Graduates in transition from higher education to labour market in Europe In the mirror of acquired and demanded competences Matild Sági OFI – National Institute for Educational Research and Development „The Bologna process and graduate career tracking system” Budapest, Hungary, 20th October 2011

The REFLEX and HEGESCO projects Main research question: Which competences are needed for successful entry into the labour market? Countries: REFLEX:15 European countries +Japan HEGESCO:Slovenia, Hungary, Lithuania, Poland, Turkey (PROFLEX: extension to South America) Method: Large scale survey Questionnaire to graduates 5 years after leaving HE REFLEX+HEGESCO: N=over ( in every countries ) Financed by: REFLEX:EU 6th Framework program HEGESCO:EU Erasmus Lifelong learning program Principal investigator: ROA, Maastricht University, Prof. Rolf van der Velden Timing: REFLEX: HEGESCO:

Context Strategic framework for European cooperation in education and training (ET 2010 and ET 2020) To make the European Union the leading knowledge-based economy in the world  economic growth, better jobs, stronger social cohesion New challenges of higher education  Changing structure of higher education  Educational expansion  Demands on new competences  Which competences are needed by labour market?  How graduates acquires these competences?  Role of higher education, employers and individuals in acquisition of proper competences

Conceptual framework Source: REFLEX working paper 1 by Jim Allen and Rolf van der Velden Context characteristics: Culture, institutions, labour market, product market Sources of competence acuision Process of selection, allocation, mobility Sourec of competence requirement Initial competencies (student characteristics) HE competencies (program characteristics) Work-based competencies Further education (LLL) Job characteristics Organisation characteristics Acquired competencies Required competencies Jelenlegi állás Outcomes (Success, satisfaction, etc.)

Transition from HE to work

Search duration (month) Short search duration – but not in all countries Differences neither by „east-west” nor by „north-south”

Unemployment rate,% among graduates after 5 years of leaving HE Low unemployment rate - but not in all countries Differences neither by „east-west” nor by „north-south”

Permanent contract at first job and 5 years after graduation At first job: huge country differences 5 years after: permanent contract for (almost) everyone

Most are satisfied with their jobs 5 years after leaving HE (mark „4” vagy „5” of 5-degree scale, %)

Salaries on PPP Huge „east-west” difference

Cumulated index of „success of labour entry” Differences neither by „east-west” nor by „north-south”

Recquired competencies (Perception of graduates)

Required and competences, based on work experiences of graduates 19 competences were asked Most required 5 : ITC 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 Most deficient 5: Mastery of your own field or discipline Ability to perform well under pressure Ability to use time efficiently Ability to negotiate effectively Ability to assert your authority

Determinants of success of labour market entry

Determinants of job satisfaction by region (OLS regression coefficients)

Important effects on job satisfaction Individual level: Study-related work experience (there is no positive effect of non study-related work experience!) Study or work experience abroad Good grades Institutional level: Strong links between HE and employers (vocational oriented, employers familiar) Some effects of being demanding and prestigious

Study-related work experiences by countries, % Huge country-differences, neither by „east-west” nor by „north-south”

Employers familiar with HE vs vocational oriented, by countries,% Familiar Vocation-oriented

Summary Most graduates face a smooth school to work transition. Some Country-specific exceptions: TR, ES, UK, IT and HU Strong link to the proper employers – both on individual and institutional level - seems to be main success factor of work entry of graduates Country specific differences are groupped neither by „east-west” nor by „north-south” – with the exception of salaries

Thank you for your attention! Matild Sági OFI – National Institute for Educational Research and Development