COMMENTS & RECOMMENDATIONS ON THE QUESTIONNAIRE Group III: Harri, Sembiring, Fannie, Ied, Dewa, Edi, & Hardjono

Instructions Difficult to follow certain instructions particularly for ordinal type questions Sequences Unclear instructions on how to proceed to the follow-up question. Purposes Generally understood

Technical Terms  The meaning of the word “job” – present job or casual job  “ job-seeker”  “length of study” – e.g. Is professional skills program for psychology included in counting the number of years?  All terms/concepts dealing with competences are difficult to understand. Respondents interpret the same terms differently.

Format  For unemployed respondents, there should be instructions for them to skip certain questions or items.  Page 19 (competences acquired in the uni and those required by employment/nature of the work) is too complicated. It should be simplified.  Format of electronic questionnaire is not attractive.  Unclear division and numbering of sections. Highlight the sections.

Content  Options for some items do not cover some categories (parents’ occupations)  Some questions may need follow-ups, e.g. Civil status (A.7) “unmarried”  Items for the unemployed are very limited. More items to explore the activities and difficulties of the unemployed.  Why are there only two years covered in Item B.6. Division of periods should be every 6 months to cover more than two years.

continued There should be an item that asks for what the market should know about the study program. Some companies do not know what the graduates of certain study programs are capable of doing.

Others  Electronic questionnaire is too long.  Some items not appropriate to psychology students (p17 title of section)  Difficult to access computer processing.  Section 4 of questionnaire appears to be evaluating the employees rather than the higher education institutions

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