An investigation of the factors affecting the post-university employment of chemical science graduates in the UK (original) (raw)
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Higher education outcomes, graduate employment and university performance indicators
Journal of The Royal Statistical Society Series A-statistics in Society, 2004
Official employment-related Performance Indicators in UK Higher Education are based on the population of students responding to the First Destination Supplement (FDS). This generates potentially biased performance indicators as this population of students is not necessarily representative of the full population of leavers from each institution. University leavers not obtaining qualifications and those not responding to the FDS are not included within the official analysis. We compare an employment-related performance indicator based on those students responding to the FDS with alternative approaches which address the potential non-random nature of this sub-group of university leavers.
Graduate Destinations of Higher Education Students: a revised outcomes model
The ultimate goal of engaging in higher education study has typically been conceptualised as the attainment of full-time employment on completion of the course. The massification of the Australian higher education system, coupled with specific programs aimed at increasing the participation of diverse student groups in higher education irrevocably changed the socio-demographic profile of university graduates. A logical extension of this 'new' higher education graduate is the need for a revised understanding of the outcome that each of these student groups are seeking to achieve at the conclusion of their studies. Results from the recent trial of the Graduate Outcomes Survey have been used to populate a model of graduate outcomes that explores a range of graduate destinations that extend beyond full-time employment.
Notes for a presentation to the Canadian Institutional Research and Planning Association 2017 conference, October 22 – 24, Toronto. This presentation uses data from Statistics Canada’s National Graduate Survey 2013 and its 2011 National Household Survey to investigate the further study and employment destinations of Canadian college and university graduates. Outcomes differ markedly by field but for unregulated fields, the proportion of graduates who proceed to further study or employment in the same field is much lower than commonly assumed. This has implications for student services, for curriculum and for the design of pathways between study and work. This work offers institutions national data against which they may compare their analyses of their own data.
Rethinking graduate destinations: a revised model of higher education graduate outcomes
The ultimate goal of any higher education experience has often been conceptualised as the attainment of full-time employment on completion of the course. The massification of the Australian higher education system, coupled with specific programs aimed at increasing the participation of diverse student groups in higher education irrevocably changed the sociodemographic profile of university students. A natural extension of this change in the ‘typical’ higher education student is a new understanding of the outcome that each of these student groups are seeking to achieve at the conclusion of their studies. Results from the recent trial of the Graduate Outcomes Survey will be used to populate a model of graduate outcomes that explores a range of graduate destinations that extend beyond full-time employment.
What make them leave and where do they go?:non-completion and institutional departures in STEM
2015
This chapter presents the results of a quantitative analysis of national data covering Danish students who in the period 1995-2009 completed an uppersecondary school programme and entered a higher-education science, technology, engineering or mathematics (STEM) programme. The analysis focuses on identifying variables that change the hazard ratio for (1) entering a STEM programme and (2) leaving a STEM programme without completing it. Finally, the chapter explores (3) the destinations of students who leave a STEM higher-education programme. It is found that there has been no change in the relative chance of a male or female student entering a STEM programme. The results suggest that female students are more affected by achieving a high grade-point average and by the educational background of their parents than are the male students. The relative risk of non-completion is higher for women than for men, but the most important factor is GPA on entry. A disturbing result is that when student leave a STEM programme, only one third enter another STEM programme. Slightly more enter a non-STEM programme while non-STEM leavers only rarely enter a STEM programme. Non-completion in STEM higher education is a net loss of STEM graduates.
Course Change and Attrition from Higher Education
Course Change and Attrition from Higher Education, 2005
This report looks at the pathways of recent school leavers who enter the higher education sector in Australia. It focuses on the first three years following senior secondary school. It aims to provide estimates of the proportions of entrants who change courses or leave the higher education sector before completing a course. It will also identify factors associated with course change and attrition within the higher education sector and investigate the initial education, training and labour market destinations of those who leave the higher education sector before completing a qualification. This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
Determinants of science graduates labour market success *
2011
The article studies the problem of success in the labour market entry of higher education graduates in the European perspective. The core of the analysis is the study of determinants of widely defined labour market success. Differences between countries and study domains are analysed in the aspects of the influence of various socio-demographic characteristics as well as market environment and process of learning, modes of teaching and study programmes characteristics. Specifically, the Science domain is taken under focus. Data used in the analysis comes from two special surveys of European research projects REFLEX and HEGESCO. The research shows important role of factors related to study programmes modes and processes as well as individual graduates‟ study and early work-related experience.
Subject studied and its impact on how graduates access opportunities
The paper seeks to provide perspectives on how graduates access employment and postgraduate study. A total of 66 graduates from three separate HE institutions, studying three different subjects took part. Data was collected via a semi-structured questionnaire and interviews (in person and via social media). The study found that ‘warm’ knowledge was the most popular form of gaining information regarding employment opportunities but results were inconclusive regarding the postgraduate study. Whilst there were subject differences, this data needs to be explored in more detail using the broad range of subjects from one institution to gain an understanding of the specific support needed. Practical implications of the study included the notion that higher education institutions need to develop strategies for engaging students in the career-seeking process early in their studies and promote the availability and utility of their services. Alongside this, Careers services need to develop more of a subject-specific knowledge.