1
Practices and Challenges of
producing Work-ready Business
Graduates at a Community
College in Jamaica
Presenter:
Lela Faulkner-Douglas
Excelsior Community College
May 13, 2015
2
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.
3
Introduction
Statement 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.
4
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.
5
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.
6
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?
7
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.
8
Literature Review
Competencies 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).
9
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).
10
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).
11
Review of Literature
Work-ready skills • Planning and Organising
and attributes (UK & • Problem-solving and
Australia)
• Communication
• Ethics and
Professionalism
• Global and Local
Perspectives
• Information Literacy
and Management
• Initiative, Enterprise
and Creativity
•
•
•
•
Critical Thinking
Research
Self-Management and
Lifelong Learning
Team-work and
Leadership
Technology Literacy
(Litchfield, Nettleton &
Taylor 2008; Lowden,
Hall, Elliot & Lewin, 2011)
12
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).
13
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).
14
Literature Review
• Work-Based-Learning settings bridge the gap
between academic knowledge and competencies
needed at work thereby enhancing
employability. (Feldmann & Sprafke, 2015)
15
Findings
Research Question 1: What competencies are
considered important for business graduates?
Disciplinary Knowledge
• Accounting and Finance
• Marketing
• Management
• Core areas – numeracy, Information Technology
16
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
17
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
18
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
19
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
20
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
21
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
22
Findings
Research Question 3 cont’d
Administrative issues and Financial
Constraints
• Training and professional development needs
• Limited staff motivation
• Limited resources
• Maintenance issues
23
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.
24
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.
25
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.
26
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.
27
Questions and Comments
28
References
Holtzman, 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
29
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), 2027. 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.