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Satisfaction with Knowledge and Competencies: A Multi-Country Study of Employers and Business Graduates

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  • Ana Azevedo
  • Doris Gomezelj Omerzel
  • Jane Andrews
  • Helen Higson
  • Antonio Caballero
  • Bernadette Frech

Abstract

Problem statement: This study critically discusses findings from a research project involving four European countries. The project had two main aims. The first was to develop a systematic procedure for assessing the balance between knowledge and competencies acquired in higher, further and vocational education and the specific needs of the labor market. The second aim was to develop and test a set of meta-level quality indicators aimed at evaluating the linkages between education and employment. The project was designed to address the lack of employer input concerning the requirements of business graduates for successful workplace performance and the need for more specific industry-driven feedback to guide administrative heads at universities and personnel at quality assurance agencies in curriculum development and revision. Approach: The project was distinctive in that it combined different partners from higher education, vocational training, industry and quality assurance. Project partners designed and implemented an innovative approach, based on literature review, qualitative interviews and surveys in the four countries, in order to identify and confirm key knowledge and competency requirements. This study presents this step-by-step approach, as well as survey findings from a sample of 900 business graduates and employers. In addition, it introduces two Partial Least Squares (PLS) path models for predicting satisfaction with work performance and satisfaction with business education. Results: Survey findings revealed that employers were not very confident regarding business graduates’ abilities in key knowledge areas and in key generic competencies. In subsequent analysis, these graduate abilities were tested and identified as important predictors of employers’ satisfaction with graduates’ work performance. Conclusion: The industry-driven approach introduced in this study can serve as a guide to assist different types of educational institutions to better align study programs with changing labor market requirements. Recommendations for curriculum improvement are discussed.

Suggested Citation

  • Ana Azevedo & Doris Gomezelj Omerzel & Jane Andrews & Helen Higson & Antonio Caballero & Bernadette Frech, 2012. "Satisfaction with Knowledge and Competencies: A Multi-Country Study of Employers and Business Graduates," American Journal of Economics and Business Administration, Science Publications, vol. 4(1), pages 23-39, January.
    • Handle: RePEc:abk:jajeba:ajebasp.2012.23.39
    DOI: 10.3844/ajebasp.2012.23.39
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    References listed on IDEAS

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    1. Borghans, Lex & Green, Francis & Mayhew, Ken, 2001. "Skills Measurement and Economic Analysis: An Introduction," Oxford Economic Papers, Oxford University Press, vol. 53(3), pages 375-384, July.
    2. Pierre–André Julien & Charles Ramangalahy, 2003. "Competitive Strategy and Performance of Exporting SMEs: An Empirical Investigation of the Impact of Their Export Information Search and Competencies," Entrepreneurship Theory and Practice, , vol. 27(3), pages 227-245, July.
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    Cited by:

    1. Ildikó Kovács & Éva Réka Keresztes, 2022. "Young Employees’ Perceptions about Employability Skills for E-Commerce," Economies, MDPI, vol. 10(12), pages 1-28, December.
    2. Liliana Gherghina, 2021. "The Opinion of Business Administration Graduates on the Skills Acquired During Undergraduate Studies," Ovidius University Annals, Economic Sciences Series, Ovidius University of Constantza, Faculty of Economic Sciences, vol. 0(2), pages 728-736, December.

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