There are mixed opinions on how well New Zealand’s tertiary system prepares graduates for employment. For example, Universities New Zealand (sub. 17) submitted that it is a myth that universities are producing poor quality graduates or graduates that are not work ready. Others, including Ed.Collective (sub. 89) offered a different assessment.
…there are areas where our graduates are falling short of employer expectations. This is not because they have not invested enough money or spent enough time in their learning endeavours… we are just plain doing it wrong. Given the financial and life significance of studying today, we should not sit back and accept that this is just how it is. (Ed.Collective, sub. 89, p. 21)
A 2013 New Zealand survey of 700 business school academics and employers also found that tertiary providers and employers have different views of graduates’ work-relevant skills (Figure 4.1).
Figure 4.1 Perceived ability of business schools to produce well-trained and prepared graduates
Source: Burt, Smith & Young, 2013.
Similar differences in opinion are evident in other countries. For example, a survey of 8 000 young students and workers (aged 15 to 29), employers and tertiary providers from nine different countries identified contrasting views about how well tertiary graduates are prepared for the workforce (Figure 4.2).
Similarly, Vandeweyer (2016) cites a recent survey which found “While 48% of the interviewed employers indicate that youth lack written communication skills, only 6% of young people participating in the survey acknowledge lacking these skills”, suggesting a wide gulf between youth and employer understandings of performance and preparedness.
One New Zealand survey of employers found they were much more satisfied with graduates’ verbal and communication skills (80% satisfied) than with their intellectual autonomy and independent thinking (55%), or their ability to set and achieve personal and professional goals (55%) (Kusmierczyk & Medford, 2015).
“Around the world, governments and businesses face a conundrum: high levels of youth unemployment and a shortage of job seekers with critical skills” writes Mona Mourshed, Diana Farrell, and Dominic Barton in a McKinsey in Its report Education to Employment Designing a system that works. (Adapted choosen excerpts by Job Market Monitor to follow) How can a country successfully move … Continue reading
A new report out today aims to deal with the so-called “skills gap” in Maine’s workforce. The report is part of a series called “Making Maine Work.” This one, according to Christopher Quinn, president of Kaplan University in Maine, uncovered a disconnect between educators and business people. Quinn told reporters that 72 percent of higher … Continue reading
University graduates in Nigeria have been reported to be poorly prepared for work in recent years. This has implications on the relevance of university education, the employability and productivity of university graduates. One of the reasons suggested for this condition by previous studies was skill mismatch⎯a situation where there is a disparity between the skills … Continue reading
When hiring recent college graduates, employers say they place the greatest priority on a demonstrated proficiency in skills and knowledge that cut across majors. Written and oral communication skills, teamwork skills, ethical decision-making, critical thinking skills, and the ability to apply knowledge in real-world settings are the most highly valued among the 17 skills and … Continue reading
Grads Over-qualification and Skills Gap in UK – Many occupations have simply experienced either job competition report finds
The UK has witnessed one of the highest rates of higher education expansion across Europe over recent decades, but has not seen an increase in high-skill jobs matching that expansion – indeed, a number of countries with a slower expansion of higher education sector have experienced a larger increase in high-skill jobs. In this report, … Continue reading
China’s Skills Gap – Causes a sizeable share of graduates to take up jobs unrelated to their studies
The skills mismatch, defined as the difference between skills demanded by employers and those available in the market, can be captured using the MyCOS survey data based on the answers of over 150 000 graduates in 2013, six months after graduation. The survey asked graduates to judge whether a certain skill type is important for … Continue reading
Overqualification in Canada among Workers Aged 25 to 64 with a University Degree – 47% have lower literacy skills and 54% have lower numeracy skills
Based on a self-reported measure of overqualification, this article examines the association between overqualification and skills among workers aged 25 to 64 with a university degree, using data from the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). This article also examines the extent to which overqualified workers are dissatisfied with their jobs. … Continue reading
Ph.D. and Overeducation in Italy – 31.28% of them report that their Ph.D. title was not useful to get the job they were carrying
In 2009, ISTAT carried out a survey of Ph.D. holders who completed their studies three and five years earlier, in 2006 and in 2004, respectively. The data reveals that unemployment among Ph.D. holders is lower than what is reported for university graduates. A share as high as 92.5% of doctors who completed their studies in … Continue reading
The literature on skill mismatch has grown significantly over the years, where skills mismatch is usually defined either in terms of excess or deficient qualifications and skills possessed by individuals relative to job‐skill requirements. Evidence from several advanced economies has shown that skill mismatch is a widespread phenomenon, typically affecting about one third of the … Continue reading