1. Employment of International Graduates from Finnish Universities of Applied Sciences Arja Majakulma, Laurea-ammattikorkeakoulu / Tampereen yo TraiNet 23.11.2010

2. Aim and research questions Aim: To describe the employment of graduates with foreign background from Finnish Universities of Applied Sciences, the graduates’ experiences of employment and the factors which are related to employment. Research questions: Research questions: What is the state of employment of the graduates? Which factors affected their employment? How did education support employment? How could the education and the degree programmes be developed to support employment in Finland?

3. Data and method ► First research question, quantitative data: statistics from Statistics Finland: graduates from all programmes (N= 103 313) and graduates from English programmes (N=4673) at universities of applied sciences in 2002-2006 according to country of birth and main activity in 2008. ► Other research questions, qualitative data to achieve deeper understanding of employment (e.g. quality of employment, influence of fields of study, reasons affecting employment, how the employment of international students could be enhanced during education): interviews of 21 graduates from different fields of study and national backgrounds were made and analysed.

4. Countries of birth ► The proportion of Finnish graduates: all programmes 94.8%, English programmes 61.4% ► International graduates: all programmes 3.4%, English programmes 25% ► Information about the country of birth was unknown if the graduate had left Finland. 1.8% of the graduates from all programmes and 13.5% of the graduates from English programmes had left Finland. ► In English programmes the clearly leading country of birth after Finland was China (5.9%), next were Soviet Union (1.7%), Kenya (1.6%), Somalia (1.1%) and Sweden (1.1%).

5. Employment of graduates from English degree programmes ► The employment rate of Finnish graduates was much higher (81.9%) than the employment rate of international graduates (58.6%). ► International graduates were more (8.2%) unemployed than Finnish graduates (4.4%). ► There were also more (11.9%) fulltime students among the international graduates, 6.4% of Finnish graduates were fulltime students. ► The proportion of others was clearly higher among international graduates.

6. Status according to continents – English programmes

7. Status according to countries - English programmes

8. Status of graduates from all degree programmes ► The employment rate of Finnish graduates was 86%. The employment rate of international graduates was clearly lower, 73.5% ► International graduates were more unemployed (7.2%) than Finnish graduates (5.4%). ► There were more, 7.2%, fulltime students among international graduates, 4.4% of Finnish graduates were fulltime students. ► The proportion of others was higher among the international graduates (12.1%).

9. International graduates from Finnish and Swedish programmes ► In this group the employment rate was much better: 81% employed, 6.7% unemployed, 4.8% fulltime students, 7.5% others. ► The lower employment rate of international graduates in all programmes is lower thus mainly because of those graduates who studied in English.

10. Status according to countries - Finnish and Swedish programmes

11. Conclusions ► Many international graduates from English programmes stay in Finland ► Most of them are employed, however much less than Finnish graduates. ► A fifth belongs to the group ‘others’, this is considerably more than among Finnish graduates. ► There are also more fulltime students among international graduates. ► The unemployment rate of international graduates is twice as high as of Finnish graduates. ► Unemployment was highest among the graduates born in Africa, especially Somalia and North Africa. ► The proportion of employed graduates was rather low among the graduates born in Asia, but many of them were students. ► Those international graduates who have studied in Finnish or Swedish are better employed. ► The employment of graduates from the capital region was slightly better.

12. Interviews - Background of the informants ► Fields of study: 7 social services, 6 business, 6 health care, 2 engineering ► Countries of origin: 9 Africa, 7 from Europe (2 of them from Russia, 3 Asia, 2 Central America ► Gender: 13 male, 8 female ► Employment situation: 15 employed, 3 unemployed, 2 at home with children, 1 student ► 15 were in Finland before the start of studies, 6 came because of studies ► 9 had completed further studies, 12 not

13. Topics of the interviews Background information: Background information: - type of activity before coming to Finland - type of activity in Finland before the start of studies - plans at start of studies, plans during graduation Reasons for staying in Finland Reasons for staying in Finland Main type of activity after graduation (in Finland and abroad) Main type of activity after graduation (in Finland and abroad) Factors that affected employment Factors that affected employment How did education support employment? How did education support employment? How could the education and the degree programmes be developed to support employment in Finland? How could the education and the degree programmes be developed to support employment in Finland? Future plans Future plans

14. Factors that affect employment Country/Finland-specific’ competence Country/Finland-specific’ competence Knowledge of Finnish language Knowledge of Finnish language Understanding and knowledge of the Finnish society Understanding and knowledge of the Finnish society Personal characteristics Personal characteristics Motivation Motivation Self-confidence Self-confidence Activeness and taking the initiative Activeness and taking the initiative Persistence Persistence Openness Openness Flexibility Flexibility Self-directiveness and independence Self-directiveness and independence

15. Professional competence Professional competence Degree completed Degree completed The competence gained during education The competence gained during education Special skills Special skills Working experience, internships Working experience, internships Culture-specific competence Culture-specific competence cultural competence cultural competence Other language skills Other language skills Job seeking skills Job seeking skills Networks Networks Demand of employees Demand of employees Attitudes of employers Attitudes of employers

16. How could education be developed? ► Connections to working life:  placements  getting to know working places  companies /organisations for projects ► Finnish language studies ► In-depth studies ► Reflection of self-developement ► Cultural competence ► Job-seeking skills ► Etc

17. ► Questions, comments? ► Thank you!