indicated that they would have liked specific teaching on mental and physical self-care, preparation for night shifts and extended periods of duty as well as in prioritisation, delegation and management of workloads. This survey showed that new doctors lacked dedicated teaching in professional behaviours and felt it to be an important part of medical training and preparation for medical practice.

The study of “The Image of Walailak University according to the Perceptions of Graduates and Parents of Graduates who Graduated in the Academic Year 2017”

A study of “The Image of Walailak University according to the Perceptions of Graduates and Parents of Graduates who Graduated in the Academic Year 2017” was aimed to 1) Study the image of Walailak University according to the expectations and perceptions of graduates and parents of graduates who graduated in the academic year 2017, 2) Study the differences in the image of Walailak University according to the expectations and perceptions of graduates and parents who graduated in the Academic Year 2017, 3) Study the relationship in the perception of Walailak University’s image among graduates and parents of graduates who graduated in the academic year 2017 that affects behavior in recommending students to study at Walailak University, and 4) The perception of Walailak University image was related to the behavior of recommending to study at Walailak University. Methodology and statistics were as follows: 1) Descriptive Statistics: frequency distribution, percentage, mean, and standard deviation. 2) Reference statistics or inferential statistics were used to test the following hypotheses: 2.1) T-test and 2.2) Analysis of Variance (ANOVA), 2.3) Correlation analysis and, 2.4) Chi-Square Tests analysis from the Pearson Chi-Square and Likelihood Ratio. It was found that: 1) there were different expectations and perceptions of the university in graduates and their parents with different subject groups, parents with different educational levels, incomes, and occupations, both overall and in each aspect. While there were no differences in expectations and perceptions of the university image between the graduates and their parents whose hometowns were different, including graduates with different levels of education, both overall and in each aspect. 2) Graduates and their parents had expectations and perceptions of the university’s image regarding management, products and services, facilities and environment, social responsibility, and reputation, with statistical differences. 3) The correlation coefficients of image expectations and perceptions of the university in the positive image were at a high level in Management and overall aspect. The correlation coefficient of the image expectation and the positive perception of the university image was moderate. There were four aspects, respectively, as follows: Products and Services, Social Responsibility, University Reputation, and Facilities and Environments, and 4) The perception of the university image in terms of products and services, facilities and environment, social responsibility, reputation, and overall were related to the behavior of recommending to study at Walailak University. At the same time, the perception of management image was not related to the behavior of recommendation to study at Walailak University.

Persepsi Mahasiswa terhadap Pendidikan Etika Profesi Akuntan dalam Pendidikan Akuntansi

This study describes the perception of stakeholders about the importance of accounting profession ethics education. The purpose of this study was to look at the differences in perceptions in the views of students, both those who have taken ethics courses and those who have not, and to see from the gender differences of these students. In contrast to previous studies which only looked at conceptual differences between students and lecturers, this study adds to the perceptions of graduates. This study uses a purpose sampling method and a survey method through the distribution of questionnaires. The results of this study (1) indicate that there is no difference in perception among interested parties about the importance of professional ethics education for accountants. (2) There is no difference in perception about the importance of ethics education in the accounting profession between men and women. (3) There is no difference in perception between students who take or do not take accounting profession ethics education courses.

Graduates’ and Schools’ Managers' Perceptions of the Role of Industrial-Based Training in Technical Vocational Education and Training, Rwanda

Studying perceptions of stakeholders and beneficiaries is important in framing the system and improving the outcome. This study sought to appraise the perceptions of graduates and TVET school managers vis-à-vis the Industrial-Based Training (IBT) in use in TVET schools in Rwanda. A mixed method was used, and data were collected from both graduates and TVET managers. Research instruments were questionnaire surveys and follow-up in-depth interviews. Findings revealed that 83.2 % of the TVET graduates appreciated the IBT program. Similarly, about two-thirds (73.4%) of the sampled TVET graduates communicated that IBT provided them with the necessary skills for self-employment. Most (84%) school managers affirmed that skills provided by TVET institutions are highly demanded in the labor market, and TVET graduates have opportunities in the labor market. The present study recommends more partnerships and resources to enable IBT to be well established among TVET schools. Keywords: Industrial-Based Training, TVET, Graduates, School Managers, Rwanda

Graduate perception on the Undergraduate Medical Curriculum

Introduction: Graduate perception is supreme in assessing the effectiveness of the Undergraduate medical curriculum. The curriculum of the Faculty of Medicine, University of Colombo consists of the Basic Sciences Stream, Applied Sciences Stream, Community Medicine Stream, Behavioral Sciences Stream and the Clinical Sciences Stream. Quality assessment and improvement programs similar to this study are undertaken routinely to ensure optimum teaching. Objective: To assess the perception of recent graduates regarding the overall MBBS curriculum, outcome of the programme and career goals, administration, services provided, infrastructure and opportunities. Methodology: The study population consisted of 198 graduates with a response rate of 66.1%. A routinely used self-administered questionnaire was used. Results: Majority of participants had a positive impression regarding the overall MBBS programme (96.2%). Overall agreement regarding the academic curriculum was that the learning outcomes, teaching activities and examinations matched appropriately in all streams. While it was suggested to focus more on clinically relevant subjects throughout. The final year professorial clerkships were identified as stressful by a considerable proportion of graduates, but it was highly dependent on the discipline. However the ability to manage emergencies and the satisfaction with the programme were rated as positive overall. Majority was satisfied with the examination procedure although a proportion of students have also agreed that they had been treated unfairly by the examiners. Conclusions: Graduate’s perception is that it is optimum if more clinically relevant theory is taught in integration with the clinical appointments. Measures need to be taken to reduce stress and increase time available for self-studying specially during the professorial appointments.

Student to nurse transition and the nurse residency program: A qualitative study of new graduate perceptions

In past years, the attrition of new graduate nurses has been predicted to grow and this is what has been occurring recently due to challenging role transitions. Nurse residency programs are meant to help new graduate nurses transition into their new roles. These programs have been evaluated in a variety of ways. The purpose of this study was to explore more about new graduate nurses' transition perspectives and the function of nurse residency programs in mediating this shift. At a major university hospital in Saudi Arabia, 29 Saudi nurses participated in a qualitative phenomenological study through focus group discussions. Two major themes emerged from thematic analysis in this study. The first theme was namely "Challenges of transition", where nurses expressed the lack of experience, high caseloads, and difficulty communicating with physicians. The second theme was namely, "Residency transition support", where the nurses expressed that it provided them with enhanced learning, peer communication and support, and helped them in building relationships. The themes that emerged indicate that the journey from student to registered nurse is complicated and multidimensional. These findings imply that structures and practices meant to promote the shift, such as the residency program, can help new nurses have a better transition experience.

Importance of Skills Development for Ensuring Graduates Employability: The Case of Bangladesh

Graduate employability is a multifaceted concept considering the Sustainable Development Goals. Graduate employability and skills development are also significant determinants for future career success. Graduate employability has seen more sweeping emphasis and concerns in national and global job markets, due to the ever-rising number of unemployed people, which has increased even more due to COVID-19. Due to its importance, this study investigates the current state of skill development initiatives in Bangladesh and the perceptions of university graduates regarding skill development for their future employability. This study uses mixed-method research. Data was collected through surveys and in-depth interviews; various probabilistic and non-probabilistic sample selection methods were used. A total of 437 participants responded to this study. After analysis, the data was shown descriptively. The empirical findings of this study demonstrated that university graduates are well-aware of the skill development requirements for their future employability. However, university graduates face many obstacles in acquiring these necessary skill development opportunities. Therefore, the government and relevant stakeholders must work together to alleviate the obstacles. Furthermore, this study includes recommendations that can assist in developing a model for skill development programs and initiatives in the country for university graduates to ensure their future employability.

Undergraduate paramedic students and interpersonal communication development: a scoping review

The objective of this review is to examine the current literature related to interpersonal communication skill development within undergraduate paramedicine. Interpersonal communication is a vital paramedic skill, with evidence demonstrating it leads to improved patient outcomes and satisfaction and reduces medical errors. Interpersonal communication is a core capability set by paramedicine regulatory bodies, and it is the responsibility of accredited universities to ensure graduates are ready for industry and possess all required skills and attributes. In order to be included in this scoping review, all articles were required to meet a pre-determined ‘population, concept, context’ (PCC) framework. The population was undergraduate paramedic students within the context of their undergraduate paramedicine programs, and the concept was interpersonal communication education/teaching/training. In June 2021, a search was conducted using CINAHL, Medline, Emcare and ERIC. The articles had to be written in English and published between 2011 and 2021 and non-research sources were excluded. 176 articles were identified in this search and after screening for duplicates and relevancy, 15 articles were found to be eligible. The literature highlighted 4 key themes, including graduate perception of ‘work readiness’, and a variety of learning experiences including alternative work integrated learning (WIL), interactions with specific patient groups and professional learning experiences. The literature demonstrated that interpersonal communication skills are fostered through human interactions, WIL and simulation, within undergraduate paramedicine programs. Findings from the literature review indicate that practising communication through human interactions, afford an increase in confidence, awareness of ability and empathy, and an increased awareness of preconceived biases. Intraprofessional and interprofessional simulation teaching methods demonstrate the potential to build students confidence in communication and awareness of what is required to function well in a team.

The knowledge and perception of pharmacy students and recent graduates in IPSF toward antimicrobial stewardship

Objective: To assess the knowledge and perception of Pharmacy students and recent graduates within the International Pharmaceutical Students Federation (IPSF) on antimicrobial stewardship (AMS). Method: A 25-item questionnaire was used to gather demographic information, and assess respondents’ knowledge and perception of Antimicrobial Stewardship (AMS) and stewardship interventions. Result: A total of 406 responses were received, 383 (94.3%) respondents agreed that AMS helps limit the occurrence of antimicrobial resistance, 397 (97.8%) indicated that Pharmacists are key stakeholders in AMS, 207 (51%) respondents indicated that their university’s curriculum includes a lecture or lecture series on AMS and 251 (61.8%) respondents reported to have acquired most of their knowledge on AMS via learning materials outside their university's curriculum. Conclusion: Pharmacy students and recent graduates in IPSF have a good knowledge of the goals of antimicrobial stewardship. However, an improved curriculum should be put in place to adequately educate future pharmacists on antimicrobial stewardship and interventions as most students went outside their curriculum to learn about AMS.

“This Is Going to Affect People in More Ways Than One … Even After It’s Over”: Perceptions of Recent Graduates of the Impact of COVID-19

Abstract Date Presented 04/02/2022 In the wake of coronavirus disease 2019 (COVID-19), practitioners, educators, and students had to shift to virtual interactions while experiencing significant unknowns and valid fears. How prepared are new graduates to enter a health care climate in a pandemic? This presentation describes the findings from semistructured individual interviews of nine recent graduates of OT graduate programs to explore their perceptions of the impact of COVID-19 on their future delivery of OT interventions. Primary Author and Speaker: Laura Vanpuymbrouck Contributing Authors: Carli Friedman

PERCEPTION OF AGRICULTURAL GRADUATES TOWARDS AGRICULTURE AS A PROFESSION

The present scenario of rising unemployment among the agricultural graduates must be replaced by taking up agriculture as their profession and also to increase the production and productivity in agriculture. Thus, a study was conducted in all the four State Agricultural Universities of Gujarat, to know the perception of agricultural graduates towards agriculture as a profession and to find out the characteristics that influence their perception. One college from each university was selected randomly. From each selected college thirty agricultural graduates were selected randomly. Thus, the total sample size was 120 agricultural graduates. The study was conducted using a questionnaire in the form of a google form. The study revealed that most of the agricultural graduates had medium level of perception towards agriculture as a profession. Age, academic performance, parental occupation, size of land holding, annual income, mass media exposure, achievement motivation, economic motivation, risk orientation and self-confidence had a positive and highly significant relationship; place of residence and agricultural business anxiety had a positive and significant relationship and family type and family size had a positive and non-significant relationship with the perception of agricultural graduates towards agriculture as a profession.

The relationship of educational environment and preparedness to practice - perceptions of Malaysian dental graduates.

This study aimed to evaluate the perceptions of dental graduates' educational environment as well as preparedness to practice, and how these two components are correlated. A self-administered, validated questionnaire, developed from previous studies, was distributed to dental graduates of a public Malaysian university (n=178, response rate=60%) via online and postal surveys. Bivariate analyses were carried out using Spearman's rank-order correlation (Spearman's Rho, significance level p < .01) to determine the correlation between (1) Global Preparedness Score and Global DREEM Score, (2) domains of DREEM Inventory and perceived preparedness, and (3) domains of perceived preparedness and DREEM Score. The Global Preparedness Score was 191.52, with more than 90% of respondents feeling well prepared in the "General Patient Management," "Drug and Emergency Management" and "Practice Management" domains. The Global DREEM Score was 148.99/200, interpreted as "more positive than negative." The DREEM Inventory domains with the highest and lowest scores were "Students' Academic Self-Perception" (78.03%) and "Students' Social Self-Perception" (71.86%), respectively. A moderate positive correlation was found between Global Preparedness Score and Global DREEM Score (p < .01). In addition, moderate to large positive correlations were noted between perceived preparedness and "Student Perception of Learning," "Student Perception of Atmosphere" and "Student Academic Self-Perception" (p < .01). Moderate positive correlations were also found between the DREEM Score and most domains of perceived preparedness (p < .01). The majority of graduates were well prepared to perform in most areas of clinical practice and perceived their overall educational environment as positive. In particular, those who viewed the educational environment in a positive light were also found to possess a good level of preparedness.

Leadership academy for excellence in disability services: evaluation of outcomes for state employees

As the United States’ first disability-specific leadership academy in state government, the Leadership Academy for Excellence in Disability Services is a year-long competency-based training experience designed for employees who manage programs that impact the lives of Tennesseans with intellectual and developmental disabilities and their families. The Tennessee Department of Human Resources, in collaboration with the Tennessee Council on Developmental Disabilities, began implementing this program in 2017. The lasting impact of such a training experience on the practices of state employees once they complete the program is not known; this was the aim of the study. A follow-up survey examining graduate perceptions and outcomes was sent to 71 graduates; 48 completed the measure. The results reveal an increase in knowledge of disability service systems and a perceived ability to lead and advocate for others. Leadership competencies deemed most important to graduates’ current efforts in state government included developing direct reports, managing diversity, organizational agility, and innovation management. Graduates’ written comments cited the variety of subject matter experts, networking opportunities, and small group projects as fundamental in breaking down barriers to cross-agency collaboration in their disability work. The impact of this experience continues to be seen years after completing the leadership academy.

Non-specialist emergency medicine qualifications in Africa: Lessons from the South African Diploma in Primary Emergency Care.

Non-specialist emergency medicine qualifications are an important step in developing the specialty of emergency medicine. The Diploma in Primary Emergency Care (Dip PEC) of the Colleges of Medicine of South Africa is one of the oldest registrable qualifications. Reviewing its changing role over time has lessons for academics developing Emergency Medicine training in Africa. Through a series of meetings and stakeholder engagements, the Council of the College of Emergency Medicine conducted a three year review of the qualification focusing on the curriculum, assessment processes, success rate and role of the qualification in the South African medical context. A survey of the perceptions of graduates over the last six years was also conducted. The survey showed candidate numbers increased dramatically from 2011 to 2017, resulting in an entry cap. Lessons identified included ensuring that the qualification is responsive to the state of development of emergency medicine in the country, needing aligned and valid assessment processes and maintaining the value of the qualification in context. Emergency medicine qualifications are dynamic in and of themselves and how they relate to their context. Program designers must prioritize ongoing evaluation from the start.

The Processes of Continuing Education as Follow-up Mechanisms for Graduates of the Teaching Majors from the Department of Educology, Universidad Nacional, Costa Rica

This paper reports on the results of a study carried out in the framework of a university outreach project entitled: "Strengthening Pedagogical Mediation for Graduates of Teaching Majors” from División de Educología (DE), of Centro de Investigación y Docencia en Educación (CIDE) from Universidad Nacional of Costa Rica (UNA), which implements continuing education actions for the improvement of pedagogical mediation. This article aims to determine, from the perception of graduates in the teaching majors, the possible priority areas that require continuous training. The research was based on the naturalistic paradigm and a methodology that assumes a type of mixed research, based on the use of a questionnaire consisting of open and closed questions. The research was carried out in collaboration with 94 graduates from various institutions and areas of the country, who participated in the continuing education courses taught in 2018, so the results obtained cannot be generalized. Among the main results, the need for a continuous, systematic, and progressive training program that allows them to improve their pedagogical mediation in pedagogical areas, such as teaching, evaluation, teaching resources, and teaching professional development stand out.

Special Education Teachers’ Preservice Experience With Inclusive Postsecondary Education Programs: Impact on Professional Practices and Dispositions for Secondary Transition Professionals

Highly qualified and well-prepared transition professionals are arguably the most important piece to improve postsecondary outcomes for youth with diverse needs. A dearth of dynamic field placements for preservice teachers to connect coursework to practice has been identified as a gap in teacher training. This need could be potentially filled by facilitating opportunities for preservice teachers to work in an inclusive postsecondary education program for college students with disabilities as these programs become more prevalent across the country. Researchers used a mixed-methods sequential design to examine the perceptions of graduates from a special education program regarding their experience in working with an inclusive postsecondary education program (IPSE) while completing their coursework. Researchers found that all survey respondents indicated working within an IPSE had an important impact on their current professional lives working with individuals with disabilities. Specifically, four major themes emerged from interviews regarding practices and philosophy shifts. Furthermore, findings showed that building rapport with students, advocating for students and facilitating inclusive outcomes had an impact on them as professionals. Reported changes in overall beliefs before and after working with the IPSE were also found. These findings are discussed and implications are provided.