The Future of Graduate Employment and Work and the

Implications for Higher Education

Contribution to the OECD/France International Conference “Higher Education to 2030: What Futures for Quality

Accessin the Era of Globalisation?”

Conservatoire National des Arts et MétiersParis, 8 – 9 December 2008

Ulrich TeichlerInternational Centre for Higher Education Research Kassel

INCHER-KASSELUniversity of Kassel, 34109 Kassel

GermanyTel. ++49-561-804 2415Fax ++49-561-804 7415

E-mail: teichler@incher-uni-kassel.de

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The Educational Functionsof Higher Education

To transmit understanding of academic theories, methods and knowledge

Cultural enhancement and personality development

Preparing students for future work by conveying the “tools” and “rules” of conventional professional work

Prepare students to call into question the established “rules” and “tools” of professional work: to be sceptical and critical, to handle indeterminate work tasks, to strive for innovation

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3 Higher Education Needs

Knowledge on Graduates’

Employment Work Knowledge utilisationas a feed-back in order to reflect the consequences of one of its core activities, i.e. those of knowledge transmission, in the domain of curricula, teaching and learning.This holds true irrespective of the extent to which the higher education systems as a whole, certain types of institutions, types of study programmes or fields or study have a

“vocational”/“professional” or “academic” emphasis.

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Growing Public InterestThe public interest in the employment and workoutcome of higher education has grown over theyears in Europe as a consequence of higher education expansion,

because the expanding lower level programmes and graduates are expected in most European countries to be more directly prepared for the world of work (cf. in the Bologna Process the “employability debate” and the concern about the professional relevance of university bachelor)

growing utilitarian expectationsharboured with research to higher education (cf. in the Lisbon Process the call to make Europe the “most competitive economy” with the help of knowledge enhancement)

increasing pressures to provide evidence about proper processes and desirable outcomes (cf. the popularity of terms and measures such as “evaluation”, “accreditation”, “accountability” or “evidence-based policy”).

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5 Two Major Ambivalences in the

Worldwide Debates on Higher Education and the World of WorkThe quantitative ambivalence:

On the one hand: Expansion of higher education is beneficial for economic growth

On the other hand: “Over-education” (employment problems faced by graduates)

The functional ambivalence: On the one hand: Call for professional relevance of

study programmes and study or for “employability” On the other hand: Concerns about too little

emphasis on academic learning, general education, and benefits beyond the labour market, about sub-ordination on current employers’ and neglect of critical function as well as of preparation for indeterminate work tasks and of innovation in general

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Higher Education has to Look Forward for About 40 Years

Curricular innovation might need five years

Period of study might last five years

Graduates will be employed for about 30 years on average

Potentials and Limitations of Long Term Strategies

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7 Options of Higher Education vis-à-vis

Long-Term Developments of Graduate Employment and Work

Quantitative: HE expansion and graduate employment Structures: Diversity of HE systems and the

compositionof graduate employment and work

Functions: Increasing life-long learning/continuingprofessional education

Curricula I: Competences and job requirements Curricula II: Preparation for labour market dynamics

and uncertainties Curricula III: Assumption of international convergence

or persistence of differences betweencountries

Curricula IV: Internationalisation

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8 Quantitative Options for Higher

Education

OECD 1997 (Reconsidering Tertiary Education): Trend towards universal tertiary education

Growing relevance of tertiary education for associate professionals

“Over-education” or growing relevance for middle-level occupations?

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Low Level of Over-education in Europe 2005 Occupation (ISCO88) by Type of Study Programme

Occupation (ISCO88) Type of Study Programme Total

University (long duration)

University (short duration,

Fachhochschule, HBO, AMK, etc.)

Other 2 4 3

Clerks 4 6 5

Assoc. prof. 15 40 23

Professionals 70 42 61

Manager 8 8 8

Total 100 100 100

Source: REFLEX 2005; INCHER-Kassel

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Low Level of Over-education in Europe

Appropriate Level of Education is Below Tertiary Education – (4-5 Years After Graduation; %)

1218

712

6 7 73 1

8 812

1712 10 7 7

146 3 4

9

0

10

20

30

40

50

60

70

80

90

100

IT ES FR AT DE NL UK FI NO CZ Gesamt

Country of degree award

Per

cent

of

Gra

duat

es

1999 2005

Source: CHEERS 1999 and REFLEX 2005; INCHER-Kassel

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11 Structural Options of Higher

EducationOptions Types of institutions and programmes Intra-institutional diversity or inter-institutional

diversity in HE Flat or steep “vertical” quality/reputation

differences

Issues Types of “theoretical” vs. “applied” occupations? Bachelor-/master-structure: intra-institutional

diversity in some but not in all countries? Are we moving towards an “elite knowledge

society” or towards a “mass knowledge society”?

Tensions between “vertical” and “horizontal” diversity

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Major Curricular Options

Alternatives Academic vs. professional fields of study Academic reflections vs. reflections of the tensions

between academic and professional problem-solving “Theoretical” vs. applied approach Specific vs. general

Key issues Do long-term views call for general education? Do the country distinctions between professional

vs. general emphasis disappear or continue?

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Major Terms and Concepts of Competences Other Than Specific Knowledge(“Employability Skills”, “Key Skills” etc.)

Transfer of (academic) knowledge to professional work assignments (“problem-solving activities”)

Development of typical working styles (e.g. working under pressure, working independently without clear assignments)

Development of typical working values (“loyality”, “achievement orientation”)

Social skills (“leadership”, “team work”, etc.) Supplementary knowledge (foreign languages, ICT,

organisational knowledge, etc.) Context awareness (“adaptation”, “reflection”,

“risk tasking”, etc.) Learning to manage one’s own career

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14 Stability of Work Requirements:

1999 – 2005 (arithm. mean)

12345

Foreign language proficiency

Negotiating

Leadership

Reflective thinking, assessing one's own work

Analytical competencies

Documenting ideas and information

Creativity

Learning abilities

Planning, co-ordinating and organising

Computer skills

Working in a team

Working under pressure

Time management

2005(REFLEX)

1999(CHEERS)

Not at all Very high

Source: CHEERS 1999 and REFLEX 2005; INCHER-Kassel

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Possible Curricular Consequences

Strengthen disciplinary and professional knowledge

Strengthen knowledge transfer (“problem-solving abilities”)

Strengthen independent learning, reflection and critical thinking

Strengthen experiential learning (project, work experience in dialogue with the university, temporary study abroad, etc.)

Strengthen generic skills (general education!) Strengthen personality development

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Work Experience During the Course of Study(% of persons graduating in 1995)

D F UK I E

Work experience prior to study 45 17 19 8 7

Study-related work while studying 61 69 20 22 23

Non-study related work while studying 53 47 44 29 24

Internship 79 83 32 22 57Source: REFLEX Survey

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17 Relevance for Employers’ Decision to Recruit

Graduates as Perceived by 1995 Graduates (%)

D F UK I E

Contact to employers during the course of study 10 7 7 4 4

Work experience prior to study 29 18 30 10 29

Work experience during the course of study

55 52 41 21 20

Source: CHEERS Survey

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Internationalisation

Employment of graduates abroad: less than 5 percent from OECD countries?

Sent abroad by employers: more than5 percent?

Study abroad at least temporarily: more than 10 percent?

What do we expect in the future?

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The World of Work and the Responsibilities of the University

The subordinated university

The “ivory tower” autonomous university

The knowledgeable, reflective university

The pro-active university