How Effectively Are UEL Undergraduates Planning - Research Paper Example

How effectively are UEL undergraduates planning their Employability Entrepreneur futures? Contents Introduction and Background 3 Research Methods 3Research Philosophy 3 Research Approach 3 Research Analysis Tools 3 Data Collection and Sampling 4 Ethical Considerations 5 Findings 5 Face-to-face Interview 5 Close-ended Questionnaire Survey 7 Analysis 15 Limitations of the Research Methods 16 Conclusion 16 Reference List 18 Appendix 19 Close-ended Questionnaire Survey 19 Face-to-face Interview Questions 21 PPT 22 Introduction and Background United Kingdom is one of the most developed nations in the world. It is believed that domestic productivity and employment opportunities generated in U.K. are higher than several other nations. However, in 2012, a research report of BBC news stated that a large proportion of graduates in the country were unemployed, even after six months of completing their graduation (Harrison, 2013). Moreover, Higher Education Statistics Agency has claimed that proportion of male workforce in U.K. is lower than that of female workforce, though wages received by men are higher than that of women (HESA, 2014). Presently, corporate firms in U.K. aim to gain higher competences in business and this has significantly increased skills of labour force. If students of U.K. desire to access good job opportunities, then they must upgrade their knowledge base and skills (IAU, 2007). This will result in a more productive human capital in future. This is a research project that aims to analyze effective ways in which undergraduate students of University of East London (UEL) are planning their future employability or entrepreneurship (Harrison, 2013). Research Methods Research Philosophy The research philosophy explains the way in which relevant information and data are collected for conducting a research analysis. This research is related to characteristic features of human behaviour (Harrison, 2013). So, results accrued from such a research work cannot be easily quantified in numeric terms. This research work will follow an interpretive research philosophy (Kruger, 2008). Research Approach The research work was conducted on the basis of inductive research approach and conclusions were drawn at the end only after studying important collected data and information. Research Analysis Tools The research work was based on primary data and quantitative as well as qualitative analysis tools were used for conducting primary research. One-to-one interview and questionnaire method were employed for making the analysis. Other research tools, such as, focus group interview, were not chosen for the research process as these were less relevant in context of the research work. The technique of triangulation was implemented, which helped to lower non-stationarity and biasedness of data sources. Hence, data sources for the research work were authentic and reliable (Kruger, 2008). Quantitative Analysis A close-ended questionnaire survey was conducted for accomplishing the quantitative analysis. The results of close-ended questionnaire survey were use for conducting the quantitative analysis. Questions for the students were framed accordingly in order to gather information regarding their perceptions towards planning their career prospects. The 100 respondents of the questionnaire survey were randomly selected undergraduate students of UEL. They were categorized in terms of demographic aspects like, age, gender and year of study. The close-ended survey contained 12 questions (Fischer, 2011). Data Collection and Sampling Given that it is quite unfeasible to conduct analysis on the basis of entire population, the researcher selected an appropriate sample for the same. Simple random sampling (also known as probability sampling) method was utilized for selecting the appropriate sample (Fridah, 2004). Under this process, probability of selecting each unit of sample was equal. The sampling was done by way of sending an email request to these undergraduate students of UEL. Google Forms or Survey Monkey was two online survey collection instruments despatched to the respondents over internet (Duval, 2005). Qualitative Analysis The qualitative analysis was conducted over face-to-face interviews. The results of face-to-face interviews comprised detailed information regarding the plans that undergraduate students had made for their professional lives in future. Each interview session was conducted for a period of 10 minutes. Each session of interview involved only two entities; interviewer and interviewee. The Appendix here contains detailed information regarding the close-ended questionnaire survey and interview. The information collected from face-to-face interviews was more robust and useful for the analysis because each respondent had the chance to answer in details. The face-to-face interview sessions were conducted on 5 students of UEL. Among them, three were females and two were males. In order to maintain fairness, each session of the interview was restricted to 10 minutes. The five students were in third year and from Financial and Accounting department of the University. Each interviewee had to answer 10 questions related to their employability and entrepreneurship plans for future (Plessis, 2004). Ethical Considerations The research work was accomplished after considering different moral and ethical perspectives. Only those respondents who were interested to participate in the questionnaire survey and interviews were selected by the researcher. Furthermore, all responses and personal information collected from the respondents were not disclosed before or after the research work. Finally, it should be noted that analysis of the research paper was made only after evaluating the collected information and data (Hatch, 2002). Findings Face-to-face Interview Answer 1. The respondents were asked whether they had completed any PDP (Personal Development Plan) of three years of their study. All of them claimed to have completed a PDP (UEL, 2010). Answer 2. Three among the five students had claimed that PDP was not too useful for their employability and entrepreneurship plan. The other two students stated to be happy with the PDP session as it had helped to analyze their weaknesses and strengths (UEL, 2010). Answer 3. Three students claimed that they would prefer to work in the corporate sector after completing their graduation. Answer 4. All of them (above three students) desired to opt for corporate jobs relating to finance and accounting field. Answer 5. Respondents claimed that they had selected their programme in University according to their future professional objectives. So, their subject of choice was accurate (UEL, 2010). . Answer 6. All the students pointed out that obtaining a job in U.K. after graduation was not difficult. Answer 7. Three students mentioned that they would prefer to work in the corporate field in future. One student (of the two respondents who did not opt for corporate field) stated that he aspires to become an entrepreneur and the other one wanted to pursue higher education in future (IAU, 2007). Answer 8. All the students were happy with the faculty and other services provided by the University. The library, cafeteria, pods and social club facilities of the institute are of superior quality. Answer 9. Vocational training was considered essential by all respondents in order to secure one’s employability and entrepreneurship prospects. Answer 10. All the five students stated that attending university was relatively less important compared to personal study. They asserted that they visited UEL only three times a week (UEL, 2010). . Close-ended Questionnaire Survey Figure 1 Among the 100 respondents, as shown in the above graph, 55% were males and the other 45% were females. Figure 2 The above graph shows that majority of the respondents were between 23-26 years. The proportion of students above 31 years was lowest in the sample. Figure 3 (Source: Author’s Creation) Since majority of the respondents were between 23-26 years, the sample contained mostly second year students. The proportion of first and third year students was almost equivalent. Figure 4 The above graph shows that 45 out of 100 students were pursuing graduation under Business and Accounting programme. The proportion of students studying technical subjects such as, Information Technology, were lesser in the sample (UEL, 2010). . Figure 5 Majority of students in the sample were content with the choice of their programme. Figure 6 Since majority of students in the random sample were studying Business and Accounting, it was found that most respondents desired to work in the related corporate field. Graduates, belonging to the category of others, were students who did not desire to work in the service sector of U.K in future. Figure 7 Most of the respondents claimed that it was easy to get a job in U.K. Figure 8 It was impressive to witness that almost 45% of graduates in the sample wanted to become an entrepreneur in coming years. The rest 55% desired to either continue their service or be attached to other non-tertiary professions (UEL, 2014). Figure 9 The above pie diagram shows that 14% of the respondents desired to pursue higher studies after graduation. Figure 10 The above graph indicates that majority of the students in the random sample perceived vocational training to be of significant help in improving their employability and entrepreneurship qualities (UEL, 2014). Figure 11 Majority of the respondents were certain about the value of their programme in UEL. This is because nearly all students were assured that their subject choice would effectively lead towards achieving their desired career (UEL, 2014). Figure 12 The above pie diagram reflects that almost 38% of the students in UEL do not believe in attending the university regularly. Analysis The sample for close-ended questionnaire survey was selected on the basis of random sampling theory. As a result of a random experiment, proportion of second year students in the sample was more. Even so, it was found that most students were studying subjects relating to international business and commerce. The proportion of technical students in the university is less (Kothari, 2008). In reality, U.K. lacks efficient native technical professionals. The giant corporate companies of the country often recruit technical professionals from developing nations such as, China, Pakistan and India. These companies obtain technical labour resources at relatively lower costs from these economies, where the currency values are low. However, a considerable proportion of students in the country desire to become entrepreneurs in future. The domestic productivity of the country would increase with the help of greater commercialization, which is likely to occur through entrepreneurship. All the students were satisfied with services received by them from UEL. Nonetheless, they felt that the PDP programme within their modules were not useful. This implies that several students feel that classes and training sessions in the university are not efficient (Nakou and Barca, 2010). This is the reason for many respondents in the survey to state that visiting university regularly was not helpful. The university authorities of UEL should try to introduce ways through which students would be more interested to attend classes. This can be done by improving skill sets of the faculty. So, motivation for attending classes regularly can be provided by the professors and teachers (UEL, 2014). Nevertheless, it should be noted that university authorities must give greater attention towards improving the PDP session of students. The students can recognize drawbacks in their skill sets as well as expertise with help of this session. In addition, although students are found to be certain about their professional entrepreneurship or employability in future, they still are unaware about extent of difficulties to be encountered while seeking for productive jobs in future. The graduate students of U.K. can materialise their aspiring career by applying proper academic and vocational skills. The university authorities should introduce a vocational training session for students. Communication and leadership skills are very crucial for employability or entrepreneurship in present business world. With the help of above modifications, it can be advocated that students of UEL would become more certain regarding entrepreneurship and employability (Nakou and Barca, 2010). An effective e-learning facilities should be provided to the students who are irregular in classes (Vyortkina, 2014). Limitations of the Research Methods There were certain limitations to the research methodology. The sample was selected on the basis of random sampling process. So, researcher would not downsize the characteristic features of respondents on the basis of equity. The questionnaire survey was close-ended in nature and scope of information gathered from the survey session was not too wide. This is because; each question had bounded answerability scopes of the respondents (Kruger, 2008). Though certain limitations existed in the questionnaire survey, yet this process proved to be effective as it involved less cost and time. At the same time, the researcher could study perceptions of a large number of respondents under this research method. There were also certain problems in the way of face-to-face interview. There was a high probability that answers provided by some respondents were not accurate. For instance, there were probably few students who had no clue about their employability or entrepreneurship in future, but out of embarrassment, they answered in the most prospective manner. In addition, it was assumed that answers provided by the respondents over interview sessions were examined by the interviewer in the most reasonable way, besides being recorded accurately. Despite such limitations, the researcher had selected close-ended questionnaire survey and face-to-face interviews as the tools for primary research because of less time involved and cost convenience. Conclusion The research work aimed to analyze effective ways in which undergraduate students of UEL are planning their future employability or entrepreneurship. It is found that most undergraduate students stay unemployed for long after completing their graduation. At this juncture, it was highly rational to study ways adopted by U.K. students to frame or develop their skills and subsequently acquire desired jobs in future. Less employment opportunities are found in U.K. due to lack of technical labour force and high labour cost experienced by multinational firms. The multinational companies in U.K. are found to outsource labour resources from developing nations. Though the technical service sector of U.K. is not booming, yet its productivity is expected to increase by inclusion of greater number of entrepreneurial activities (UEL, 2014). From context of the research work, it was found that majority of the respondents in the interview session were not satisfied with the PDP programme of UEL. Hence, university authorities must introduce ways through which they would be able to improve quality of PDP programme. In addition, vocational training is considered necessary for securing future employability and entrepreneurship of students. Consequently, authorities of the university must incorporate special sessions, which would enable students to enhance their vocational skills. Special e-learning facilities should be provided to the students who face problems in attending the university classes regularly (Vyortkina, 2014). As the commercial market in U.K. is increasingly becoming competitive, quality of skills demanded from human capital is also heightening. Hence, nowadays, students must leave no stone unturned in order to improve their productivity and professional qualities. This in turn would enable them to attain desired employability and entrepreneurship (Frumkin, 2006). Reference List Duval, Y. (2005). Primary data collection methods: Survey design. [pdf] Unescap. Available at: [Accessed 5 May 2014]. Fischer, C. T. (2011). Qualitative research methods for psychologists: Introduction through empirical studies. London: Academic Press. Fridah, W. (2004). Sampling in research. California: Sage. Frumkin, N. (2006). Guide to Economic Indicators. New York: M.E. Sharpe. Harrison, A. (2013). Nearly one in 10 new graduates unemployed. BBC News, 27 June. Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. New York: SUNY Press. HESA. (2014). Headline statistics. [online] Available at: [Accessed 12 May 2014]. IAU. (2007). University of east London. [pdf] IAU. Available at: [Accessed 12 May 2014]. Kothari, C. R. (2008). Research methodology: Methods and techniques. Delhi: New Age International. Kruger, W. (2008). Research methodology. Cape Town: Oxford University Press. Nakou, E. and Barca, I. (2010). Contemporary public debates over history education. New Delhi: IAP. Plessis, Y. (2004). Research methodology and method. Pretoria: University of Pretoria. UEL. (2014). Staff training and development policy. [pdf] UEL. Available at: [Accessed 12 May 2014]. UEL. (2010). Transformation for excellence. [pdf] UEL. Available at: [Accessed 12 May 2014]. Vyortkina, D. (2014). E-learning strategy. [online] Available at: < http://www.editlib.org/noaccess/29006/> [Accessed 12 May 2014]. Appendix Close-ended Questionnaire Survey 1. What is your gender? (a) Male (b) Female 2. In which age group you lie? (a) 18-22 (b) 23-26 (c) 27-31 (d) Over 31 3. What is your year of studying in UEL? (a) 1st (b) 2nd (c) 3nd 4. What is your academic programme? (a) Business and Accounting (b) Finance and Banking (c) Information Technology (d) Others 5. Are you happy with you subject choice? (a) Yes (b) No 6. What is your career choice in future? (a) Business and Accounting (b) Finance and Banking (c) Information Technology (d) Others 7. Do you think getting a job is easy in U.K.? (a) Yes (b) No 8. Do you intend to become an entrepreneur in future? (a) Yes (b) No 9. If, “no” from 8, Do you desire to peruse studies after graduation? (a) Yes (b) No (c) Not Aware 10. Do you think your programme will help you attain your aspiring career? (a) Yes (b) No 11. Do you feel it is worth coming to the University? (a) Yes (b) No 12. Does vocational training help in increasing student’s academic proficiency? (a) (b) Face-to-face Interview Questions 1. Till date did your module programme include usage of any PDP? 2. Did your PDP help you develop your skills and assist you for making future career plans? 3. After completing your graduation studies what do you intend to do? 4. Do you aspire to take up any particular profession in job in the corporate field? 5. Do you think you can easily find a job after completing your graduation? 6. Do you think your selected programme will help you attain your aspiring career dream? 7. If “no” from question 4, do you seek to study after graduation or wish to take up any other profession? 8. Do you think University services are valuable? 9. Apart from education, do you think vocational skills are essential for finding a job? 10. What do you think visiting UEL everyday is highly required? PPT Read More