Improved Academic Performance and Enhanced Employability? The Potential Double Benefit of Proactivity for Business Graduates

Autor/inn/en	Tymon, Alex; Batistic, Sasa
Titel	Improved Academic Performance and Enhanced Employability? The Potential Double Benefit of Proactivity for Business Graduates
Quelle	In: Teaching in Higher Education, 21 (2016) 8, S.915-932 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1198761
Schlagwörter	Academic Achievement; Employment Potential; Marketing; Higher Education; Curriculum Design; Grades (Scholastic); Personality Traits; College Students; Universities; Questionnaires; Business Administration Education; Statistical Analysis; Reliability; Validity; Least Squares Statistics; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Notenspiegel; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; University; Universität; Fragebogen; Statistische Analyse; Reliabilität; Gültigkeit; Korrelation
Abstract	This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized and found that students high on both these facets of proactivity achieve better academic grades than those low on both, or high in just one. Unexpectedly, high proactive personality with low personal initiative behaviour was the worst combination. Proactivity can be a valuable employability asset, which alongside academic grades is important to some employers as well as students and universities. We argue that nurturing student proactivity can therefore produce multiple benefits but with focus on the more trainable dimension of personal initiative behaviour. To this end we provide practical guidance for university curriculum design to simultaneously enhance graduate employability and academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01