Clustering Erasmus Mundus Masters Courses and Attractiveness Projects Lot 2: Employability - EACEA/2009/05

Julien Calmand Journée nationale d’information ERASMUS MUNDUS (INFODAY)

Presentation of contractors MKW Wirtschaftsforschung  Labour and education related mobility of European Citizens,  Trends and developments on European labour markets,  More than 40 national and Europe-wide studies and projects on behalf of the European Commission, ministries, administrations, chambers and associations.

Céreq - Centre d‘études et de recherches sur les Qualifications  Relations between vocational training and labour market,  Particular focus on transition from higher education to the professional world,  Socio-economic studies for the French Ministry of Labour, Education, to labour corporations and associations as well as to private clients. Journée nationale d’information ERASMUS MUNDUS (INFODAY)

Survey Results I. Coverage of the survey

V. Assessment of competences

II. Background of respondents

VI. Current occupation and

III. Career orientation within EMMCs IV. Networking with students / alumni

employment prospects VII. Residence issues / mobility VIII. Erasmus Mundus – an asset for job search?

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I. Coverage of the survey Online survey:  Along with Graduate Impact Survey 2011 (total of 107 questions, different for students and graduates)  Distributed via EMA and ICUnet to more than 15,000 EM contacts  Online mid-February to mid-March 2011  3,660 respondents – 2,820 completed data sets (1,266 students, 1,554 graduates)

Interviews with EMMC coordinators:  Early December 2010 to mid-February 2011  EMMCs started between 2004 and 2008  From 94 selected contacts: 51 interviews (average duration 44 minutes) Journée nationale d’information ERASMUS MUNDUS (INFODAY)

I. Coverage of the survey (2)

n = 51

n = 2.820 Source: Graduate Impact Survey 2011

Source: Interviews with EMMC coordinators

• Distributions largely consistent between both surveys and to overall distribution of EMMCs Journée nationale d’information ERASMUS MUNDUS (INFODAY)

II. Background of respondents Nationality of respondents Graduates

Students

30% 25% 20%

 Distribution largely balanced between both groups,  Surplus of students (21%) over graduates (12%) in „European Union“

15% 10% 5% 0% European North Union America

Latin America

Europe non EU

South, South-East East Asia West, Asia Central Asia

Africa

Other*

 Group „South West, Central Asia“ is largest in total

Source: Graduate Impact Survey 2011 (*Other: Oceania and undefined)

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III. Career orientation in EMMCs Major results:  Practical integration in EMMCs high, some deficits in job preparation / career advice  Work orientation of the EMMCs varies according to disciplines: best assessed in „Agriculture and Veterinary“, lowest in „Humanities and Arts“  Interview results show a high relation between professional contacts established during Master and later employment. 52% report on the mediation of employment through contacts established in the EMMC  Although EM students are highly motivated, their professional orientation is not significantly higher than in other study programmes  While the element of internship is not so central in many EMMCs, (former) students assess the internship experience as highly profitable for career (84%)  Previous work experience helps to develop clearer plans on future career  Erasmus Mundus students: about 60% plan to work directly after graduation, about 30% want to go on with (PhD-) studies Journée nationale d’information ERASMUS MUNDUS (INFODAY)

III. Career orientation in EMMCs (2) Work orientation by field of study The EMMC...

…is/was work-orientated ...contained input from representatives of the world of work ...contained meetings or forums with entreprises/administration ...contained preparation for entry to the job market

+

0

–

Agriculture and Veterinary

Engineering, Manufacture and Construction

Health and Welfare

Humanities and Arts Science, Mathematics and Computing

Social Sciences, Business and Law

Source: Graduate Impact Survey 2011, respondents were asked to assess work orientation of EMMC using a scale from „- -“ to „++“ (Self-assessment)

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III. Career orientation in EMMCs (3) Work orientation in EMMC programmes 80% 76%

60% 53%

52%

40%

50%

47% 36%

20%

0% Practical cooperation with employers (projects, internships, thesis)

Meetings, visits, forums, fairs

Mediation of Guest lecturers / Input Involvement of employment (after from professionals employers in course EMMC) planning

Source: Interviews with EMMC coordinators, activities mentioned by EMMC coordinators

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Job preparation and career advice

III. Career orientation in EMMCs (4) Interview results on students‘ professional orientation:  Coordinators assess academic quality and motivation of EM students higher than in comparable/national study programmes  High engagement in extra-curriculum activities like associations and conferences  EM students bring own projects and ideas, going beyond pure Master Course

 Added value to the whole EMMC or even the university  This goes only along with a clear focus towards a specific career when students come with previous work experience  Otherwise EM students are “not necessarily better oriented than other students”, rather “very open to any chance that they meet on the way” [EMMC coordinator]

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IV. Networking with students / alumni Major results: Networks between students and graduates provide helpful devices for students (e.g. job offers, contacts) and coordinating personnel (e.g. feedback on employability, required competences and current labour market needs) EMMCs accord high importance to networking, about 45% of the interviewed EMMCs even offer a broad variety of alumni activities integrating concrete strategies to enhance employability through alumni networking For Erasmus Mundus students and graduates the EM contacts are a very important source of professional networking

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IV. Networking with students / alumni (2) Most important professional networks EM contacts College University ALUMNI (non EM) Former work colleagues Family

Students Graduates

Current work colleagues School friends from home Social activities hobbies Online platforms (not EMA) Professional club membership Other

0%

10%

20%

30%

40%

50%

Source: Graduate Impact Survey 2011, Respondents asked to select max. 3 items out of 10 sources of networking

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60%

IV. Networking with students / alumni (3) How to incite active participation among the group of EM students?  Using interactive and participative modules or lessons  Common course elements for all study tracks, e.g. summer or winter schools, where students can exchange, also with employers  Mentoring and practical recommendations from 2nd to 1st year students  Leisure-time activities, e.g. inter-cultural cooking  Participation of students in the course management or in the preparation of conferences and symposia

 Creation of an alumni association on EMMC level

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IV. Networking with students / alumni (4) How to keep the network together, also after graduation? Exchange via social communities like facebook (more personal exchange) or linkedIn or viadeo (more career-related exchange) Regular (not permanent!) mailings or newsletters concerning the EMMC, e.g. on new applications, new developments in research, events  “keeping in touch” Feedback on current occupation of graduates, e.g. by graduate survey Physical meeting of students and alumni, where graduate students report on research fields, present current activities, possible career paths

Visibility of (former) students, e.g. success stories on the EMMC homepage Using the service of own alumni association or EMA “as a step-stone bridge”

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IV. Networking with students / alumni (5) Where is the use of a student/graduate network?  For students and graduates  Raising the identification with the EMMC (“like a big family”)  Better access to job/career opportunities, mediation of employment  For non-European students: keeping in touch with Europe  For the coordinating universities  Contacts to (international) students = most important resource  Promotion of the EM programme (in other countries)  Feedback on employability = feedback on own success  Initiation of future cooperation, common research projects or future engagement (“Today’s graduates are the employers of tomorrow”)

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V. Assessment of competences Major results:  Both students and graduates assess the provision of competences during their EMMC as good and adequate.  Comparing this provision with requirements from the labour market, some deficits become apparent. Especially competences of the group “functional flexibility” are equally assessed important by EMMC coordinators and graduates, but not mediated in a way that it equips students with all necessary skills for future work.  Erasmus Mundus graduates are already best prepared to work in an international environment.

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V. Assessment of competences (2) Comparison of provided and required competences (graduates in employment)

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V. Assessment of competences (3) Difference of provided vs. required competences by field of study 0,8

International competences

0,6 0,4 0,2

Mobilisation competences

Functional flexibility

0 -0,2 -0,4

Professional expertise

-0,6

Innovative competences

-0,8 Agriculture and Veterinary

Engineering, Manufacture and Construction

Health and Welfare

Humanities and Arts

Science, Mathematics and Computing

Social Sciences, Business and Law

Source: Graduate Impact Survey 2011, Graduates in employment; competences rated on a scale 1 to 5 (1 = poor and 5 = excellent)

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 Provided vs. required competences are assessed differently by field of study  Functional flexibility lowest rating, International competences best

VI. Current occupation / job prospects Major results:  About 50% of 2006 graduates have a permanent job, 3% are unemployed

 36% of all 2006 graduates still remain in non-management positions  Majority of 2010 graduates currently hold PhD/Master positions (30%), Africans (54%)  Most PhD students in “Science” and “Engineering”, highest unemployment in “Agriculture and Veterinary”  32 % of graduates in employment rate their salary above the average compared to other professionals in their field with the same level of education, EMMCs “Science” and “Engineering” perform best as regards annual gross salary  “Salary" and “opportunity to learn” are the Top-2 job attributes for both groups, students and graduates , "work autonomy" is lowest  The level of job satisfaction is rated best by graduates of “Health and Welfare”, “Humanities and Arts” is in last position Journée nationale d’information ERASMUS MUNDUS (INFODAY)

VI. Current occupation / job prospects (2) Current occupation by field of study Employed permanent term

Employed fixed term

PhD/Master student

Intern/Trainee

Unemployed/seeking a job

Other*

50 40

in %

30 20 10 0 Health and Welfare

Science, Mathematics and Computing

Engineering, Humanities and Arts Social Sciences, Manufacture and Business and Law Construction

Agriculture and Veterinary

Source: Graduate Impact Survey 2011, Graduate population, *Other (Self employed, family care, other)

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VI. Current occupation / job prospects (3) 50

Current occupation by year of graduation

Source: Graduate Impact Survey 2011 , Graduate population *Other (Self employed, family care, other)

 Number of permanent job positions increases over time, while fixed-term positions decrease

in %

40 30 20

 Unemployment rate decreases for years of graduation: from 22% (2010) to 3% (2006)

10

0 2010

2009

Employed permanent term Intern/Trainee

2008

2007

Employed fixed term Unemployed/seeking a job

 Graduates in PhD positions reach peak in 2009 (38%)

2006

PhD/Master student Other*

60

 2010 graduates from South and South-East Asia perform best as regards permanent employment

50

in %

40 30

 Africa is leading the group of PhD positions

20 10 0 South Asia

South-East Asia

Africa

East Asia

Latin America Europe NonEU

Current occupation by nationality (2010 graduates)

EU

Source: Graduate Impact Survey 2011, Graduates of 2010, only nationalities with significant response rate)

VI. Current occupation / job prospects (4) Salary in relative terms

Salary* by field of study > 50000

Engineering, Manufacture & Construction

Health and Welfare

41000 - 50000

Science, Mathematics & Computing

Social Sciences, Business and Law

31000 - 40000

Health and Welfare

Science, Mathematics and Computing

21000 - 30000 Social Sciences, Business & Law

Engineering, Manufacture and Construction

Humanities and Arts

Agriculture and Veterinary

Agriculture and Veterinary

Humanities and Arts

11000 - 20000

5000 - 10000

< 5000

0%

0

10

20

30

40

in % Source: Graduate Impact Survey 2011, Graduates in employment * Approximate annual gross salary in EUR

Above average

20%

Average

40%

60%

80% 100%

Under average

Source: Graduate Impact Survey 2011, Graduates in employment Respondents asked to rate their salary comapred to average in country of work

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VI. Current occupation / job prospects (5) Job position by nationality High position (chief executive, middle management)

Lower position (low or non-management)

Africa

South, West, Central Asia South-East Asia Latin America Europe non EU European Union North America Other* East Asia

0

20

40

in %

60

80

100

Source: Graduate Impact Survey 2011, Graduates in employment. *Other (Oceania and undefined)

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VI. Current occupation / job prospects (6) Job satisfaction by field of study 100%

90% ++

80% 70%

+

60% 50%

0

40% -

30% 20%

--

10% 0% Health and Welfare

Agriculture and Social Sciences, Science, Engineering, Humanities and Veterinary Business & Law Mathematics & Manufacture & Arts Computing Construction

Total

Source: Graduate Impact Survey 2011, Graduates in employment

Erasmus Mundus - Employability Workshop, Leuven, Mai 10th-11th 2011

VII. Residence issues / Mobility* Major results: Equilibrium between tendency to return to home region (52%) and tendency to remain in non-home region (48%), the latter being overwhelmingly in the EU (70%) EU graduates significantly less mobile (11%) than non-EU nationals (over 50%) Main reasons for mobility among students/graduates are the better job opportunities or career perspectives, while home and family issues are a pull factor for the home countries General Trend: extended stay in Europe to gain some years work experience and/or to do a PhD, returning to home country thereafter *) The concept of mobility, in the context of this study, refers to the residence after graduation in relation to the nationality of graduates (clustered in regions).  “Mobility” = Residence in other than region of origin  “Non-mobility” = Residence in region of origin

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VII. Residence issues / Mobility (2) Important reasons for non-mobility:

Important reasons for mobility: Reason

Mean

Regions

Reason

Mean

Regions

1 Job & career opportunities

63%

All, except NA

1 Home and family issues

60%

Asia (SE: 80%), Africa

2 Social contacts/private life

31%

NA (65%), EU (52%)

2 Social contacts/private life

46%

EU (62%)

Financial, social & political conditions

24%

Europe NonEU (42%)

Job & career opportunities

34%

NA (56%), EU, East Asia

21%*

Africa (44%)

Couldn’t find a job elsewhere

22%

Africa (34%), Latin America

25%

All except EU

3

4 Study reasons (PhD)*

Source: Graduate Impact Survey 2011, Graduate population Respondents were asked to select max. 3 out of 8 items *Study reasons: not original survey category, most mentioned in „Other“

3

4 Work permit & visa issues NA = North America, SE = South East (Asia)

Occupation of mobile graduates Employed EU

PhD/Master student

Non-EU Other 0%

10%

20%

30%

40%

50%

60%

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VII. Residence issues / Mobility (3) Reasons to remain in Europe (at least for some years):

Reasons to return to home country:  Growing industries/sectors and demand for qualified labour force (European degree)  “Avoiding a brain-drain”, students’ wish to benefit home countries  Return to former job (in higher position)

 Doing a PhD or other kind of further education  Getting access to European industries (job opportunities)  Possibility to obtain working visa 50% focus Europe

extended stay in Europe, but also returning

returning to home countries

40%

30%

20%

Access to European industries

10%

Field of Science, Mathematics, IT

PhD at European university or research institute Gathering European experience

Former employer better position Growing sectors, eager to benefit home country Fields of Health Social Science Humanities

0% Source: Interviews with EMMC coordinators

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VIII. Erasmus Mundus – an asset for job search? Major results:  The impact of Erasmus Mundus on career and job search is positively assessed by students and graduates. Compared to fellow students who graduate at home, their job search takes shorter time.  As a consistent result of methodologies, international experiences and intercultural competence can be regarded the most important asset that distinguishes EM students from other graduates.  Erasmus Mundus itself, focusing on the degree or the mere label, cannot (yet) be regarded an asset for the Mundus students when applying for a job outside the university. Employers’ awareness of the quality of the programme is still marginal.

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For general information and feedback, please attend to: MKW GmbH München +49 89 273 49 340 [email protected]

Céreq Marseille +33 4 91 13 28 28 [email protected]

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