Preliminary results and conclusions The Flexible Professional in the Knowledge Society: Findings in Old and New (Candidate) Member States Final conference, Ljubljana, September 24-25, 2009 By Rolf van der Velden Research Centre for Education and the Labour Market (ROA) Maastricht University

Preliminary results and conclusions The HEGESCO project (1) Short for Higher Education as a Generator of Strategic Competences Which competences are needed for successful entry into the labour market? Consortium: 6 partners Slovenia: University of Ljubljana (project coordination) Hungary: TARKI Social Research Inc. Lithuania: Vytautas Magnus University Poland: Cracow University of Technology Turkey: Hacettepe University Netherlands: Maastricht University (advisory role) Financed by EU Erasmus Lifelong Learning program 2

Preliminary results and conclusions The HEGESCO project (2) Start November 2007 – finish December 2009 Five interrelated projects: Analysis of HE policy in Europe and the participating countries: Hungary, Lithuania, Poland, Slovenia, Turkey (coordinated by LT) Large scale survey among graduates (coordinated by NL) Qualitative surveys among HE representatives and employers (coordinated by SL and TR) Dissemination of results (coordinated by PL) This presentation will focus on the preliminary results of the graduate survey 3

Preliminary results and conclusions The HEGESCO project (3) Graduate survey based on methodology of earlier survey REFLEX (and its predecessor CHEERS) REFLEX: Transition from HE to work in 15 European countries + Japan; HEGESCO extension to Eastern Europe; PROFLEX extension to South America Mail questionnaire to over graduates 5 years after leaving HE Response rates around 30-35% Information on career in HE and transition to labour market, personal characteristics etc Current report focus on New and Candidate Member States (NCMS) compared to old member states 4

Preliminary results and conclusions Overview presentation Project outline Transition from HE to work The world of work for HE graduates Which skills are needed? What can HE do? Conclusions 5

Preliminary results and conclusions 6 Search durations are short, but not in all countries

Preliminary results and conclusions Unemployment rate is low, but varies across countries 7

Preliminary results and conclusions Most have a permanent contract at least after 5 years 8

Preliminary results and conclusions Few are overeducated and the gap between countries decreases 9

Preliminary results and conclusions Most are satisfied with current job 10

Preliminary results and conclusions Wage differ strongly, even after correcting for purchasing power 11

Preliminary results and conclusions NCMS is not a homogenous block 12

Preliminary results and conclusions Success factors in the transition Individual Study-related work experience during HE (no effect of non study-related work experience!) Experience abroad Good grades Program Strong links between HE and employers (vocational oriented, employers familiar) Some effects of being demanding and prestigious 13

Preliminary results and conclusions How does the world of work for HE graduates look like? International Competitive Innovative Insecure Professional 14

Preliminary results and conclusions HE graduates often work in big firms, but less so in NCMS 15

Preliminary results and conclusions Many firms have an international scope, but countries differ 16

Preliminary results and conclusions Most firms in private sector face hard competition on quality 17

Preliminary results and conclusions Even firms in the public sector face hard competition 18

Preliminary results and conclusions Most firms are engaged in innovative activities 19

Preliminary results and conclusions Almost half have experienced a reorganisation in the past year 20

Preliminary results and conclusions Many set their own goals, some even for the firm (when small) 21

Preliminary results and conclusions A strong professional role, but clear differences across countries 22

Preliminary results and conclusions What skills do they need? List of 19 competences Top 5 required in NCMS in tertiary level jobs: Ability to use computers and internet Ability to use time efficiently Ability to work productively with others Ability to make your meaning clear to others Ability to perform well under pressure Top 5 shortage in NCMS in tertiary level jobs: Mastery of own field or discipline Ability to perform well under pressure Ability to use time efficiently Ability to negotiate effectively Ability to assert your authority 23

Preliminary results and conclusions 24 Which characteristics of work drive the demand for these skills? Involvement in innovative activities Level of competition Professional character of jobs Level of autonomy in jobs

Preliminary results and conclusions 25 What can HE do to produce these skills? Questions on characteristics of the HE program Questions on the modes of teaching and learning Extra-curricular experiences Relate these to the most needed skills First impression on the HE profiles

Preliminary results and conclusions Academic prestigious vs. being demanding 26

Preliminary results and conclusions Employers familiar vs vocational oriented 27

Preliminary results and conclusions Group assigments vs. lectures 28

Preliminary results and conclusions Facts vs theories 29

Preliminary results and conclusions Multiple choice vs. written assignments 30

Preliminary results and conclusions Large variations in study-related work experience during HE 31

Preliminary results and conclusions And in non-study related work experience during HE 32

Preliminary results and conclusions Effects of HE program on skills For most skills: Program being demanding Intrinsic study-motivation Study-related work experience during HE Only for mastery of own field Vocational orientation Facts and practical knowledge Some effects of group assignments, written assignments and oral presentations, but no general effect of innovative methods Mixed evaluations of the program as whole 33

Preliminary results and conclusions HE is considered to be a good basis for personal development … 34

Preliminary results and conclusions but less so for developing a professional career … 35

Preliminary results and conclusions and even worse to develop entrepreneurial skills. 36

Preliminary results and conclusions Large differences in % that would choose the same program again 37

Preliminary results and conclusions 38 Conclusions (1) Most graduates face a smooth transition, but there are exceptions: TR, ES but also UK, IT and HU Main success factors are: good grades, study-related work experience during HE, experience abroad, strong links between HE and employers NCMS cannot be treated as homogeneous block (nor can the old MS simply be distinguished in North and South) The world of work of HE graduates is international oriented, competitive, innovative, insecure and professional

Preliminary results and conclusions 39 Conclusions (2) In some respects HE programs across Europe are quite similar: With some exceptions they are generally viewed as demanding Most employers are not very familiar with the program Despite the introduction of student-centered methods, strong emphasis on classroom teaching In other aspects strong differences across countries: Vocational orientation Group assignments Written assignments Study and non study-related work experience Role in forming a professional identity

Preliminary results and conclusions 40 What can HE do? In most countries graduates are critical about HE program providing a good basis for starting to work or development of entrepreneurial skills. This should be taken seriously. HE should prepare better for the new world graduates are facing: e.g. computer skills, time- management, perform under pressure Providing relevant work experience during HE as well as experience abroad are crucial success factors: in most countries this is still very low Establishing more/better links with employers? Good for some but not all aspects of the transition!