Business Graduate Skill Sets

Autor/inn/en	Jackson, Denise; Chapman, Elaine
Titel	Business Graduate Skill Sets - Summary Report
Quelle	(2009), (92 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Business Administration Education; Role of Education; Job Skills; Intellectual Disciplines; Knowledge Level; Graduates; Questionnaires; Electronic Publishing; Employer Attitudes; Teacher Attitudes; College Faculty; Problem Solving; Numeracy; Data Analysis; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Bildungsauftrag; Produktive Fertigkeit; Geisteswissenschaften; Wissensbasis; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Fragebogen; Elektronisches Publizieren; Arbeitgeberinteresse; Lehrerverhalten; Fakultät; Problemlösen; Rechenkompetenz; Auswertung; Australien; Großbritannien
Abstract	The purpose of this study was to evaluate the competencies required by industry in business graduates and the relative importance and current graduate proficiency levels in each skill area. A secondary purpose was to examine and compare the perceived role of contemporary business schools across different samples. The study was conducted during 2009 and comprised three online surveys of Australian graduate employers (n=212), Australian business academics (n=155) and UK business academics (n=135). Employer respondents were those responsible for directly supervising graduates in the workplace and academics actively taught on undergraduate business programs in their respective countries. Findings for Australian employers and Australian academics were compared to analyse differences by occupational status and comparisons were drawn between UK and Australian academics to examine the impact of country of origin. Results indicated that Australian employers considered problem solving and numeracy and data analysis to be the most important in graduates; Australian academics favoured problem solving and decision management and UK academics the skills sets of team working and problem solving. Australian academics placed far more importance on graduates' ability to conduct business in a second language than their employer counterparts. Perceived benchmark standards for Australian graduates appear to remain high as more academics were dissatisfied or extremely dissatisfied with graduating students than employers and a far higher proportion of employers expressed satisfaction or extreme satisfaction with graduates overall performance than academics. Meanwhile, in the UK, 39% of academics were satisfied with the overall quality of business graduates leaving university whilst a further 33% were neutral on this issue. There were some differences detected among the three samples in their perceptions of the role of business schools. Findings highlighted the need to venture beyond descriptive analysis to evaluate more precisely the impact of occupational status, within and across the employer and academic samples, and country of origin on the relative importance of the broad set of graduate competencies, and their constituent behaviours. The following are appended: (1) Employer Online Survey Questionnaire; (2) Business Academic Online Survey Questionnaire--Australia; and (3) Business Academic Online Survey Questionnaire--UK. (Contains 29 figures and 29 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10