by Chan Chung-shun. / Bibliography: leaves 62-64 / Thesis (M.B.A.)--Chinese University of Hong Kong

by S.M. Chung. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1987. / Bibliography: leaf 34.

The purpose of this study was to explore and gain a greater understanding of senior university students' perceptions of their readiness to enter the work force following program completion, as well as their perceptions of the availability and helpfulness of career-related resources and services. Due to the exploratory nature of this research, no a priori hypothese were generated. A sample of 324 undergraduate students attending the University of Lethbridge in Lethbridge, Alberta, Canada was surveyed using the Comprehensive Career Needs Survey Post-Secondary Form, a revision of the Comprehensive Career Needs Survey developed by Magnusson and Bernes (2001). The resulting data analysis provided an overview of student perceptions of readiness to enter the work force, their thoughts about the availability and usefulness of career-related services and resources, as well as their actual use of those services and resources. This research supports previous findings regarding the benefit of experiential learning as part of the university experience and contributes information regarding the resources that students feel would be most helpful as they make the transition from school to work. / xi, 135 leaves ; 29 cm.

The number of unemployed young university graduates in South Africa is annually on the rise. This is due to a combination of factors which include a lack of the right skills, work experience, type of qualification, low number of available jobs and other macro-economic factors. Different stakeholders have proposed entrepreneurship as a possible solution to graduate unemployment. This study explores the feasibility of entrepreneurship as a way out of unemployment for jobless graduates. It does this by investigating the perceptions of young graduates of the University of KwaZulu-Natal who are engaged in entrepreneurship in Pietermaritzburg. The qualitative method of interviews is used for data collection. Two major areas of investigation in this study are that of the challenges that graduates encounter in their various business ventures as well as their perceptions about the effectiveness of entrepreneurship education at university. Generally the findings of this study seem to suggest that entrepreneurship, if developed properly, could be one of the solutions to the challenge of graduate unemployment. However a number of factors determine successful entrepreneurship. These include personality traits, intelligence, access to finance, good business management skills, family background as well as the general economic environment. The findings could also generally suggest that, in its current form, entrepreneurship education is not effective enough in producing graduates who are successful in business. / Thesis (M.Com.Dev.Studies)-University of KwaZulu-Natal, Durban, 2012.

Doctor of Philosophy / Curriculum and Instruction Programs / Charles E. Heerman / As the world has changed over the last century, so has the world of work. Today’s knowledge workers have fewer individual repetitive tasks, more autonomy, and more need to work with and through people at every level of an organization (Overtoom, 2000). As a result of the ‘flattening’ of the organizational hierarchy, it is critical that employees at all levels are proficient in soft skills. Recent studies indicate that employers consistently rate these skills as deficient in their incoming hires. Skills such as communication, teamwork, leadership and adaptability are commonly ranked as deficient. Academic leadership education strongly emphasizes this valuable skill set often referred to as soft skills. This study examined the relationship of the soft skills gained to the amount of leadership education completed by Fort Hays State University graduates using the Teamwork Skills Questionnaire (O’Neil, Lee, Wang & Mulkey, 1999). Those who received no leadership education from the FHSU Department of Leadership Studies were compared with those who received a leadership certificate and those who received a bachelor’s degree in Organizational Leadership. The study provided insight into whether academic leadership education enhances graduate’s soft skill development and to assess the impact this has on their perception of teamwork proficiency in the workplace. Results indicate that the leadership certificate does not significantly change soft skill development in graduates’ self-reported perceptions, as compared to students with no leadership coursework. It was found that the bachelor’s degree does make limited significant changes in graduates’ soft skill proficiency as compared with graduates who received the leadership certificate. Multiple significant changes were found in graduates with bachelor’s degrees as compared with graduates who received no leadership coursework. Recommendations to be considered when conducting further research include the use of qualitative methodology, the inclusion of more universities that offer a degree in Organizational Leadership, and the measurement of other skills the leadership coursework may produce but was not reflected in this instrument.

ABSTRACT It is unfortunate that many graduates have difficulty in finding employment after completing their studies. Although graduates typically have academic and technical skills, they often lack some basic skills, also referred to as employability, or work readiness skills. Work Readiness Programmes, such as the Fasset Work Readiness Programme, have been introduced to bridge the gap between studies and work and aim at equipping graduates with the skills required in order to secure employment. The question was raised whether the skills that are advanced by means of the Fasset Work Readiness Programme, are in accordance with the skills that employers require from graduates for entry level positions. The objective of the research is to conceptualise the skills and competencies required from graduates for entry level positions and to determine if the skills and competencies that are advanced by means of the Fasset Work Readiness Programme and deemed important by graduates, are in accordance with the skills and competencies sought by employers in the Fasset sector. The specific aims of the study are as follows: (a) to conceptualize work readiness and the skills and competencies required from graduates for entry level positions; (b) to determine if the skills and competencies that are required from graduates for entry level positions in the Fasset sector are in accordance with the skills advanced by means of the Fasset Work Readiness Programme and (c) to determine which skills graduates regard as important for the world of work. Two quantitative research questionnaires (one for graduates and one for organisations) were developed for the purpose of the research. Both questionnaires consisted of two sections - a section containing biographical information that was used to compare differences between the groups and a section referring to the research aims. Descriptive statistics was one of the methods employed to analyze the data. The questionnaires proved to be reliable (Cronbach alpha coefficients and inter-item correlations were calculated). A preliminary investigation into the validity of the questionnaire was done. The research was successful in achieving the research aims. The skills and competencies required from graduates for entry level positions were conceptualized by means of an extensive literature review (including South African as well as international research). The research indicated that although Fasset registered employers regard some of the skills/competencies that are advanced by means of the Fasset Work Readiness Programme (i.e. oral communication, interpersonal skills and teamwork) as important, they value other work readiness skills that are not directly addressed by the Fasset Work Readiness Programme (i.e. mature attitude, innovation, positive work ethic) just as much. Graduates regard the skills/competencies that are included in the Fasset Work Readiness Programme (such as oral communication, written communication, interpersonal skills and teamwork and occupation skills) as more important than other work readiness skills that are not addressed by the programme (i.e. self-discipline, confidence, self-reliance, leadership, mature attitude and motivation). Graduates in general agreed that self-discipline, career development, the effective use of physical resources, independent time management, understanding an organisation's functioning in relation to its competitors and effective team work are important skills/competencies in the world of work. Recommendations are made for work readiness programmes in general, and for the Fasset Work Readiness Programme, as well as for future research. OPSOMMING Dit is ongelukkig die geval dat talle graduandi (mense wie grade of diplomas voltooi het) sukkel om werk te kry nadat hulle hulle studies voltooi het. Alhoewel graduandi gewoonlik die akademiese en tegniese vaardighede het wat verwag word, het hulle dikwels nie die basiese werkgereedheidsvaardighede nie. Werkgereedheidsprogramme, soos die Fasset Werkgereedheidsprogram, is ingestel om die gaping tussen studies en werk te oorbrug. Die doel van die program is om leerders bloot te stel aan die vaardighede wat vereis word om sodoende werk te kry. Die vraag het ontstaan of die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak posisies. Die doel van die navorsing is om die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer en om te bepaal of die vaardighede wat deur die Fasset Werkgereedsheidsprogram aangespreek word en deur graduandi as belangrik geag word, ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak poste. Die spesifieke doelstellings van die navorsing is om (a) die werkgereedsheid en die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer; (b) om te bepaal of die vaardighede wat van graduandi verwag word vir intreevlak posisies in die Fasset sektor ooreenstem met die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word en (c) om te bepaal watter vaardighede graduandi as belangrik ag in die werkswêreld. Twee kwantitatiewe navorsingsvraelyste (een vir graduandi en een vir organsiasies) was ontwikkel vir navorsingsdoeleindes. Beide vraelyste het uit twee afdelings bestaan - `n afdeling vir biografiese besonderhede wat gebruik is om verskille tussen sub-groepe te bepaal, en `n afdeling wat verwys het na die navorsingsdoelwitte. Beskrywende statistiek is een van die metodes wat gebruik was om die die data te analiseer. Volgens die Cronbach alpha koëffisiënte en inter-item korrelasies wat bereken was, is die vraelyste betroubaar. `n Voorlopige ondersoek m.b.t die geldigheid van die vraelys is ook gedoen. Die navorsingsdoelwitte was suksesvol deur die navorsing aangespreek. Die vaardighede wat van graduandi verwag word vir intreevlak posisies is gekonseptualiseer d.m.v. `n intensiewe literatuurstudie, wat Suid-Afrikaanse sowel as internasionale navorsing insluit. Die navorsingresultate het aangedui dat alhoewel werkgewers in die Fasset sektor sommige van die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word (bv. verbale kommunikasie, interpersoonlike vaardighede en spanwerk) as belangrik ag, daar ander werkgereedheidsvaardighede is wat nie deur die program aangespreek word nie (bv. volwasse houding, innovering, en positiewe werksetiek) wat ook as belangrik geag word. Graduandi het die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word as meer belangrik geag as ander werkgereedheidsvaardighede wat nie direk deur die program aangespreek word nie. Verder het graduandi in die algemeen aangedui dat self-dissipline, loopbaanbestuur, effektiewe gebruik van fisiese hulpbronne, spanwerk en `n begrip van die organisasie se werking met betrekking tot kompeteerders, belangrikke werkgereedsheidsvaardighede is. Aanbevelings vir werkgereedheidsprogramme in die algemeen, vir die Fasset Werkgereedheidsprogram en vir verdere navorsing is gemaak. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

No description available.

published_or_final_version / abstract / Sociology / Master / Master of Philosophy

This study examined the relationship between ten selected characteristics and persistence in different types of four-year institutions. The characteristics examined were divided into three separate clusters: personal (sex, race, religion), environmental (socioeconomic status, parents' educational level, number of children in the family), and academic (aptitude, high-school grades, size, and program). The data were extracted from the National Longitudinal Study of the High School Class of 1972. The Carnegie classification was used to segregate four-year institutions of higher education into six major categories. Persistence in higher education was defined and examined in two different ways. In the first instance a persister was a student who enrolled in a particular institution in the fall of 1972 and graduated or continued his/her enrollment in the same type of institution according to the Carnegie classification on a full- or part-time basis through the fall of 1976. In the second instance a transfer student was defined as a student who persisted over the four-year period but moved his/her enrollment to an institution in other than the original Carnegie classification. First, data were gathered to examine the rates of student persistence. The resulting information was presented in tabular format. The second objective focused on the analysis of the relationship of the selected characteristics with persistence among and within the six classifications of institutions. The relationship of the selected characteristics and the distribution of persisting students among the six categories were analyzed. Different types of college-attendance patterns (persist, transfer, dropout) were isolated. These groups were compared using chi-square to determine significance of the comparisons. The findings were highlighted by the following statements. The recruitment and retention of black students in Research and Doctoral-Granting Universities were found ineffective. There was little difference between males and females in overall persistence rates. An association existed between religion and persistence in certain types of institutions illustrated by a strong overall persistence rate for Jewish students. High socioeconomic status students had a greater opportunity at institutional mobility by transferring into other classifications and then persisting in larger proportions than students in the low and medium range. As parental education levels increased so did the persistence rates of offspring. Aptitude and high-school grades were found strongly associated with persistence, however, different patterns were found in different institutional classifications.

The problem with which this study was concerned was to identify employment status of the 1964-1971 industrial arts majors who graduated from the colleges and universities in Texas. Specifically this study analyzed the status of the following industrial arts graduates: those with and without teaching certificates, those in educational employment, those in industrial employment, those who had changed their employment from education to industrial or self-employment and vice versa, and those who returned to campus for further studies.