Relevant bibliographies by topics / Alumni employment

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Alumni employment'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Alumni employment"

1

Cohen, Audrey J. "Predictors of Public or Private Employment for Business College Graduates." Public Personnel Management 22, no. 1 (1993): 167–86. http://dx.doi.org/10.1177/009102609302200112.

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Race was a significant predictor of sector of employment two years after graduation for White and Black alumni of a New York undergraduate business college but not for Hispanic or Asian alumni. Significantly fewer White alumni and significantly more Black alumni worked in government than expected from the alumni sample. The odds that White alumni worked in government rather than in private were only half as large as the odds that Whites in the total employed labor force worked in government rather than in private. The odds that government employed Black rather than White alumni were almost twice the odds that government employed Blacks rather than Whites from the total employed labor force. College graduation thus reduced the likelihood that White alumni would seek government employment. For White alumni, the best predictor of sector of employment was major in college. White alumni who had majored in accounting, finance and investments, computer information systems and marketing were less likely to work in government than White alumni who had majored in management or any other subject. For Black alumni the best predictors were the evaluation of curricular guidance (1986 and 1984 alumni) and whether or not the person had a job or job offer by graduation (1984 alumni). Black alumni who rated curricular guidance most favorably and who had no job or job offer by graduation were the most likely group to work in government. Age, sex and current salary were not significant predictors of sector of employment for either White or Black alumni.
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Cannon, Nathan H., David N. Herda, and Thomas M. Puffer. "Colleagues for Life? Post-Employment Citizenship among Big 4 Alumni." Accounting Horizons 33, no. 3 (2019): 25–41. http://dx.doi.org/10.2308/acch-52422.

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SYNOPSIS Using a sample of 2,533 Big 4 alumni, we examine factors associated with alumni's proclivity to benefit their former firm (post-employment citizenship). Based on social exchange theory, we predict and find that alumni who perceive their firm treated them fairly and adequately supported them during their time with the firm are more inclined to engage in post-employment citizenship. We provide theoretical and practical contributions to the literature by also investigating the role of post-employment experiences on alumni's commitment to the firm and citizenship behavior. Although we predict and find that firm commitment decreases after individuals exit the firm, we find that formal and informal alumni outreach activities appear to help mitigate this decline. Although most prior research on public accounting alumni models “alumni affiliation” as a binary trait, we illustrate that the nature and quality of alumni affiliation is variable and identify some of the underlying mechanisms influencing alumni behavior.
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Irsyad (Scopus ID: 57204261647), Muhammad, Iwan Iskandar, and Siska Kurnia Gusti. "THE INFLUENCE OF MAJOR EXPERTISE COURSES ON ALUMNI EMPLOYMENT USING THE APRIORI METHOD." Jurnal CoreIT: Jurnal Hasil Penelitian Ilmu Komputer dan Teknologi Informasi 10, no. 2 (2025): 116. https://doi.org/10.24014/coreit.v10i2.34144.

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The role of alumni in university progress and quality is vital. This study used data from the tracer study application to analyze the relationship between skill courses and alumni employment. The data mining technique of association was employed to find linkages between different parameters. The Apriori algorithm was used to identify patterns that described the relationship between skill courses and alumni employment. The findings revealed that the most sought-after professions by alumni of the Informatics Engineering Study Program were educators, such as teachers and lecturers, with a support value of 18.7692%. Programmers were also in high demand, with a support value of 15.3846%. The subjects that were found to have the greatest influence on employment were Database, Computer Network, Computer Human Interaction, and Software Engineering. These findings provide valuable insights for the Informatics Engineering Study Program to prioritize and enhance these influential courses in terms of curriculum, teaching methods, and teaching materials, with the aim of improving the relevancy and quality of the courses in supporting alumni employment.
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O'Brien, Kirk, Peter J. Pecora, Lucile A. Echohawk, Tessa Evans-Campbell, Nancy Palmanteer-Holder, and Catherine Roller White. "Educational and Employment Achievements of American Indian/Alaska Native Alumni of Foster Care." Families in Society: The Journal of Contemporary Social Services 91, no. 2 (2010): 149–57. http://dx.doi.org/10.1606/1044-3894.3974.

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Little is known about the outcomes of American Indian/Alaska Native (AI/AN) alumni of foster care. As part of the Casey National Alumni Study, case record reviews documenting youth experiences before and during care were conducted for all youth served by Casey Family Programs between 1966 and 1998. Interviews assessing education, employment, and financial outcomes were conducted for 1,068 alumni, of whom 243 (23%) identified themselves as AI/AN. Few differences were observed between AI/AN and White alumni in demographics, risk factors, and foster care experiences. White alumni, however, had more positive outcomes on most education and employment outcomes. Focused research is needed to develop culturally appropriate practices and better understand the needs and outcomes of AI/AN youth in care and alumni of care.
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Imawaty Daiki. "Exploring the Experiences of Tour and Travel Alumni in Job Hunting." Proceedings International Conference on Marine Tourism and Hospitality Studies 1, no. 1 (2025): 359–64. https://doi.org/10.33649/iconmths.v1i1.367.

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Becoming an alumnus marks the beginning of life for students in their pursuit of employment. Career orientation is the primary goal for graduates to develop the knowledge and skills they have acquired during their studies, although alumni often face challenges in finding jobs. Competition and problems in the job market are common occurrences. Issues frequently arise in the quest for stable income without relevant solutions. Moreover, companies sometimes view alumni as lacking sufficient experience in their fields, thus limiting their opportunities to achieve their career goals.This study aims to explore the experiences of Tour and Travel alumni in seeking employment within the tourism industry, both in formal and informal sectors. The research focuses on understanding the challenges faced by alumni, the relevance of the skills acquired during their studies to labor market demands, and the strategies used by alumni in their efforts to secure suitable employment. This study employs a qualitative method, conducting interviews with several alumni to gain insights into the challenges and strategies they encounter as they enter the workforce. The results of the study revealed that most alumni face various challenges, such as intense competition in the tourism industry, a lack of practical work experience during their studies, and market dynamics that have shifted due to technological advancements and the impact of the pandemic. In addition to technical skills like travel management and customer service, non-technical skills such as communication, negotiation, critical thinking, and adaptability are highly sought after by companies. Some alumni recognize the need to develop networks and participate in additional training or certifications to enhance their competitiveness in the job market. While some alumni struggle to find jobs in the tourism sector, many successfully find employment in other fields that require similar skills, such as hospitality, logistics, and event management. This research provides recommendations for educational institutions to strengthen internship programs and increase collaboration with the industry. Additionally, alumni are advised to continuously update their skills and leverage digital opportunities in their job search.
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Brook, Julia, and Sue Fostaty Young. "Exploring post-degree employment of recent music alumni." International Journal of Music Education 37, no. 1 (2019): 142–55. http://dx.doi.org/10.1177/0255761418821165.

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The purpose of this research was to identify the various types of employment held by music alumni at one university. We also compare the perceptions of alumni who currently work primarily in music with those of alumni who work outside the field. A mixed-methods research design that relied on surveys and interviews was used to gather data. Alumni employed primarily outside the field held a wide variety of roles and many reported incorporating their musical skills in these roles and they continued to engage in a variety of activities within the field of music. Those whose employment was primarily in music were more likely to have reported choosing to enroll in a music degree program with an express intention of gaining music-focused employment. Findings from this study illustrate that while graduates of music programs do find employment success, further investigation is necessary to identify the breadth of roles available, yet untapped, for music graduates and the perhaps entrepreneurial requirements for engagement in them. Our findings also point to the need for music programs to realign curriculum to better reflect the ever-expanding music sector.
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TURNER, MELISSA, and GREGORY LINDSTEADT. "Voices in the Hall: Alumni Perspectives on the Value of Networking." Journal of Applied Learning in Higher Education 04 (2012): 63–76. http://dx.doi.org/10.57186/jalhe_2012_v4a5p63-76.

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Internships build lasting opportunities for students and provide necessary partnerships between higher education and employers. This study utilizes qualitative data extracted from a survey of alumni from one Midwestern university to examine student employment and educational satisfaction. Phone and internet interviews were conducted to ascertain alumni views on: Employment, Continuing Education, Applied Learning, and Advisement (n = 125). Alumni advice clearly expressed to current students and faculty members the necessity of “networking” with those in the field prior to students completing the degree. Linking current students to those in the field, primarily through internships, was viewed by alumni as essential to developing opportunities for students to network and gain access to a challenging job market.
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Fresk, Kara L., and Richard H. Mullendore. "Connecting Student Employment, Involvement, and Alumni Affinity." Recreational Sports Journal 36, no. 2 (2012): 140–51. http://dx.doi.org/10.1123/rsj.36.2.140.

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Previous research indicates that student employment serves as a means of campus involvement. Additional literature indicates that campus involvement promotes alumni affinity. This study proposes that the missing link between student employment as involvement and alumni affinity lies in the students' perceptions of involvement. Therefore, this study explored whether student employees view their employment as an involvement opportunity and the factors that influence those perceptions. Understanding the factors that contribute to perceptions of involvement allows campus recreation professionals to structure employment experiences that are recognized by students as involvement, thereby promoting long-term affinity for the institution. The findings indicate that students perceive their employment as involvement, though to varying degrees. The factors contributing to those perceptions include a) time spent in the work environment, b) alignment with personal interests, c) relationships with coworkers, d) relationships with supervisors, e) affiliation to program area, and f) interaction with the campus community.
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ElShami, Sara, Derek Stewart, Ahmed Awaisu, and Banan Mukhalalati. "Development and evaluation of the pharmacy alumni employment experience questionnaire." Pharmacy Education 22, no. 1 (2022): 913–35. http://dx.doi.org/10.46542/pe.2022.221.913935.

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Objectives: This study aimed to develop and evaluate the ‘Pharmacy Alumni Employment Experience Questionnaire’ (PAEEQ). Methods: Literature review and Herzberg’s ‘motivation-hygiene’ theory were used to derive PAEEQ domains: satisfaction with the profession, achievements in the workplace, and preparedness to practice. Content and face validities were assessed by 11 experts and five pharmacy alumni. To evaluate the construct validity and reliability, PAEEQ was tested on 136 Qatar University College of Pharmacy alumni and the principal component analysis (PCA) and internal consistency reliability were performed. Results: Content and face validities suggested a questionnaire with 12-item, 14-item, and 13-item domains measured on 5-point Likert scales, and open-ended questions. PCA resulted in four-factor, two-factor, and two-factor structures for the three domains, respectively. Strong factor loadings and high Cronbach’s alpha scores were revealed. The final version of PAEEQ consists of 27 items. Conclusion: This initial assessment suggests PAEEQ appropriateness for use. However, the findings are sample-dependent and further external validation is warranted.
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MacKay, D. Bruce. "23. No Dilemma at all: The Importance of Liberal Education in Developing Skills for Employability." Collected Essays on Learning and Teaching 3 (June 13, 2011): 140. http://dx.doi.org/10.22329/celt.v3i0.3253.

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Some suggest there is a dilemma in post-secondary education between the tidal pulls of career- or disciplinary-oriented education and liberal education. A survey of University of Lethbridge alumni indicated that they found their liberal education important for developing skills that are valuable in life and work after graduation. Specific skills the Conference Board of Canada (2000) identified as important for employment success were indeed skills which alumni say they developed during their liberal education experience. I argue there is no dilemma at all and that liberal education does provide skills for employment success.
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Dissertations / Theses on the topic "Alumni employment"

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Senekal, Janine. "Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6221.

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Magister Artium - MA (Psychology)<br>The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni. Most of the respondents were female (n=21), and about a third were first generation students (n=11). Most of the respondents were currently employed (n=25). They were employed in a variety of fields, predominantly health (n=10) and higher education (n=7), and largely clustered in the public sector (n=17). This suggested a transferability of skills. The training received was perceived to be relevant, in terms of accessing employment and conducting current work. Most of the clinical graduates were registered as clinical psychologists (n=12) with the Health Professionals Council of South Africa. There were varied registrations held by graduates from the research programme and some were not registered. The respondents held generally positive attitudes towards their alma mater. These descriptive results were interpreted through the use of McQuaid and Lindsay's (2005) framework of employability, based on the interaction between their individual factors, personal circumstances and external factors. Through this frame, the results highlighted the complex nature of the employability of these graduates.
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Priddis, Eimi. "Employment After Graduation: Career Path Trends of TESOL MA and Graduate Certificate Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3006.

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As English expands across the world, quality English teachers are increasingly needed. However, reports that even well-trained TESOL professionals have a hard time obtaining stable employment are prevalent. This study sought to provide some solid evidence about employment trends in TESOL. It is based on a survey administered to alumni who graduated between the years of 1973 and 2008 from Brigham Young University's TESOL program. The results indicate that graduates spend about half of their career time in TESOL-related employment. Most are involved in teaching, but jobs in administration, materials development,or testing are more likely to be full-time and offer benefits. Graduates spend little time in EFL positions, but these jobs are the most likely to be full-time and offer benefits. A surprising amount of time was spent unemployed by choice, and the majority of graduates report salary satisfaction, indicating that perhaps the field attracts those who are not looking for stable, full-time employment. These findings are useful for those anticipating a career in TESOL and for teacher educators. They likewise add a valuable contribution to the small body of literature focused on TESOL employment.
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Bebie, Kerry A. "A Descriptive Study on the Relationship Between an Initial Physical Education Teacher Education Program and Employment Longevity." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333637677.

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Kimberling, Cheryl Gray. "The Sociological Factors Associated with the Career Development of Women Theological Graduates." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332363/.

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Because it is representative of other Southern Baptist seminaries and distinguished by a vigorous graduate program, Southwestern Baptist Theological Seminary (SWBTS) was chosen as the institution from which the population was taken. The study, conducted in 1984, collected data about women graduates of SWBTS for the years 1975, 1978, and 1981, with the following purposes: (1) to develop a profile of women who choose seminary education as an avenue of career preparation; (2) to determine the degree of influence of significant others --individuals in the family, school, peer group, and the church -- on women pursuing graduate education in order to prepare for ministry vocations. Among the findings of the study are these observations: 1. Despite a consistently supportive role from church pastors about respondents' career choices before, during, and after seminary, few seminary graduates encountered clergywomen as role models, or received material support from their home churches, and many encountered gender bias and discrimination as they sought ministry-related careers throughout their educational careers and afterwards. 2. The most desired career choices expressed by respondents include missionary, age group minister, counselor, minister of education, and college or seminary teacher. 3. The least desired career choices of respondents include minister of music, graded choir director, church musician, minister of outreach, pastor, associate pastor, chaplain, and recreation specialist. 4. Mothers, fathers, campus ministers, close friends, fellow seminary students, and missionaries and mission activities were cited, variously, as positively influencing seminary graduates at different stages of their careers. The study's conclusions include the further observation that despite disturbing discrimination against them, the women querried remained faithful to the Southern Baptist denomination, desired to serve, and wished for self improvement in their study and growth.
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Lenz, Karl, Andrä Wolter, Martin Otto, and Robert Pelz. "Im Beruf angekommen?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-226383.

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Im Zuge der zweiten Sächsischen Absolventenstudie wurden zwei voneinander unabhängige Befragungen realisiert. Für die Erstbefragung wurden Absolventinnen und Absolventen der Prüfungsjahre 2010 und 2011 von den Universitäten und Hochschulen für angewandte Wissenschaften im Geschäftsbereich des SMWK befragt. Erneute Schwerpunktthemen dieser Befragung waren die rückblickende Bewertung des Studiums, Beurteilungen zum Erwerb von Kompetenzen, der Berufseinstieg und die ersten Berufserfahrungen. In der Nachbefragung wurden die Jahrgänge 2006 und 2007, die bereits an der Erstbefragung 2008/09 teilgenommen hatten, zu ihrem weiteren beruflichen Weg befragt. Die Ergebnisse der Nachbefragung werden in diesem Abschlussbericht präsentiert<br>Eine empirische Untersuchung im Auftrag des Sächsischen Staatsministeriums für Wissenschaft und Kunst
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Lenz, Karl, Andrä Wolter, Claudia Reiche, et al. "Studium und Berufseinstieg." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-226392.

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In der vorliegenden Studie werden die wichtigsten Ergebnisse der ersten Sächsischen Absolventenstudie vorgestellt, an der alle Hochschulen im Geschäftsbereich des Sächsischen Staatsministeriums für Wissenschaft und Kunst teilgenommen haben, welches Auftraggeber der Untersuchung war. Der Freistaat Sachsen ist nach Bayern und Rheinland-Pfalz das dritte Bundesland, das eine landesweite Absolventenstudie durchführt bzw. durchgeführt hat. Das Ziel der Untersuchung bestand darin, primär Informationen und Ergebnisse zur Einschätzung des Studiums, zum Prozess der Berufseinmündung, zu Beschäftigungsverhältnissen, zur Zufriedenheit mit der beruflichen Situation und zur regionalen Mobillität zu erhalten.
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Lenz, Karl, Andrä Wolter, Martin Otto, and Robert Pelz. "Studium und Berufseinstieg." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-226377.

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Absolventenstudien erweisen sich mehr und mehr als multifunktionale Instrumente der Hochschulentwicklung. Im Kontext der Debatte über den Bologna-Prozess ist ein enormer Informationsbedarf bezüglich des Verbleibs, der Beschäftigungsbedingungen und der Beschäftigungsfähigkeit von Absolventinnen und Absolventen der neuen Studiengänge entstanden. Hier können Absolventenstudien wissenschaftlich fundierte Antworten geben. Wie beurteilen sächsische Hochschulabsolventinnen und -absolventen aus der Rückschau ihr Studium? Welche Kompetenzen haben sie ihrer Einschätzung nach im Studium erworben und welche Kompetenzen wurden von ihnen beim Berufseintritt gefordert? In welchem Umfang haben die Absolventinnen und Absolventen eine Erwerbstätigkeit in Sachsen gefunden? Welche Mobilitätsprozesse vollziehen sich nach dem Studienabschluss? Das sind einige wenige Beispiele für Fragen, für deren Beantwortung die Ergebnisse der Sächsischen Absolventenstudie herangezogen werden können. In diesem Abschlussbericht werden die Auswertungen für die Erstbefragung der Prüfungsjahrgänge 2010 und 2011 präsentiert<br>Eine empirische Untersuchung im Auftrag des Sächsischen Staatsministeriums für Wissenschaft und Kunst
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Lenz, Karl, Andrä Wolter, Martin Otto, and Robert Pelz. "Im Beruf angekommen?: Ergebnisse der zweiten Sächsischen Absolventenstudie: Erste Nachbefragung der Prüfungsjahrgänge 2006 und 2007." Technische Universität Dresden, 2014. https://tud.qucosa.de/id/qucosa%3A30371.

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Im Zuge der zweiten Sächsischen Absolventenstudie wurden zwei voneinander unabhängige Befragungen realisiert. Für die Erstbefragung wurden Absolventinnen und Absolventen der Prüfungsjahre 2010 und 2011 von den Universitäten und Hochschulen für angewandte Wissenschaften im Geschäftsbereich des SMWK befragt. Erneute Schwerpunktthemen dieser Befragung waren die rückblickende Bewertung des Studiums, Beurteilungen zum Erwerb von Kompetenzen, der Berufseinstieg und die ersten Berufserfahrungen. In der Nachbefragung wurden die Jahrgänge 2006 und 2007, die bereits an der Erstbefragung 2008/09 teilgenommen hatten, zu ihrem weiteren beruflichen Weg befragt. Die Ergebnisse der Nachbefragung werden in diesem Abschlussbericht präsentiert.<br>Eine empirische Untersuchung im Auftrag des Sächsischen Staatsministeriums für Wissenschaft und Kunst
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Lenz, Karl, Andrä Wolter, Claudia Reiche, et al. "Studium und Berufseinstieg: Ergebnisse der ersten Sächsischen Absolventenstudie." Technische Universität Dresden, 2010. https://tud.qucosa.de/id/qucosa%3A30372.

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In der vorliegenden Studie werden die wichtigsten Ergebnisse der ersten Sächsischen Absolventenstudie vorgestellt, an der alle Hochschulen im Geschäftsbereich des Sächsischen Staatsministeriums für Wissenschaft und Kunst teilgenommen haben, welches Auftraggeber der Untersuchung war. Der Freistaat Sachsen ist nach Bayern und Rheinland-Pfalz das dritte Bundesland, das eine landesweite Absolventenstudie durchführt bzw. durchgeführt hat. Das Ziel der Untersuchung bestand darin, primär Informationen und Ergebnisse zur Einschätzung des Studiums, zum Prozess der Berufseinmündung, zu Beschäftigungsverhältnissen, zur Zufriedenheit mit der beruflichen Situation und zur regionalen Mobillität zu erhalten.
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10

Lenz, Karl, Andrä Wolter, Martin Otto, and Robert Pelz. "Studium und Berufseinstieg: Ergebnisse der zweiten Sächsischen Absolventenstudie: Erste Befragung der Prüfungsjahrgänge 2010 und 2011." Technische Universität Dresden, 2014. https://tud.qucosa.de/id/qucosa%3A30370.

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Absolventenstudien erweisen sich mehr und mehr als multifunktionale Instrumente der Hochschulentwicklung. Im Kontext der Debatte über den Bologna-Prozess ist ein enormer Informationsbedarf bezüglich des Verbleibs, der Beschäftigungsbedingungen und der Beschäftigungsfähigkeit von Absolventinnen und Absolventen der neuen Studiengänge entstanden. Hier können Absolventenstudien wissenschaftlich fundierte Antworten geben. Wie beurteilen sächsische Hochschulabsolventinnen und -absolventen aus der Rückschau ihr Studium? Welche Kompetenzen haben sie ihrer Einschätzung nach im Studium erworben und welche Kompetenzen wurden von ihnen beim Berufseintritt gefordert? In welchem Umfang haben die Absolventinnen und Absolventen eine Erwerbstätigkeit in Sachsen gefunden? Welche Mobilitätsprozesse vollziehen sich nach dem Studienabschluss? Das sind einige wenige Beispiele für Fragen, für deren Beantwortung die Ergebnisse der Sächsischen Absolventenstudie herangezogen werden können. In diesem Abschlussbericht werden die Auswertungen für die Erstbefragung der Prüfungsjahrgänge 2010 und 2011 präsentiert.<br>Eine empirische Untersuchung im Auftrag des Sächsischen Staatsministeriums für Wissenschaft und Kunst
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Books on the topic "Alumni employment"

1

Hughes, Rees. Some equity and efficiency implications of the expansion of higher education in Kenya: The results of a tracer study of University of Nairobi graduates. Institute for Development Studies, University of Nairobi, 1988.

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Butler, Steven. Tracking University of Wyoming graduates into the Wyoming work-force: A report prepared for the Research and Planning Section of the Employment Resources Division, State of Wyoming. The Division?, 1995.

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Villareal, Roberto Cañedo. Educación superior y mercado de trabajo: El caso de los egresados de la Universidad Autónoma de Guerrero. Universidad Autónoma de Guerrero, Unidad Académica de Ciencias Sociales, 2010.

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1867-1936, Morse Rupert O., ed. Records of the graduates of Acadia College and Acadia University, Wolfville, Nova Scotia, 1843-1908: Arranged by classes. 2nd ed. s.n.], 1997.

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Ortiz, Efraín Carlos Nieblas. Formación universitaria y ejercicio profesional de los egresados de la UABC. Universidad Autónoma de Baja California, 2002.

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Wyoming. Dept. of Employment. Research and Planning Section. Under the lamppost: Report to Workforce Development Council on Wyoming institutions of higher education program completers. Research and Planning, 1998.

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McCoy, Ann. Education and employment outcomes of the Ronald E. McNair Postbaccalaureate Achievement Program alumni. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2008.

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Wischmeier, Inka. Berufseinstieg und Berufsverbleib Augsburger Diplom-Pädagoginnen und- Pädagogen. VS Verlag für Sozialwissenschaften, 2004.

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Nelson, James R. Idaho's labor force and the University of Idaho. Dept. of Agricultural Economics and Rural Sociology, College of Agriculture, University of Idaho, 1999.

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V, Gabriel Estrella. Formación y desempeño profesional de egresados universitarios. Universidad Autónoma de Baja California, 2008.

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Book chapters on the topic "Alumni employment"

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Dobbins, Tony, and Tony Dundon. "Workplace Cooperation at Aughinish Alumina." In Developing Positive Employment Relations. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-42772-4_10.

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Rundle, David. "Poggio Bracciolini’s International Reputation and the Significance of Bryn Mawr, ms. 48." In Atti. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-6453-968-3.06.

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Poggius Florentinus delighted in his local identity but he also, famously, had an international career, being in attendance at the Council of Constance, being resident in England for four years (1419-1422) and seeking employment at the imperial court. What is less recognized is how he sought for his literary works audiences far beyond his home-city and how some non-Italians were willingly collaborators in this creation of an international reputation. It has not been noticed before how a remarkable witness to this process is now housed in the Special Collections of Bryn Mawr. It, like other manuscripts in the library, reached its present location because of that twenty-century friend of Poggio and alumna of the college, Phyllis Goodhart Gordan. It now has the shelfmark ms. 48 and is a collection of Poggio’s dialogues. What has not been recognized is that we can identify both its scribe and its illuminator and, by doing so, shed new light on Poggio’s fortuna on the far side of Europe, in his one-time home of England.
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Carr-Hill, Roy Alexander. "Inequalities in Access to and Outcomes of Higher Education in Africa." In Advances in Business Strategy and Competitive Advantage. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8169-8.ch007.

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There have been very few studies of the socio-economic background and outcomes for students in Africa because of the lack of data. This chapter draws on an institute which has information about their parental background and subsequent careers collected from surveys. In terms of access, the combination of parents not having more than primary education, renting and not owning land identified less than 1% of students whilst the percentage of entrants reporting that their parents had a post-secondary qualification is considerably higher (around 57%) than the norm at the time the parents would have been studying (around 7%). These students were upper middle class. In terms of outcomes, both current students and alumni say that the curriculum only partly fits their employment needs, but 85% of alumni would recommend AIMS to other students. In general, employers are satisfied with AIMS interns, but the percentage of AIMS graduates who are unemployed has risen from 2% in 2011 to 29% in 2016. Finally, rather than contributing to Africa, over one-third of graduates since 2012 are in the West.
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Withanachchi, Schiro. "The Economic Impact of Globalization and Internationalization on Minority Immigrant Graduates." In Handbook of Research on Institutional, Economic, and Social Impacts of Globalization and Liberalization. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4459-4.ch012.

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Globalization facilitates organizational expansion overseas and global workforce challenges. The key may be to understand which labor force characteristics increase economic efficiency. In turn, higher education institutions may need to incorporate industry's need for international interaction into strategic visions. Evidence-based research was conducted using Queens College, the City University of New York, as a case study to understand how internationalization of higher education enhanced economic success of minority immigrant graduates in the United States who were employed across industries. Primary sources included a survey of 524 alumni and group discussions with diverse undergraduates. The results discovered that the employment status and wage, of minority immigrant graduates, were positively impacted when they were exposed to globalized curriculums. This indicates that specific pre-labor market attributes increase economic success of this community and produce international scholars who transfer experiences into career skills that positively impact multinational businesses.
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Salazar-Sánchez, Leonel. "The teacher training process in a Normal Public School of the State of Mexico: A look from the experience of a group of graduates." In Alumni monitoring as a tool for evaluation and feedback to higher education institutions. ECORFAN, 2024. http://dx.doi.org/10.35429/h.2024.3.66.75.

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This article contributes to the generation of science by offering a new perspective on teacher training, based on the experiences of a group of graduates of a public normal school in the State of Mexico. This study not only compiles the successes that the graduates identify as positive in the training process, but also points out areas of opportunity to improve teacher training. In addition, it explores how these graduates perceive their professional reality in the current context, thus providing a renewed vision of the challenges and opportunities in the educational field. This comprehensive perspective allows for a deeper analysis of the effectiveness of training methods and their impact on teaching practice, emphasizing once again that real-life experiences are important for the constant improvement of teacher training, enriching the discussion on the evolution of education in Science and Technology. The article offers a detailed understanding of how the individual experiences of these graduates reflect or contrast with the teacher training process they lived through. Through the analysis of their stories, the article allows for a broader comparison with others between the experience of the training processes that each graduate had, facilitating the identification of common patterns and significant differences. This approach allows for a deep analysis of the reality experienced by each graduate, revealing both the strengths and the areas of opportunity in teacher training, and contributes to a richer and more nuanced vision of educational dynamics, in addition to serving the normal education institution as a dialectical enrichment to contrast its successes and possible failures. The experience of teacher training reveals that most graduates (8 out of 25) rated their process as "regular", highlighting a common lack of teaching tools and strategies on the part of teachers. This suggests the need to improve the pedagogical and didactic preparation of educational personnel and provide adequate resources to future educators. However, 15 graduates positively valued the support received during their training and expressed interest in delving deeper into the discipline of History. Despite recognizing a gap between theory and its practical application, students highlighted the quality of the support received, especially in the graduation and job placement phase. Research shows that 88% of graduates are satisfied with their training, although they suggest improvements in disciplinary specialization and in the use of teaching resources. Currently, 20 of 25 graduates have teaching positions, while 2 are looking for employment for reasons unrelated to the training process.
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Ho, Candy, Candace Stewart-Smith, and Dinuka Gunaratne. "How Career Influencers Can Promote Sustainable Careers and the Wellbeing of Underrepresented Students." In Handbook of Research on Sustainable Career Ecosystems for University Students and Graduates. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7442-6.ch021.

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Most students pursuing postsecondary education have a primary goal of attaining gainful employment and enhancing their career prospects. Yet postsecondary career centers, whose mandate is to serve all students and sometimes alums, are often under-resourced, especially when it comes to providing catered support for underrepresented students. By the same token, students also prefer to turn to career influencers: postsecondary professionals with whom they regularly interact but work outside of career centers and might not have career development expertise. Though they informally support student career development, career influencers are trusted members within students' career ecosystems who contribute to student wellbeing, career, and lifelong success. This chapter examines career realities and challenges experienced by three underrepresented student populations (international students, students with disabilities, and Indigenous students) and offers recommendations on leveraging career influencers to sustain students' career ecosystems.
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Conference papers on the topic "Alumni employment"

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Al-Hathal, Turfa Awrans, Lolwa Al-Ghazal, Banan Mukhalalati, et al. "Examination of Job Satisfaction, Achievements, and Employment Preparedness among College of Pharmacy Alumni: A Study From Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0127.

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Background: Job satisfaction in healthcare is of special interest as has a direct relation with the quality of care provided to patients. It is affected by several factors including the nature of the work, level of educational preparedness and achievements. Objectives: This study aims to explore College of Pharmacy - Qatar University (CPH-QU) alumni’s satisfaction with employment and the profession, level of educational preparedness and achievements in the practice. Methods: A sequential exploratory mixed-method designs was adopted. Seven Focus Group (FG) discussions were performed and a self-reported survey distributed to all alumni graduated between 2011-2020. Results: A total of 135 alumni answered the survey (response rate 63%). Majority of respondents were non-Qatari (97%) and 52% of them were recent graduates and obtained doctor of pharmacy (PharmD) as an additional degree (58%). The study findings suggest that CPH alumni are moderately satisfied with the practice and the profession, and Qatari alumni are more satisfied. However, majority of them (44.55%) are not satisfied with the available opportunities for professional development. The level of satisfaction about achievements was significantly high only in the field of research and presentation activities. A general agreement about the level of educational preparedness was dominant, especially in clinical knowledge and skills and experiential training they received. Conclusion: The overall satisfaction about workplace and the profession in CPH-QU alumni is moderate and higher among Qatari graduates. Alumni agreed that they were well prepared to meet the practice requirements and mostly satisfied in achieving research and presentation related activities.
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Sondkar, Shilpa, Archana Chaudhari, Shlok Doshi, Rahul Borole, and Aditya Gadh. "An Approach for Clustering and Classification of Alumni Employment Information." In 2022 IEEE Global Conference on Computing, Power and Communication Technologies (GlobConPT). IEEE, 2022. http://dx.doi.org/10.1109/globconpt57482.2022.9938176.

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Al-Nuaimi, Mounyah Waiel, Ranin Abidi, Banan Mukhalalati, et al. "An Examination of the Employment Preparedness, Job Satisfaction, and Impact in the Workplace of Qatar University Pharmacy Alumni: A Mixed Methods Study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0132.

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Introduction: The level of alumni’s job satisfaction and preparedness has been found to affect the impact in the workplace. Little is known about alumni’s employment experience in Qatar. Objective: The aim of this study is to explore the employment preparedness, job satisfaction and impact in the workplace of College of pharmacy graduates in Qatar. Methods: A sequential exploratory mixed methods study was conducted. For the qualitative phase, data were collected by focus groups and were analyzed thematically. Quantitative data collection involved administration of a validated questionnaire. Results: Research findings suggested that college of Pharmacy (CPH) alumni were mostly well prepared in terms of knowledge and skills. They were mostly satisfied about the curriculum and the experiential learning experience. The participants were challenged by the lack of deep knowledge and skills needed for their area of expertise. COVID-19 pandemic was associated with increased workload and stress. Being a Qatar University graduate facilitated the recruitment process. Lastly, a positive impact in the workplace was reported through implementation of NAPRA competencies and AFPC learning outcomes. Conclusion: This study will facilitate the understanding of factors that affect the preparedness, job satisfaction of CPH alumni and their impact in the workplace, which will ultimately enhance the learning experience in CPH.
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KRUJA (DEMNERI), Alba, and Lumturi KALLUCI. "ENTREPRENEURSHIP AMONG GRADUATES: A SELF-EMPLOYMENT AND ADVANCEMENT OPPORTUNITY." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.35.

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Entrepreneurship is very important for the economy of a country and it is seen as a key force for economic development. In less developed countries where poverty and mass unemployment are the dominant facts of economic life, entrepreneurship is considered as a solution to face unemployment. Entrepreneurs are the engines of the economy, who use their knowledge and inspiration accompanied with a great risk to provide new, challenging products and services. The aim of this study is to understand the graduates’ attempts towards entrepreneurial activities, some of the factors that motivated them to become entrepreneurs and barriers that they faced. The quantitative data is used to present the findings of an exploratory research which was applied on alumni of Epoka University via a structured questionnaire. A sample of 115 graduates is collected from their answers. Through descriptive analysis is determined the impact of knowledge, skills, work experience, and inspirational model on the entrepreneurial intent of Epoka University graduates, to promote entrepreneurship, reduce unemployment, develop innovation and strengthen the economy. Besides entrepreneurs, this study investigates the entrepreneurial intent of employed and unemployed alumni and concluded they had a positive attitude towards it. This study tends to contribute to the university as well as the Government in increasing efforts to encourage more students to entrepreneurship activities as their career path upon graduation. Keywords: Entrepreneurship, Graduates, Opportunities, Competences, Epoka University, Albania
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de St Jorre, Trina Jorre. "Deakin Launch Network: an employability network that improves engagement, graduate outcomes and wellbeing by connecting and leveraging the expertise of diverse students and alumni." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0141.

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Graduates require opportunities to gain experience and develop professional networks to enhance their employability and career progression. However, students’ access to relevant networks and opportunities to gain experience is not equitable, and this contributes to gaps in employment outcomes at graduation and beyond (Harvey et al., 2017; Tomaszewski et al., 2019). This paper showcases key principles underpinning the design and success of a student and alumni-led network designed to enhance employability. In addition to creating networks between students and alumni, Deakin Launch Network, leverages their skills and experience to identify and create opportunities to enhance the employability of Deakin graduates, especially for those more likely to face disadvantage in the graduate employment market. In doing so, the network provides students with valuable connections, experience, and knowledge relevant to employability. Students also report that the connections and collaborations supported by the network, contributed to their wellbeing and sense of belonging during remote learning, and satisfaction with their educational experience. For alumni, the network has provided motivation and opportunity to reconnect or remain connected to the university. Our case study shows that students and alumni are a valuable source of networks, experience and influence that can, and should, be better utilised by universities. Furthermore, distributed student-leadership and purposeful inclusion can positively impact the outcomes of student-staff partnerships, including project deliverables, the student experience and learning outcomes.
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Troshkova, Marina. "Career development for enhancing employability of students as prospective specialists in the university educational environment." In Research for Rural Development 2023 : annual 29th international scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2023. http://dx.doi.org/10.22616/rrd.29.2023.040.

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Universities play an important role in providing a wide range of services and connecting all stakeholders, such as employers, alumni, and other community members to prepare students for future employment, establish networking with labour market representatives, assist them in integrating into the labour market, and develop students’ as potential specialists’ employability skills, thereby fostering their career development in the university educational environment. The aim of this study is to analyse the career related theories and propose a career development model for economics and business-focused universities. The following research methods were used: desk study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). The theoretical research emphasised modern career-related theories and resulted in a proposal for a career development model for a university. A mandatory course that formally prepares students as prospective specialists for employment and internship, exposure to the labour market via internship, networking events, and mental support provided by qualified psychologists, university teachers as part of an academic advising programme and alumni organized in the form of an alumni mentorship programme, are the main pillars of the proposed career development model.
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Phillips, Robert A. "Using Alumni Entrepreneurs Feedback to shape University Entrepreneurship Education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8925.

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It is accepted by most agencies that enterprise education is important for students and for the economy, however it is often difficult to measure the effectiveness of this education as effects can take many years to be shown. We have collected qualitative data from over 300 alumni entrepreneurs, reflecting on their time at the Univeristy of Manchester, which suggested that their experiences of enterprise education were mixed and that they would have benefitted from more practical courses rather than more academically interesting topics. For example they wanted training on how to register a company, understanding tax, employment law and basic book keeping, rather than how to generate ideas and theories of innovation and entrepreneurship. There is a clear need to shift some enterprise education to cater for those who have an idea now and need practical advice, or may have an idea in the future from their subject area and need to know how to proceed formally. On curricular courses are more likely to be academically and theory driven, especially with the need to provide appropriate assessment for students, whilst it is often the extra curricular activities which provide more practical details in how to start a business, which may not be open to all students, or may not be well advertised. Since many students don’t start a business until later in life, with activity peaking in the 35-60 year old age group, they often do not take advantage of these opportunities while at university, should they be available. Our paper shows there needs to be a better mix of practical with academic courses to provide for alumni entrepreneurs’ needs to allow them to start a business whether it be straight form university or later on in life.
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Aumjaud, Badroonesha, Brinda Ramasawmy, Brigitte Marie Francoise Driver, and Deena Ramful-Baboolall. "Higher education student work placement and employability." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16275.

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This study aimed to evaluate student work placement experience with reference to employability skills. An email/phone survey was conducted in 2016/2017 with on-site placement supervisors and alumni of the Faculty of Agriculture, University of Mauritius, who had completed 6-month work placements. Placement specifications and evaluation responses were retrieved from records. 25 out of 28 (89.3%) food science and technology students had secured employment less than one year after graduation, with 14.3% being employed by organisations where they undertook the placement. 21 out of 25 (84%) alumni stated that the placement opportunity had enhanced their employability. Placement providers commented positively on students’ attitude, progress and output. Student work placements may have contributed to boost graduate employability. The Faculty of Agriculture 6-month work experience programme was extended to other courses. From 2014 to 2023, it has included 221 students who have been trained for jobs in the agricultural and food sectors.
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Kharaishvili, Eter, Ia Natsvlishvili, and Nana Shonia. "CHALLENGES OF DISTANCE ASSESSMENT IN HIGHER EDUCATION AND THE IMPACT OF ACADEMIC ACHIEVEMENT ON ALUMNI EMPLOYMENT (EVIDENCE FROM GEORGIA)." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0395.

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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.

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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
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