Post-graduation Employment Research Articles

Career resources and securing quality work: graduate perspectives

ABSTRACT Empowering graduates to secure quality post-graduation employment is a key goal for higher education institutions and their students. University support in developing career resources may aid transition to work by enhancing social support and networks, fostering a strong sense of professional self, promoting career self-management, and instilling career confidence. Yet there lacks empirical understanding of these resources and the role they play, including how they interrelate, how they vary by personal characteristics, and how they are developed. This study examines how graduates fare in the labour market, characterises their career resources, and explores the relationship between career resources and graduate-level employment. These insights will contribute to theoretical understanding of building employability and inform effective employability programmes in higher education. The mixed-method approach encompasses an online survey of 324 bachelor graduates of Australian universities, followed by focus groups to further explore participants’ experiences. Employed graduates felt that their work did not align adequately with their degree-based knowledge and skills. Those with greater career confidence, social support, and career self-management experienced better outcomes, with these resources showing strong interconnections. Universities should consider a multi-faceted approach in developing employability, addressing multiple dimensions of career resources from the beginning of students’ degrees.

The Future of Doctoral Training in Nonprofit Studies: New Students and New Challenges

The past decade has witnessed important shifts affecting the training of doctoral students studying nonprofits. The student body has become larger and more diverse as more students gain access to graduate school, more universities introduce doctoral programs, and the increasing use of the PhD or the Doctorate in Public Administration (DPA) as a professional qualification drives practitioners to seek these degrees. At the same time, academic hiring has not kept pace with the number of graduates, while non-academic employers are increasingly interested in hiring PhDs and DPAs. How should educators respond to these challenges? Combining market data with our experiences as teachers and pracademics from several different disciplines, we offer a roadmap for the evolution of doctoral training. We argue that doctoral programs must focus on meeting employer needs ahead of boosting recruitment. This includes focusing on training students for practitioner jobs and moving away from defining student success as an academic job offer. Programs must embrace the diversity of their students and attend to the needs of the whole student by developing peer support structures, encouraging faculty mentorship, adopting new teaching practices, including interdisciplinary perspectives, and creating resources that orient students to both doctoral study and post-graduation employment.

Integration of Universities and Employers – Potential in Building Social Capital

The article analyzes the main directions of integration of universities and employers, considered in the context of formation of social capital of participants of educational relations. The empirical basis of the work was formed by: 1) data on self-evaluation for 2023 of four leading universities of the Omsk region, differing in the structure of educational programs and industry focus (OmSTU, OmSU, OmGUPS, SibADI); 2) the results of questionnaire survey of the main participants of the educational process: students and employers of these universities; 3) data from the survey of university youth within the framework of the Federal project “Runway 2023” (2,139 students of these universities). The novelty of the study lies in the substantiation of the practices of integration of universities and employers that have developed in the educational environment as ways of reproducing social capital for the key participants of educational relations. These practices contribute to the establishment of trust between the participants of educational relations; form communications that become resources for obtaining benefits for the parties involved in cooperation; help students to master the corporate norms and rules of employers; reduce the level of transaction costs in employment, etc. It has been established that the main forms of integration of universities and their partners are realized mainly to achieve a high level of postgraduate employment of graduates, which in practice are associated with the reproduction of social capital of both open and closed type. Based on the analyzed sources, the following hypotheses were confirmed: firstly, representatives of employers who have experience of cooperation with universities are more likely to prefer to use and develop such formats of integration with educational organizations that are focused on solving the problems of youth employment, i.e. they use the accumulated social capital to build up the human capital of their organizations; secondly, the level of students’ readiness to recommend an educational organization for admission and graduation. The authors show promising directions of research on the subject of the article: 1) the establishment of system-wide and industry barriers that impede the development of bridging social capital for the production of an innovative product; 2) a comprehensive analysis of bridging social capital, which reflects the quality of communication and cooperation in the context of personal responsibility and competencies of officials of both participants in the educational process.

Enhancing College Access in Zimbabwe: Impact of Student Loans and Grants

This study explores how government interventions, grants, and loans influence college access in Zimbabwe, focusing on understanding the factors affecting college access and retention rates. The research aims to inform evidence-based decision-making regarding college access through a mixed research approach integrating qualitative and quantitative methods. Combining both qualitative and quantitative methods to ensure the validity and reliability of the findings. It analyses secondary data sources, such as literature, reports, and statistical datasets, to explore aspects like college access, enrollment trends, poverty rates, financial aid programs, and student loan systems in Zimbabwe. Triangulation techniques enhance the credibility of the study's findings by integrating evidence from various sources and employing diverse data collection and analysis methods, enriching perspectives and strengthening the validity and reliability of the study's conclusions. Key findings suggest that grants and loans significantly contribute to increasing college enrollment rates, particularly among economically disadvantaged groups. However, enrollment disparities persist, especially among marginalized populations like women. Despite a modest increase in government spending on education, concerns arise due to a slowdown in overall enrollment growth. Barriers to student loan uptake include complex application processes, concerns about debt burdens, and uncertainties regarding post-graduation employment prospects. The study emphasizes the importance of comprehensive policy interventions to simplify eligibility criteria, enhance financial literacy, and promote employment pathways. Using human capital and open systems theories, the research lays a groundwork for evidence-based decision-making to enhance access to higher education in Zimbabwe.

The effect of core competencies of university students on employment and first year salary level based on school activity log

Deciding on a career and securing employment at an ideal company represent significant challenges for students. Employment is not only a personal achievement but also a measure of success for universities and governments. To transform students into competitive applicants, various activities are provided by universities, governments, and companies. These activities may leave students either excited about the prospects or overwhelmed by the experience. The aim of this study is to explore the relationship between college experiences and post-graduation employment through an analysis of a five-year activity log. Specifically, students' diverse activities were categorized into six core competencies: skill reinforcement, leadership and teamwork, globalization, organizational commitment, job exploration, and autonomous implementation. We used logistic regression to examine how these competencies relate to employment status, and ANOVA analysis to assess their impact on initial salaries. The findings reveal that while competencies in skill improvement, job exploration, and organizational commitment were not statistically significant, those in leadership and teamwork, globalization, and autonomous implementation were crucial for securing employment. Additionally, globalization, job exploration, and autonomous implementation competencies influenced annual salary levels. Furthermore, a comparison of students completing either a single major or a convergent major revealed that job exploration competency significantly impacts the annual salary level.

INTERNSHIP REMUNERATION FOR STUDENTS UNDER INDONESIAN LAW

<p>Work experience is an essential part of gaining the experience and skills needed for post-graduate employment. They provide students with valuable work experience, access to professional networking, and the opportunity to explore different career opportunities. They open themselves and their minds to gain new knowledge and adapt to a new environment. Only if the company does and appreciates all their hard work, this is certainly a positive value. However, companies in Indonesia rarely appreciate the hard work during internship by giving them either low remuneration or no remuneration at all. There are a number of regulations under Indonesian law that explain the rights and responsibilities of interns, that is, they have rights that are protected by the state, which includes the right to compensation. Several questions arise when this issue is raised. What are Indonesian regulations regarding rights and obligations of interns and companies? What is international best practice regarding placements? In order to avoid underpayment of interns, what is the way forward for Indonesia in this area?</p><p>Keywords: </p><p>Keywords: Remuneration, Students, Indonesian Law</p>

The Dilemma of Chinese Postgraduate Employment: First-Degree Discrimination

In recent years, with the expansion of graduate enrollment and the increase in the number of graduate students, competition for employment among graduates has intensified. Consequently, a novel form of discrimination has emerged in the job market, significantly impinging on equal employment opportunities for undergraduate and graduate students alike. This article elucidates the emergence of this discrimination by employing a labor market discrimination model framework. Then the article introduces the prevailing methodologies for examining the existence and impact of discrimination in economics, makes comparations of representative literature data to demonstrate its violation of the equal employment rights of postgraduate students from diverse undergraduate backgrounds, resulting in substantial disparities in their employment rates and starting salaries. Furthermore, this article proposes solutions from three perspectives: enhance legislative construction, establish more scientific recruitment criteria and government measures. However, further research is required to examine the specific impact of this discrimination due to limited data samples.

Determining the Relationship Between Perceptions of the Nursing Profession and Attitudes towards Career Future of Nursing Senior Students: An Observational Study

This study was conducted to examine the relationship between nursing senior students' perceptions of the nursing profession and their attitudes toward their career future and to determine the factors affecting their career plans. The universe of the descriptive and relation-seeking study consisted of 143 senior students studying at the nursing department of a university. The study was completed with 105 students who met the inclusion criteria and agreed to participate. It was determined that CFI scores differed significantly according to the gender of the students, their readiness for the profession and the post-graduate employment statute. It was determined that there was a significant positive correlation between the CFI scale total score, career adaptability, career optimism sub-dimensions and the total score of PNPS. Also, it was determined that the sub-dimensions of age, gender, post-graduation work plan and PNPS were the variables explaining the students' career plans at 56%. It was determined that students' perceptions of the statute and the quality of the nursing profession were factors affecting their career plans. For this reason, it should be aimed to develop a positive professional perception by providing students with professional values ​​for the profession throughout nursing education.

COVID-19-related stressors exacerbate food insecurity and depressive symptoms among graduate students receiving campus basic needs services: Cross-sectional findings from seven California public universities.

Prior to the COVID-19 pandemic, food insecurity and depression were growing public health concerns among graduate students. Yet, little is known about how COVID-19-related stressors exacerbated these health outcomes among graduate students. To address this research gap, this study examined two types of COVID-19-related stressors, anticipated concerns about remote learning and challenges interfering with academic and research responsibilities, in relation to food insecurity and depressive symptoms among public university graduate students. Between August and October 2020, 631 graduate students who utilised basic needs services from seven University of California campuses completed an online survey assessing the effects of COVID-19 on their academic experiences, mental health, and basic needs security. Regression analyses examined associations of COVID-19-related concerns and COVID-19-related challenges with food insecurity as well as COVID-19-related concerns and COVID-19-related challenges in relation to depressive symptoms. All four models were adjusted for age, sex, race and ethnicity, campus affiliation, and living with a partner. Models examining food security status as the dependent variable were adjusted for depressive symptoms and vice versa. Graduate students concerned about delayed graduation, post-graduate employment, isolation from faculty and not having access to healthcare reported higher counts of depressive symptoms. Challenges associated with higher counts of depressive symptoms included caring for family more than usual, spending more time on errands and not paying for utilities in full. Students concerned about accessing healthcare had higher odds of experiencing food insecurity. Challenges associated with food insecurity included spending more time on errands, being unable to afford housing and sending money to family members during the pandemic. Our findings illuminate the pandemic's deleterious consequences on graduate students' mental health and food security, underscoring the need for strong academic and basic needs programs and policies.

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>

Underrepresented minorities in business doctoral programs: trends and academic placements (1973 to 2018)

PurposeThis paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time.Design/methodology/approachThe authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position.FindingsThe proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates.Originality/valueThe authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.

Authentic Pathology Specimen Reception: A Valuable Resource for Developing Biomedical Science Student Competencies and Employability.

Background/Introduction: The pathology specimen reception is fundamental to the services provided by Biomedical Science laboratories worldwide. To ensure patient safety and that samples are of adequate quality to send for analysis, prospective Biomedical Scientists should have a robust knowledge of the processes involved and the acceptance criteria of the pathology specimen reception. This knowledge has been highlighted by employers as a current gap in Biomedical Science graduates and therefore needs to be addressed within higher education settings. To do this, this study aimed to 1) design a practical session to simulate the key processes of the pathology specimen reception and 2) to understand Biomedical Science students' opinions on these activities and the development of transferable skills required for post-graduate employment. Methods: The practical session was designed based on industrial requirements and academic knowledge of student skill sets to ensure suitability. Qualitative information regarding participant demographics and career interests was acquired through open-answer or multiple-choice questions. Quantitative student feedback was acquired via questionnaires utilising a 5-point Likert scale (n = 77). Results: The scenario-based practical session provided students with a positive learning experience with 98.7% of participants enjoying the session, with 87.0% stating they learned a lot by completing the session. It was also identified that participants preferred this style of learning to that of conventional higher education teaching modalities with 97.4% stating they would prefer simulated employment focussed scenarios embedded into the curriculum more often. The majority of participants also thought this session was helpful for the development of their key transferrable skills including teamworking, communication, and confidence. When stratified based on demographic data, there was minimal difference between cohorts and in the majority of cases, those participants from non-traditional university entry backgrounds had a more positive experience and better transferable skill development following the completion of this style of learning experience. Conclusion: This study highlights simulation-based learning as a tool to develop core Biomedical Science knowledge, build student graduate capital, and ensure the preparedness of students for post-graduation employment.

Identifying Supports and Barriers in Engineering Students’ Processes Toward Career Attainment

Evidence shows that biomedical engineering students face unique challenges in entering the workforce compared to peers in other engineering majors. The purpose of this study is to explore the factors impacting undergraduate engineering students’ career attainment, or the acquisition of employment in a chosen field, and how the students experienced these factors in their pathways towards post-graduate employment. By studying differences in processes towards career attainment, there is an opportunity to promote equity and better support the inclusion and persistence of women and racially minoritized groups in engineering, particularly their readiness to enter the engineering workforce. We sought to answer two research questions: (RQ1) What contextual factors are identified by engineering students as supports and barriers to their attainment of a career in the engineering field? (RQ2) How are engineering students experiencing inequities in their processes toward career attainment? We conducted six focus groups with undergraduate engineering students at a large Midwestern University. Participants were purposefully sampled based on demographics from four engineering disciplines: biomedical engineering and the three preferred majors for students transferring out of biomedical engineering at our university, chemical engineering, materials science and engineering, and mechanical engineering. We used social cognitive career theory (SCCT) to inform our data collection and analysis and interpret the findings. The transcripts were analyzed by developing a codebook containing theory-driven codes from SCCT and emergent codes from the data. We identified five themes representing the contextual factors impacting engineering students’ processes toward career attainment: implications of (1) interpersonal relationships; (2) institutional infrastructure; (3) academics; (4) social identity; and (5) out-of-class experiences. We also found that these contextual factors may act as either a support or barrier depending on personal factors such as demographics, personality, or identity. The nuance revealed in this study, that a contextual factor may be both a support and barrier, presents implications for universities to provide more individualized career preparedness resources and recognize the ways that students’ positionalities impact their processes toward career attainment.

Career Building Among Formerly Incarcerated College Graduates

The California State University (CSU) Project Rebound is a re-entry program that provides educational, social, financial, and case management to formerly incarcerated college students with the goal of helping them become successful post-incarceration and post-graduation. This exploratory study examines successful career-building strategies reported by formerly incarcerated college graduates (FICG) who participated in a CSU-sponsored re-entry program. In this qualitative study, semi-structured interviews were conducted with 13 alumni of a specific Project Rebound program ( N = 13). Results from thematic analysis revealed five major themes depicting the post-graduation employment trajectory of FICG, the challenges that are unique to FICG, and strategies for improving career success among this population. Implications of the findings for theory, research, practice, and policy are discussed.

A bibliometric and visual analysis of Chinese and international postgraduate employment in the last decade: developments, hotspots, and trend directions

The continuous expansion of postgraduate education and the structural bias of the job market have brought much attention to the employment of postgraduate students. To better understand the employment gap between Chinese and international postgraduate students and effectively advance future research, this research selects China National Knowledge Infrastructure and Web of Science as data sources to conduct a quantitative scientometric assessment of the literature from 2011 to 2021. According to the survey, Chinese publications mostly focus on the discipline of higher education, whereas overseas journals are more diverse. There is no systematic network of inter-author and inter-institutional cooperation in China and internationally. Research hotspots have some convergence, but with slightly different focuses. There is still a rich field of employment for graduate students in China and overseas that has yet to be explored. In the future, we should enhance the breadth and depth of research and cooperation and strengthen academic innovation and interdisciplinary research.

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).

Examination of Motivational Influences on Clinical-Year Veterinary Students' Career Decisions.

The purpose of this study was to identify motivations for fourth-year veterinary students to choose future career paths based on post-graduation employment or post-graduation education. Approximately 500 students from four institutions were invited to participate in an online survey. Surveys were based on the cognitive evaluation theory, a minitheory within the self-determination macrotheory framework developed by Deci and Ryan. Intrinsic motivational factors were categorized by autonomy, competence, and relatedness, and extrinsic motivators were categorized by environmental and interpersonal factors. Students pursuing post-graduation education have intrinsic motivators that aligned with competence and were extrinsically motivated by a mentor, while students interested in post-graduation employment had intrinsic motivators that were more focused on autonomy with extrinsic motivational influences of debt/finances and geographic location.

Interprofessional pain management for adults with substance use disorders through an academic-community partnership

The high prevalence of chronic pain and the relationship between pain self-management and dependence on substances necessitates exposing health care practitioners to opportunities that incorporate comprehensive interprofessional pain assessment, management, and intervention strategies as part of their clinical training. The Student Health Outreach for Wellness (SHOW), a multi-university interprofessional education and practice organization, aimed to provide these meaningful interprofessional experiences for the current and future healthcare workforce while concurrently addressing needs in the local community. This curricular resource describes how SHOW partnered with Crossroads Inc. To create a model of interprofessional academic-community partnership that provided community-based direct patient care and health promotion services, including non-pharmacological approaches to interprofessional pain management, to adults living with substance use disorders (SUDs) in residential treatment facilities. By year two of this grant funded project, this partnership model improved resident experiences of care and population health measures, expanded services at reduced cost, developed interprofessional skills for faculty and students through collaborative integrated team-based care, and resulted in post-graduation employment in SUDs and the development of an integrated state licensed clinic.

Социальная работа: траектория обучения и трудоустройства

The article explores the trajectory of education and employment of graduates in the direction of training specialists, bachelors and masters of social work. One of the main prerequisites for their preparation is the aging of the population and the decline in the number of people of working age. The dynamics of education in undergraduate and graduate programs over the past seven years, both in Russia and in the Mari El Republic is given. Based on a comparison of the educational trajectories of social work specialists, positive and negative factors are identified. The positive factors include the growth of the practical orientation of education, the mobility of graduates, the development of social partnership, the improvement of the composition of teachers and the improvement of technologies for the quality of education. Against this background, problems such as a weak scientific base in the constituent entities of the Russian Federation for the employment of postgraduates, low wages for social workers, a high level of aspirations of graduates, etc. have been identified. In order to improve the quality of education, the following measures have been proposed: state partnership, wider involvement of students in scientific research and grant activities, partnership in the field of joint laboratories and small enterprises for social assistance to lonely and elderly citizens on the basis of a social contract.

Accounting Undergraduates’ Action Plans in Designing their First Career

This paper aims to examine the accounting undergraduates’ action plan in designing their first career to increase their chances to be employed immediately after they graduate. This is essential given that the growing unemployment rate were reported in the nation. Using a qualitative research design, semi-structured interviews were conducted involving five final-year students and five work supervisors/managers in Melaka, Malaysia. The study discovered that undergraduates’ initial decision about which career path to pursue will influence their internship placement. To guarantee post-graduation employment, undergraduates should be prepared for real-world challenges, equipped with computer skills, soft skills, interpersonal skills, good time management, and be able to integrate internship experiences with academic knowledge. Employers expect undergraduates to comprehend accounting standards and guidelines like MFRS, MPERS, and MPSAS and possess good attitudes and interpersonal skills. Hence, discovering undergraduates’ action plan may provide opportunities to explore areas for improvement in internship practices from the perspectives of key stakeholders including university department leaders, work supervisors/managers, lecturers as well as final year students. It is vital as work-based experiences have become increasingly important in education prior to beginning a career as it allows students to develop skills and competencies that determine their employability. Future research should include more public and private universities as it will provide more generalizability of insights into Malaysian accountancy undergraduates’ action plans in designing their first career as well as involving more participants.