Premises (Hypotheses) for a Bachelor Curriculum <ul><li>Resulting premises of the study: „Bachelor New and the Labor Marke...
LINK  for the Study Download: <ul><li>http://www.uni-klu.ac.at/wiho/downloads/studie_bachelor_FINAL.pdf   </li></ul>
Research Questions and Study Design (1) <ul><li>Research questions: </li></ul><ul><li>How should the bachelor curriculum b...
Research Questions and Study Design (2)
Research Questions and Study Design (3) <ul><li>Since the new bachelor curriculum in Austria is just starting, we did not ...
Research Questions and Study Design (4) <ul><li>Interview timing: June 2006 until January 2007 </li></ul><ul><li>Expert in...
Key Findings to the Firm Preferences (1) <ul><li>Requirements of the academics (academic graduates): higher complexity, le...
Key Findings to the Firm Preferences  (2) <ul><li>Preference for “broad” BA, including “special” BA (e.g. technical); </li...
Key Findings to the Firm Preferences  (3) <ul><li>BA should be a “full-time curriculum”, only low preferences for MA as “p...
Key Findings to the Firm Preferences  (4) <ul><li>Dissent among experts,  whether firms generally have an “active company ...
Key Findings to the Firm Preferences  (5) <ul><li>LLL (life-long learning) advances job opportunities for elderly employee...
Key Findings to the Firm Preferences  (6) <ul><li>Importance of foreign languages other than English has increased and wil...
Key Findings to the Firm Preferences  (7) <ul><li>EDP: Basic/application skills are prerequisites (e.g. MS-Office), for ad...
Key Findings to the Firm Preferences  (8) <ul><li>There is interest that the MA will be in a different discipline as the B...
Key Findings to the Firm Preferences  (9) <ul><li>Foreign experience is considered important. Job experience abroad (in th...
Key Findings to the Firm Preferences  (10) <ul><li>“ Job experience” and “international experience” are considered by firm...
<ul><li>Thank you for your attention! </li></ul>
Upcoming SlideShare
Loading in …5
×

Vienna Bologna Forum Campbell Bachelor & Employability

660 views

Published on

Published in: Technology, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
660
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Vienna Bologna Forum Campbell Bachelor & Employability

  1. 1. Premises (Hypotheses) for a Bachelor Curriculum <ul><li>Resulting premises of the study: „Bachelor New and the Labor Market“ Analysis of the perceptions of firms, universities, and universities of applied sciences Research project for the WKÖ (completed 2007) Study authors: David Campbell & Angelika Brechelmacher </li></ul><ul><li>David F. J. Campbell david.campbell@uni-klu.ac.at </li></ul><ul><li>http://www.uni-klu.ac.at/wiho </li></ul><ul><li>November 24, 2008 </li></ul>
  2. 2. LINK for the Study Download: <ul><li>http://www.uni-klu.ac.at/wiho/downloads/studie_bachelor_FINAL.pdf </li></ul>
  3. 3. Research Questions and Study Design (1) <ul><li>Research questions: </li></ul><ul><li>How should the bachelor curriculum be designed, so that the bachelor graduates are best qualified for the labor market? </li></ul><ul><li>How should the bachelor curriculum be structured, so that the employability qualities are mainly supported? </li></ul>
  4. 4. Research Questions and Study Design (2)
  5. 5. Research Questions and Study Design (3) <ul><li>Since the new bachelor curriculum in Austria is just starting, we did not conceptually and methodically decide on an ex-post Indicator Analysis, but did choose the direction of ex-ante Expert Discussions. Thus we wanted to develop premises (hypotheses) more oriented to the future. We interviewed experts according to their estimates of the presented questions. All together we contacted about seventy experts from the following three areas: economy; public or academic (university-related) institutions; universities and universities of applied sciences (“Fachhochschulen”). </li></ul>
  6. 6. Research Questions and Study Design (4) <ul><li>Interview timing: June 2006 until January 2007 </li></ul><ul><li>Expert interviews economy (business firms): 25 Austria, 5 Germany </li></ul><ul><li>Expert interviews public/academic institutions: 11 Austria, 5 Germany </li></ul><ul><li>Expert interviews universities: 24 Austria </li></ul>
  7. 7. Key Findings to the Firm Preferences (1) <ul><li>Requirements of the academics (academic graduates): higher complexity, leadership positions; </li></ul><ul><li>Difference between academic vs. non-academic is increasing. </li></ul><ul><li>Increase of the academic quota in firms will occur more often than planned. </li></ul>
  8. 8. Key Findings to the Firm Preferences (2) <ul><li>Preference for “broad” BA, including “special” BA (e.g. technical); </li></ul><ul><li>Preference for BA for “professional” (job-oriented) or combination of “professional & academic (sciences)”; </li></ul><ul><li>No clear preference for MA either directly after BA or only after job experience; </li></ul>
  9. 9. Key Findings to the Firm Preferences (3) <ul><li>BA should be a “full-time curriculum”, only low preferences for MA as “parallel to work” – majority of the interviewees said, however, that it depends on the “situation.” </li></ul><ul><li>That employees want to continue “academic studies” is considered to be a (future) key challenge. </li></ul>
  10. 10. Key Findings to the Firm Preferences (4) <ul><li>Dissent among experts, whether firms generally have an “active company policy” regarding continued academic studies of their employees. </li></ul><ul><li>If companies support, then rather: reduction of working time; “co-financing” options; </li></ul>
  11. 11. Key Findings to the Firm Preferences (5) <ul><li>LLL (life-long learning) advances job opportunities for elderly employees. </li></ul><ul><li>“ younger” up to 29-30, “elder” from 43-47; </li></ul><ul><li>Importance of English has increased and becomes a prerequisite. English as: prerequisite, (second) company language, globalization; </li></ul>
  12. 12. Key Findings to the Firm Preferences (6) <ul><li>Importance of foreign languages other than English has increased and will continue. Reasons: globalization / market expansion, social & cultural Integration, “European consciousness”; </li></ul><ul><li>Eastern European languages; educational experts: Chinese; </li></ul>
  13. 13. Key Findings to the Firm Preferences (7) <ul><li>EDP: Basic/application skills are prerequisites (e.g. MS-Office), for advanced EDP skills specialists are required. </li></ul><ul><li>There is a requirement that the entire BA & MA curricula will be offered in English (reasons: internationalization, English as international/working language). Future scenario: BA in German, MA in English? </li></ul>
  14. 14. Key Findings to the Firm Preferences (8) <ul><li>There is interest that the MA will be in a different discipline as the BA (or that the disciplinary specialization begins only at the MA level). </li></ul><ul><li>Desired combination: tech (BA) & business (MA); </li></ul><ul><li>A certain reservation is that universities don’t support disciplinary flexibility (“horizontal mobility”). </li></ul>
  15. 15. Key Findings to the Firm Preferences (9) <ul><li>Foreign experience is considered important. Job experience abroad (in the opinion of education experts) is considered as tendency to be more important than foreign educational experience. Generally: Enterprises recommend foreign experience (primarily for MA). </li></ul><ul><li>The preferred regional ranking (for Austria) is: Eastern Europe / Russia, English-speaking countries, EU. </li></ul>
  16. 16. Key Findings to the Firm Preferences (10) <ul><li>“ Job experience” and “international experience” are considered by firms to be more important than “study duration” and “grade average” (at least in Austria). Here the argument of a “consistent / convincing curriculum vitae” is often mentioned. </li></ul>
  17. 17. <ul><li>Thank you for your attention! </li></ul>

×