A Sequential Study of Graduates’ Employment or Acceptance for Continued Education Problem Statement

A Sequential Study of Graduates’ Employment or Acceptance for Continued Education Problem Statement

Global Problem

There is a responsibility for universities, professors, and placement counsellors to provide evidence of a return on investment (ROI) for graduates and parents of students (Schomburg, 2017).  Universities and colleges are expected to provide superior instruction and guarantee that the graduates’ experience during their education establishes the skills and opportunities to facilitate a smooth transition to a professional career or matriculation to continual professional development (Backes-Gellner & Geel, 2014). Therefore, collectively, academic institutions need to provide graduates with skill sets to demonstrate qualification and proficiency for excellence in their professional performance, not just academia. The success indicators used to measure this responsibility consist of the placement rate statistic for both career placement and matriculation to advanced education program acceptance.

Research Gap

The primary goal of educational institutions is to provide the society with graduates who meet the necessary skills required in the job markets. Therefore, it’s the responsibility of the universities, professors, and placement counsellors to provide essential evidence of return on investment that the graduates are qualified. Education is a crucial requirement to secure employment with research showing that 83% of people with tertiary education are employed (Ford, 2018). However, there exists a difference in which the rate of placement and employment is effectuated to the graduates. For example, research shows that there is a bigger difference in the price of jobs regarding the level of education. Research by (Bloome et al., 2018; Mok, & Jiang, 2018) shows that 88% of graduates with tertiary level education are likely to secure job placement which is a bit higher than those of graduates with secondary school represented by 79%. The research presented by most of the scholars depicts that job placement depends on the level of education of the applicant. These researches applied the notable difference shown by the approaches interests of the stakeholders. For instance, academic aspects researchers use the current collectiveness of students in training programs as references in establishing the associated problem. Other researchers present fixed proposed theories like the issues of university controlled communication, over-crowding, or other administration (Ford, 2018).  However, there is remaining gaps hat most of these researches did not completely exploit. The major factor that these studies did not utilize completely is the unemployment created by the difference in gender and education, ethnicity, and age. Thus, the major gap existing is gender education and its relationship to employment or unemployment. Another gap existing is the reduction in the placement rates of students right after graduating. Various studies show that the price of placement is gradually trending downward, making them incomplete.

Table 1

The decline in the placement of graduates in America.

Students placement     Year                % placement    Observations (N)

2002/2003       8.2%                182

2003/2004       8.0%                182

2004/2005       7.8%                182

2005/2006       7.5%                182

2006/2007       6.7%                182

2007/2008       6.5%                182

2008/2009       6.2%                182

2009/2010       6.0%                182

2010/2011       5.8%                182

2011/2012       5.4%                182

2012/2013       5.0%                182

The table above shows a consistent decline in the number of students going for internship each year. 2002/2003 had the highest number of students who underwent the placement program. The study will aim at finding out the reason for this decline.

Several reviews also show how the rate of placement as a problem and research gap has continued to decline over time. A recent study in the UK by Wilson (2018) shows reaffirms my perception that there is a necessity of employers and educationalists to have a placement period to improve the students experience before actual employment. However, a report from White paper (2017) titled High Education: Students at the Heart of the System confirmed that there is a huge decline in the percentage of the graduating students who are willing to undergo placement. Which Seems a compulsory for university students as it culminates to their final degree. To confirm this decline, the number of students who vehemently completed their placement period in year 2002/2003 was 8.2%. However, a survey conducted ten years later, shows a drop of 3.2% as the percentage of the students who completed the placement in 2012/2013 was 5% (Bloome et al., 2018; Mok, & Jiang, 2018). These factors are disappointing as investment gives employers a chance to try future employees and as well give them a direct link to university to research more on what relates to the job sector. Turning for evidence in international level, a report by Arthur and Little in 2017 showed that more than 55% of all graduating international students went through placement period with Netherlands, Finland, and Germany producing 80% of all students back in the year 1999/2000.

Basing on the studies concerned with graduates’ employment and other variables Soon, et al. (2020) analyzed the impacts of higher education reputation and stakeholders intervention models. The report noted that universities should regularly check reputational standards, especially among potential students, employers, alumni, and current students.  Valls et al. (2020) apply empirical works to analyze students’ reputational impacts developed by employers associated with professional performance influenced by attended university graduates. Therefore, university image poses as reference points and basis of the summary construct for employers and the popularity and halo models reputation where the university is not familiar. Such institutions encounter various challenges since parents’ likelihood of sending children there is low and impacts educational enrollment programs. Measuring lack of independence variables lays the basis for a practical graduate’s employment model and supports the idea of distinct constructs of higher education institutions. The strategy triggers positive impacts favouring student’s and employer’s attributes and perceptions about a particular institution. As a result of favourable higher education institutions’ reputation, massive employment programs for graduates and reasonable payments will be inevitable.

Although these studies support the need for academic institutions to understand why fluctuations in placement rates exist and which variables influence placement rate fluctuations directly, I will perform my research at local Central Pennsylvania College.  Searching for an educational institution to complete my Analysis a Director of Career Services (2019)  at a Mid Atlantic College in Pennsylvania, said that “although college placement trends have recently taken an upswing after ten years of fluctuation mostly downward. His college and others could benefit significantly if influencing variables were statistically validated”  For his institution and others understanding the fluctuation in placement rates is critical for most institutions because it is utilized as one of the performance indicators for colleges. He explained how his placement rate statistic is one of the vital factors determining their accreditation status during a Middle States Commission on Higher Education (MSCHE) evaluation.  He stated the “ I am sure other colleges could also benefit from advancing this current gap in research.  Additionally, many educational institutions utilize their placement performance rate as a success measurement that facilitates or justifies an ROI for graduates and attending their specific college or university. Providing rational reasoning for students and parents concerning their investment in education at colleges and universities is critical (Ren et al., 2017).

Additionally, cause-effect or predictions are often assumed and misrepresented.  This additional research will provide a model for furthering a greater understanding of the currently collected information from many colleges and universities.  Therefore, the global problem at hand is the need for additional research related to colleges’ and universities’ placement rates.

Purpose

My research purpose is to provide additional research and information related to the fluctuations of placement trends for college graduates in two critical performance areas: placement in professional careers and advanced education matriculation for graduates in their selected professions. I was taking a quantitative- causal-comparative/quasi-experimental model using a Chi-Square method for my research.  Although testing the independence of variables, the inverse results will be used attempting to identify cause-effect relationships of individual independent variables related to placement rates. I will not duplicate any independent variables but measure the effects of a single independent variable on placement rates. Performing this research individually but on a host of independent variables.  I will provide a globally useful model for educational institutions to utilize.

Therefore, quantitative research will be utilized for analyzing existing data currently captured by a targeted college. Supporting the need for my research Reporter Ferdous, et al., (2019) all point out a disconnect between the rate of students graduating and the success of their professional placement and ROI.  Their research shows underemployment or finding meaningful employment is a valid concern. Additionally, their studies indicate that the number of college graduates has increased during the past few years as the rate of satisfying and appropriate employability has decreased. The survey reveals that there is a percentage of alumni who are not yet in employment and never been employed—reinforcing, even more, the need for my research.

Background Literature

Researchers in education and professional development has been on the frontline to study the transition of college graduates from student to professional career placement or educational matriculation. The following is a summary of base research related to the identified problem:

1. Okolie et al. (2019) indicate that a lack of generic and entrepreneurial skills decreases graduates’ ability to find employment. Recommendations for higher partnerships and intern programs as part of the findings.
2. Abbasi et al. (2018) find that graduates did not have the skill sets needed to perform their postgraduate jobs. Deficiencies were related to the graduate’s soft skills and not as much to the technical skills required. The research indicated that these deficiencies did not reduce employability but rather contributed to issues dealing with the challenges of the workforce once employed.
3. Wyonch (2019) investigated co-op programs and their benefit for graduates entering the workforce. The research reinforces the benefit of work-integrated learning (WIL) for graduates and transition programs to the workforce. Additionally, the study indicated higher wages and permanency of employment for co-op participants. At present stem, subjects are beneficial to art social science, co-op programs, and education.
4. Jackson & Tomlinson ( 2019).The study supports that professionals should assist students during the senior year to recognize their university experience values. Employability is all about developing reflective, critical abilities with an assessment of enhancing and empowering the learner. Their research also supported the idea that professional development is a critical factor rooted in superior student counselling and instruction. Additionally, they identified that, along with acquiring knowledge and skills, understanding the working environment is a significant aspect needed to provide proper professional development and career placement. However, the absence of these essential skills promotes challenges in securing professional employment or continuing with their education in relevant fields of study.
5. Miller and Hurlock (2017) focused on the level of education offered by non-research-intensive undergraduate institutions. Their research indicated that more female students enrol in these institutions than their male counterparts, thus ultimately explaining that the overall downward fluctuation for successful career placement rates of graduates might be gender-related gender-related. Additionally, they provided some information related to the degree of work opportunities available in the job market. Their findings identified that there was more opportunity for graduates who were proficient in research than those that were not. The results indicated that the proficiency of research skills enhanced critical thinking for providing solutions in the workplace.
6. Holdsworth et al. (2019).Studied the graduate’s ability to act and minimize environmental harm in their workplace. The study supported Miller and Hurlock’s (2017) research. They also provided evidence related to the level of college and university resources and success, powerfully demonstrating a relationship between lack of resources and instructional quality and acquired empowerment for graduates.
7. Jackson & Tomlinson (2020). Higher education empirical analysis and students’ contemporary labour market demands perceptions. The graduate labour market and health perspectives explore self-perceived employability,  control in career,  productivity, and effort to improve positional advantages. Lower level students have perceived employability, and the passive ones in career goals may be disadvantaged to grasp ability and importance to self manage their careers.
8. Hassel and Ridout (2018) expressed concern about the existing gap between what students expect for careers, the reality of opportunity, and career satisfaction. Their research indicated that work-life knowledge and experience were critical for success.
9. Ren et al. (2017) focused on methods and instructional techniques that lag the fast-changing labour market, logical social norms that affect graduates’ perceptions, the lack of institutional interactions with the business world, and specific educational policies that have ambiguous directions. Their research indicated all these variables make it difficult for graduates to remain focused on career development.
10. García-Aracil et al. (2017) found a relationship between graduates’ socio-economic backgrounds and their performance indicators, regardless of the differences in culture or the available labour market. While putting their argument into perspective, socio-economic variables had a significant impact on employment opportunity and placement. They demonstrated that it is critical to understand the geographic area where employment opportunities exist, or the graduate intends to work. Sometimes the student/graduate educational acquisition may not address the challenges faced by a specific employment market in which the graduates plan to work.
11. Opesade et al. (2017) argued that colleges and other higher learning institutions do not provide students with new knowledge or encourage innovativeness among graduates. They point out the need for colleges to provide new approaches that can facilitate solutions to today’s challenges in the society. However, this would require promoting critical thinking and experience learning education models for instruction, including applied learning through internships and business partnership programs.
12. Fair (2017).Strategies on effectiveness and evaluation throughout colleges are used for education developmental course placement. They argue that there is a need for a complete overhaul of the current academic models, counselling techniques, and instructional techniques.
13. Jackson and Wilton (2016). They add an element of career self-management to students’ work-integrated learning models where graduates find their opportunities and path for professional development, supplemented by higher learning. Pudelko & Tenzer (2019). focus on scrutinizing validity assumptions on language barriers that scholars are facing globally.
14. Schomburg’s (2017) research focused on student resources, not only the financial limitations but also other resource constraints that place restrictions on many colleges and students. They also pointed out that colleges in rural locations experience enrollment drop-offs first. The research indicates that academic and business professionals in finance are aware of and stifled by cost-related education and its increasing significance. It is practically right for colleges located in rural areas or economically deprived communities. Of course, in totality, this influences enrollment rates and, ultimately, graduation rates.
15. Lim & De Run (2020). Student enrollment competition creates a difference between those in higher institutions that offer graduate degree programs and those that do not.
16. Tanner (2019).student numbers are higher than employment prospects. Policies should be widened and targeted in enrolment growth among students. In developed economies, underemployment and unemployment are at a broad experience. Thus, when comparing supply and demand, it is evident that the number of graduates looking for professional employment is far more than the available vacancies, hence the lower placement rate.
17. Moleke (2016) presents the case that the analysis of placement records has a significant value. Research showed favourable placement rates gave some colleges a strategic advantage. On the other hand, colleges with lowest placement success rates suffer in terms of smaller numbers of students who enrol at the institution, which naturally lowers placement rates.  It is vital to see the relationship between student enrollment and graduate placement.
18. Lee (2019) focuses research on the parents’ perspective of a colleges’ reputation when marketing higher education, although the focus seems now on the college’s identity rather than its image. In the “FINDINGS” 4.1 section of Lee’s research, it was stated, “When asked to describe university reputation, parents tried to quantify the reputation by using either language that reflected the investment they make, ranking systems, job placement rate, or graduation rate.” (p.1)

Research Question(s)

RQ1: What variables show independence of relationship to placement rates?

µ1: There is a relationship between placement rates in professional employment and or enrollment in vocational education?

µ0:  There is no relationship between “x” variables and placement rates in professional employment and or enrollment in vocational education?

Research Methodology and Design

A quantitative- causal-comparative/quasi-experimental model using Chi-Square methods.  I will be comparing 2 Categorial variables. Although testing independence of the variables, the inverse results will be used attempting to identify cause-effect relationships of individual independent variables as they related to placement rates. Therefore I will take the actual value, “Chi-Square Test,” and analyze them for independence using the Pearson Chi-Square Table. If the P-value is higher than .05, the actual Chi-Square Tests will demonstrate they are not independent of a critical value (measuring degrees of freedom) to a 95% confidence level.  I will not duplicate any independent variables but measure their independence or lack of autonomy to placement rates. For too large samples( ~96% and above), small statistical differences will significantly appear. It can be addressed by combining categories to produce a smaller table. I will perform this analysis on identified independent variables. The dependent variable, in this case, is students number and the placement.

Chi-Square Analysis

There is a notable statistical relationship between the kind of degree program a student enrols form the analyzed academic institutions and the employment chances they encounter. The analyzed data on the table above indicates that P>0.05, rendering it statistically relevant. Therefore, the hypothesis that there is a significant decline in the number of students who attend placement is reducing. Results assert that 8.2% was the highest number of students who participated in the placement program before their graduation. Participating in the placement program increases the chances of the students to get employment after graduation. This is indicated by a coefficient of more than five years across all these years who are graduates from well-renowned universities benefiting from getting a full-time employer to have significant impacts on the alarming number of unemployed graduate participants. The study provides useful insights into unemployment of selected higher graduates status my( HOST) university. Result churned out the number of graduates for the past five years.

References

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