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Practices and Challenges of producing Work-ready Business Graduates at a Community College in Jamaica

Presenter:Lela Faulkner-DouglasExcelsior Community CollegeMay 13, 2015

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Introduction

•The success of businesses hinges heavily on the capabilities and competencies of human capital.

•Employers are interested in employees who can increase productivity and give them a competitive edge.

•Graduates entering the workforce must be equipped with more than just a degree from an institution.

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IntroductionStatement of the Problem Literature suggests that there is gap between

skills needed by employers of Business graduates and those possessed by graduates entering the workforce (Jackson & Chapman, 2012; Jackson 2013; Holtzman, & Kraft, 2011).

Despite the number of business students trained by community colleges in Jamaica yearly, there is limited research on the efforts of these institution in bridging the gap.

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Introduction

Statement of the problem cont’d

The need exists for research to be undertaken on the efforts of higher education institutions of bridging the gap locally.

This study is designed to address this need.

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Introduction

Purpose of the Study

The purpose of this study was to explore the approaches of educators at the Excelsior community college in producing quality business graduates for the work-force.

The study also examined the challenges encountered in the process.

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Introduction

Research Questions:

1. What competencies are considered important for business graduates?

2. What approaches are utilized in developing graduates’ competencies necessary to ensure quality?

3. What challenges are encountered in preparing graduates for the workforce?

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Methodology

• A qualitative design was utilized.

• Data were collected using semi-structured interviews.

• Purposive sampling was used to select participants.

• Sample consisted of nine educators – lecturers and persons with special responsibilities.

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Literature ReviewCompetencies necessary for Business Graduates

•Competence is defined as functionally linked complex of knowledge, skills and attitude that enable successful task performance and problem-solving (Baartman et al, 2007).

•Both technical and non-technical skills are required to produce work-ready graduates (Jackson, 2013).

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Review of Literature

• The ability to communicate orally and in writing is an employability skill highly rated by employers (English et al, 2012).

• Oral skills, problem-solving, computer skills, teamwork ability are rated as important skills among Malaysian employers (Ting, Ying , Saad & Isa, 2012).

• In Bangladesh the most important qualities sought by employers are communication skills, adaptability, tactfulness, motivation and politeness (Mamun, 2011).

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Review of Literature

•Ability and willingness to learn; energy and passion; teamwork and cooperation; achievement orientation; flexibility; initiative; problem-solving and interpersonal communication are top ranked competencies for graduates’ employability in New Zealand(Hodges & Burchell, 2003).

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Review of LiteratureWork-ready skills and attributes (UK & Australia)• Communication• Ethics and

Professionalism• Global and Local

Perspectives• Information Literacy

and Management• Initiative, Enterprise

and Creativity• Planning and

Organising• Problem-solving and

Critical Thinking• Research• Self-Management and

Lifelong Learning• Team-work and

Leadership• Technology Literacy

(Litchfield, Nettleton & Taylor 2008; Lowden, Hall, Elliot & Lewin, 2011)

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Review of Literature

•Technical competencies were ranked low for importance to employers as they believe these can be learned on the job (Hodges & Burchell, 2003).

•Equipping students with the right skills set is a joint responsibility for businesses and education institutions (Samuels, 2005).

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Literature Review

Effective Approaches to developing Competencies•Project Based Learning has significant impact

on students’ employability and professional success (Pinho-Lopez & Macedo, 2014).

•Work experience was vital in improving students soft skills, confidence, as well as making them more rounded (McMurray, Richards, Dutton & McQuaid, 2012).

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Literature Review

•Work-Based-Learning settings bridge the gap between academic knowledge and competencies needed at work thereby enhancing employability. (Feldmann & Sprafke, 2015)

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Findings

Research Question 1: What competencies are considered important for business graduates?

Disciplinary Knowledge•Accounting and Finance•Marketing•Management•Core areas – numeracy, Information

Technology

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Findings

Research Question 1 Cont’d

Non Technical Competencies •Oral and Written communication•Problem solving•Critical thinking•Interpersonal skills•Teamwork•Business Ethics and professionalism•Organisational skills

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Findings

Research Question 2: What approaches are utilized in developing graduates’ competencies necessary to ensure quality?

Qualified Staff Lecturers must possess a Master’s degree

in relevant area Lecturers must obtain at least a B+ in the

content area of interest Trained Teacher certification Staff development and training

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Findings

Research Question 2 cont’d

Industry participation•Board of Studies made up mainly of

relevant industry personnel•Work experience ( six weeks in the final

year)•Guest and Adjunct lecturers•Seminars •Community-based learning

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Findings

Research Question 2 cont’d

Teaching/Learning Activities•Collaboration among lecturers teaching

similar courses•Use of technological tools to enhance

learning•Applied research•Projects•Role play•Tests and coursework assignment

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Findings

Research Question 3: What challenges are encountered in producing graduates for the workforce?

Students Characteristics• Learning willingness and readiness• Lack of motivation• Inability to transfer knowledge and integrate

learning• Lack of professionalism• Socio economic status

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Findings

Research Question 3 cont’d

Curricula Challenges•Content – voluminous, irrelevant theory•Content overlap•Content too basic in some regard

(watered down)•Curricula not up-to-date with

international standards

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Findings

Research Question 3 cont’d

Administrative issues and Financial Constraints•Training and professional development

needs •Limited staff motivation•Limited resources•Maintenance issues

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Conclusion

•Competencies emphasized are similar to those identified in the literature from other regions.

•Staff competence and quality is considered crucial in producing quality graduates.

• Industry personnel are involved at the strategic and operational levels.

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Conclusion

•There is heavy reliance on tests and examination for student assessment.

•Challenges relating to students’ readiness

and maturity, curricula content and administrative issues prevail.

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Recommendations

•Increased PBL and performance-based assessment and less reliance on tests and exams.

•Transform classroom setting to be more reflective of the workplace – Work Integrated Learning.

•More specialised staff training and development.

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Recommendations

•More timely response to the need for curricula change and update.

•Effective mentorship programme for students.

•Professional development programmes to assist students in developing soft skills.

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Questions and Comments

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ReferencesHoltzman, D. M., & Kraft, E. M. (2011). Skills needed in the 21st century workplace: A comparison of feedback from undergraduate business alumni and employers with a national study. Business Education & Administration, 3(1), 61-76.

Jackson, D. (2013). Business graduate employability–where are we going wrong?. Higher Education Research & Development, 32(5), 776-790.

Jackson, D., & Chapman, E. (2012). Non-technical skill gaps in Australian business graduates. Education+ Training, 54(2/3), 95-113

Litchfield, A. J., Nettleton, S. C., & Taylor, T. L. (2008). Integrating work-ready learning into the curriculum contextualised by profession

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References

McMurray, S., Richard, A., Dutton, M., & McQuaid, R. W. (2012). Regionally Coherent Access and Employability Provision: Employer Demand for Business and Management Graduates. Regionally Coherent Access and Employability Provision: Employer Demand for Business and Management Graduates

Pinho-Lopes, M., & Macedo, J. (2014). Project-Based Learning to Promote High Order Thinking and Problem Solving Skills in Geotechnical Courses.

International Journal Of Engineering Pedagogy, 3(5), 20- 27. doi:10.3991/ijep.v4i5.3535

Samuels, M. (2005). Creating the right skills base is a joint responsibility for business and

education. Computing (13612972), 24-25.