Producing graduates who meet employer expectations: Open and distance learning IS a viable option...

Producing graduates who meet employer expectations: Open and distance learning IS a viable

option

Producing graduates who meet employer expectations: Open and distance learning IS a viable

option

Tina LimMansor Fadzil

Latifah Abdol LatifNorlia T Goolamally

Norziati Mansor

Link between Human capital development, Lifelong learning and Higher education

Past research on employability competencies (1)

Past research on employability competencies Employer Expectation of Graduates and their Satisfaction :

Satisfaction level < Importance level

Role of Open Distance Learning in Advancing Lifelong Learning

• “Lifelong learning is also about providing second chances to update basic skills and to offer learning opportunities at more advanced levels.

• All this means that formal systems of provision need to become much more open and flexible, so that such opportunities can truly be tailored to the needs of the learner, or indeed the potential learner”

(ESAE, 2007, p. 23)

• “Lifelong learning is also about providing second chances to update basic skills and to offer learning opportunities at more advanced levels.

• All this means that formal systems of provision need to become much more open and flexible, so that such opportunities can truly be tailored to the needs of the learner, or indeed the potential learner”

(ESAE, 2007, p. 23)

Conventional Open and Distance LearningElitist – ‘Cream of the crop’ pursues tertiary education

Flexible entry

Prescribed age FlexibleAttends lessons in physical classes

Flexible approach - Blended

Full time Part time

“Despite a long and generally successful track record, open and distance learning is still required to prove that the quality of student learning is at least equivalent to face-to-face teaching” (Kirkpatrick, 2005)

“Despite a long and generally successful track record, open and distance learning is still required to prove that the quality of student learning is at least equivalent to face-to-face teaching” (Kirkpatrick, 2005)

Objective of the study

• to examine the extent to which OUM graduates met the expectations of their employers with regard to employability competencies

• to examine the extent to which OUM graduates met the expectations of their employers with regard to employability competencies

Methodology

• Quantitative approach• Mail surveys were sent to employers of the November

2010 graduates (Bachelor’s degree)• Items adapted from the Noel-Levitz Employer Satisfaction

Survey• 5-point Likert-type scale for Importance & Satisfaction• Sample: 290 / 1088 employers (Response rate = 27.41%)• 3 dimensions examined:

– Knowledge & Understanding– General Attributes– Generic Skills

• Quantitative approach• Mail surveys were sent to employers of the November

2010 graduates (Bachelor’s degree)• Items adapted from the Noel-Levitz Employer Satisfaction

Survey• 5-point Likert-type scale for Importance & Satisfaction• Sample: 290 / 1088 employers (Response rate = 27.41%)• 3 dimensions examined:

– Knowledge & Understanding– General Attributes– Generic Skills

OPPORTUNITIES FOR IMPROVEMENT


KEEP UP THE GOOD WORK


LOW PRIORITYLOW PRIORITY EXCEEDING EXPECTATIONSEXCEEDING EXPECTATIONS

Understanding of job-related information

Knowledge in the field of study

Specific technical knowledge required for the job

Ability to translate theory into practice

Importance-Satisfaction Quadrant Analysis: Knowledge & Understanding

Gap = 0.22 (4.4%)

Gap = 0.30 (6%)

Gap = 0.26 (4.4%)






7 Self-discipline9 Teamwork1 Positive attitude towards work12 Willingness to learn17 Integrity

5 Professional ethics11 Reliability3 Self-confidence4 Self-motivation and initiative8 Accepts responsibility for consequences of actions13 Listening to others14 Customer service

2 Flexibility & adaptability15 Ability to reflect on own performance6 Ability to find and access information16 Written communication18 Empathy

10 Creativity and innovation

Importance-Satisfaction Quadrant Analysis: General Attributes

Gaps range from 0.26 (4.4%) to 0.34 (6.8%)






Ability to set goals and allocate time to achieve them

Management of resources

Mentoring or coaching colleagues

Entrepreneurial

Leadership

Decision making

Gap = 0.25 (5.0%)

Gap = 0.21 (4.2%)

Importance-Satisfaction Quadrant Analysis: Generic Skills

Comparing OUM graduates with new graduates from other universities

Conclusions

• OUM’s ODL Bachelor degree programmes have been successful in producing graduates who meet the expectations of their employers with regard to employability competencies

• In order to adequately equip a workforce which meets the challenges and demands of the new age labour market, “the nexus between – output of graduates and industry needs, – the university and the workplace, and – the higher education system and the lifelong learning

system needs to be further strengthened” (Ali, 2011).

• OUM’s ODL Bachelor degree programmes have been successful in producing graduates who meet the expectations of their employers with regard to employability competencies

• In order to adequately equip a workforce which meets the challenges and demands of the new age labour market, “the nexus between – output of graduates and industry needs, – the university and the workplace, and – the higher education system and the lifelong learning

system needs to be further strengthened” (Ali, 2011).

Producing graduates who meet employer expectations: Open and distance learning IS a viable option...

Documents

Transcript of Producing graduates who meet employer expectations: Open and distance learning IS a viable option...