Plan of Undergraduates of the University of East London for Their Future - Research Paper Example

Small Scale research Project Table of Contents Introduction 3 Background of Research 3 Research aims and questions 3 Research Methods 4 Research Designs 4 Findings 5 Analysis 18 Conclusion 18 Reference List 19 Appendix: Questionnaire 21 Introduction Background of Research “What do you want to be when you complete your graduation” (Hundreds of Head, 2012) is the main question that arises in the minds of undergraduates after completing graduation. The undergraduates feel the pressure as soon as they reach the middle of course. It is very important for the undergraduate to understand the right direction for pursuing their career at this point of time. They can either to pursuing their career by undertaking by going for higher studies or search for jobs in private or public organizations. University plays a vital role in directing their students towards the right career path. Similarly, University of East London (UEL), a public university in east London has created thousands of wise brains around the world. The university prides itself in providing the best research based education to their students. It aims at providing transformational education to the student and provides them enterprising opportunities to develop their career goals. The UEL students have the opportunity to get the best education and develop appropriate knowledge regarding their subjects which will help them to build their future in this competitive world. In this particular research project, a survey is conducted among the UEL students on order to understand their views pertaining to life and work after graduation (Mukherji and Albon, 2009.). Research aims and questions The research aim is very important for a particular piece of work as it indicates the exact requirement of the same. It also identifies the flow of the research in order to reach its aim. Research aim is thus the main back bone of the project. The main aim of the research is to determine the manner in which the undergraduates of UEL are planning for their future after graduation. The life and work after graduation is very much dependent on few factors that dominate the urge for pursuing a right career option after graduation. These factors are highlighted in the research. The researcher has carried out a quantitative research which indicates questionnaire survey; a qualitative analysis is also depicted in the research which is based on the past researches that is carried out by different research firms. The main research questions are as follows: 1) How the undergraduates of UEL plan for their future after graduating from university? 2) How the UEL undergraduates develop their career after graduation by selecting the right options? 3) What are their experience pertaining to job search after graduating? 4) What types of career options they have after graduating? The above questions are formulated for the success of the research and these questions are addressed in the findings and analysis part of the research (Zammuto, 2008). Research Methods Research methods are very important for the success of a particular research project. Sampling techniques are employed to draw the required inference from the research. There are different types of sampling techniques. However, simple random sampling is used in this case to examine the research questions. In this particular method, the data have equal probability to get selected in sample. Here, the data is related to the response of the individuals. These individuals are chosen at random and included in the survey. For this particular research, the questionnaire survey method is adopted so as to answer the research questions. The research is carried out in quantitative terms. Closed ended questionnaires are formulated to obtain the respective results from the respondents of the survey (Pascarella and Terenzini, 2005; OECD, 2004). Research Designs The philosophy for the research is inductive (Shaheen, n.d.). Theories or hypothesis are developed after the survey results are evaluated. The survey also highlights the main findings of research, which is directed at establishing the fact pertaining to the research questions (Saunders, Lewis and Thornhil, 2009). Findings The survey highlights the most critical part of the research. The questionnaire survey is carried out among the students of UEL who are about to graduate from the university. These students are ideal for the survey as they can share their real experience pertaining to the research. The response is very crucial for the success of the survey and the research as a whole so biasness in answering the questions is not expected. It is assumed that the students, who are the real respondents of the survey, should give unbiased replies. The respondents are supplied with close ended questionnaires, which formed an important part of the survey. About 100 questionnaires are distributed and the response rate is seen to be 80% i.e. about 80 students duly filled the questionnaire without leaving any question unanswered (Forland, 2006). The results of the questionnaire survey are depicted below: Figure 1: Plan after graduation (Source: Author’s creation) The above figure highlights that the majority of the students of UEL want to do job after graduation. This students have the urge to work with esteemed companies, which can provide them job satisfaction and a worker friendly environment. Jobs are very difficult to get as it seeks the perfect skill and knowledge, which suits the job description. These students are fresher and thus have the expectation to start their new life after graduation and leave the academic life, which have lasted for almost 15 years. The pie chart shown above also depicts the fact that very few respondents’ wants to go post graduation; it is so as they want to experience the work life and fulfil their dream to pursue their career as a successful employee of an esteemed company. The others category includes fellowship program and business. This category is accepted by negligible number of respondents as it is too early for them to understand the market and start their own business (Smith and Khwaja, 2011; Soo and Elliott, 2010). Figure 2: Reason behind career decision (Source: Author’s creation) Reason behind the self realization is very important as students get influenced either by their loved ones, professors or develops self awareness by themselves. Self awareness comes from the information that is obtained from the surrounding environment and people. It is very important for a student as until he/she realizes particular facts regarding life, they are not motivated to go ahead in life. However, it can be stated that the most influential person of student’s life are the professor’s, who teaches them in school and university. The figure above is the proof for the above mentioned fact. The UEL students have identified that their professors plays the most crucial role in developing their idea regarding job search. The professors provide them with necessary information that guides them for their future life. However, the process of self realization starts after gaining knowledge pertaining to employment. The parents also play an important role as influencer in their children’s life. Since childhood, parents start educating their children regarding the different steps in life and how to deal with the most crucial phase of life. Hence, apart from professors of UEL, the parents of these students have also motivated them to move ahead in their life (Bennell and Pearce, 2003). Figure 3: Source of Self realization (Source: Author’s creation) Education is the main source of self realization, which is generated by the teacher’s in individual’s life. Education makes the individual knowledgeable enough to perceive the rights and wrongs of the world very minutely. It makes very particular regarding their career and choose the right option which is best for their skills and efficiency. The teachers or professors thus plays a very crucial role in the life of the students as the lesson, taught by them becomes the part of the students’ life. Thus, it can be portrayed that education and professor’s advice are very important for self realization of a student. This statement clearly supports the figure provided above. In this survey, the students have regarded their professor’s in UEL to the main influencer in their life. This is because the professors imparted their knowledge to the knowledge in such a way that it helps the latter to move ahead in life by choosing the right option (Rosenthal, 2004; Lee and Rice, 2007; Zheng, 2012). Figure 4: Experience pertaining to job search (Source: Author’s creation) During the survey, the researcher found out that the students of UEL have already concentrated in searching job even before final examinations (Saks and Ashforth, 1999). They are quite confident and determined about the fact they will crack the right job by the end of graduation. However, when they are asked regarding their experience pertaining to job search their responses are worth mentioning (Perrone and Vickers, 2003; Blaxter, Hughes and Tight, 2006). It is noticed that the respondents responded positively to this issue and majority said that there experience are very good as they found out the job, which they desired to get when they pass out. Right information regarding the desired job is very important for the students as they can prepare themselves for the job criteria and gain enough knowledge so that they can crack the interviews (Riley, et al., 2000). Information of the right job makes the students happy and comfortable as it provides them the satisfaction that their degree and skills will be utilised efficiently. Nevertheless, it is also worth mentioning that the right jobs are almost impossible to get until and unless right effort is given to search for it. The students who have easily got information regarding the best jobs are satisfied with the process; but the students who are unable to get the same had to go through the worst part of life. The main hindrance to the job search is lack of knowledge and experience in this issue, which made them de-motivated (Griffiths, Winstanley and Gabriel, 2005). Figure 5: Support of UEL to move ahead in life (Source: Author’s creation) University of east London (UEL) was established in 1892 when the Country Borough found it necessary to establish technical university for the advancement of the community (University of East London, 2014a). Since, then UEL had produced millions of graduates and post graduates students who are now well established in their life with good job and have achieved satisfactory standard of living. UEL has three campuses Stratford, Docklands Campus and University of Square Stratford (University of East London, 2014b). The students of all the three campuses are taught by esteemed professors, who have the ability to prepare their students for the competitive world. Thus, the students of UEL best class room education from the professors, which make them well aware of the challenges and theories pertaining to different aspects of life (Fernandez, 2011). The respondents of the survey, students of UEL, are sure regarding the fact they have received adequate support from the university to establish their life with pride and honour. They are taught to sustain in the long run in spite of the great competition. They are provided with appropriate ideas regarding career development and the options that are available to them at this point of time. The students who cannot grab the opportunity of gaining adequate information and knowledge from the UEL professors, they are reluctant to give comment regarding the support provided by the university. The above mentioned statement is proved by the responses of the 5 respondents who have responded “Can’t Say” (Kneale, 2008). Figure 6: Relevance of knowledge imparted by UEL (Source: Author’s creation) UEL is an old and esteemed university, which employs knowledgeable professors and renowned faculties. Hence, it is expected that the university will impart the right knowledge to their students and prepare them to encounter the external world (Ricchini and Arndt, 2005). From the above figure it is evident that the students of UEL have accepted the above mentioned fact that the professors are able to support them in enhancing their knowledge by imparting the right information (Shaw, et al., 2003). Figure 7: Expected salary (Source: Author’s creation) From the above figure it is evident that the students of UEL have high expectation regarding their salary. They expect that they have passed out from a renowned university and thus they should get the maximum return on the amount they have invested after education. Figure 8: Negotiation stage (Source: Author’s creation) Here, negotiation stage refers to the stage in student’s life when he/ she gain the ability to negotiate with the employers regarding his/her salary. This confidence actually comes to the student when he/ she have achieved master’s degree. Masters degree is very important as it provides strength to the students to get recognised among a pull of students with higher qualification. However, the undergraduates do not have that opportunity to negotiate with the employers as do not have the right experience in the first place and do not have higher qualifications. They have to start from the scratch with the salary that is specified by the employer. The respondents of this survey have agreed to the above mentioned facts. About 56% of the students have responded that they have the power to negotiate after they have achieved master’s degree. However, they have agreed that work experience increases the power of negotiation. Figure 9: Right environment (Source: Author’s creation) From the above figure it is evident that UEL is successful in providing right type of environment to its students. This environment is appropriate for providing right guidance to the students, which helps them to sustain in long run in this competitive world. Figure 10: Preferred industry (Source: Author’s creation) From the above figure it is evident that majority students of UEL have the desire to work in the government sector because of its job security and working environment. The students want to secure themselves from layoffs and thus they desire to join the public sector. Apart from joining the government sector, students prefer to join the engineering sector. This is another sector where the layoffs are limited and negligible. However, the rest of the respondents want to join financial and computer software organisations to pursue their dreams and become established in life. Figure 11: Factors influencing job decision (Source: Author’s creation) The main factor that influences the job decision is salary and job security. These two factors are vital for any student when they are staring their career. Analysis From the above discussion it can be analysed that UEL is successful in contributing positively towards enlightenment of its students’ life. The students of UEL have appreciated the university and have agreed that it has added value to their belief, which they had when joined the university. The researcher has successfully answered the research questions and has achieved its aim without much difficult through this survey. This survey gave inductive inferences, which included the faith of the students on the university. Conclusion It can be concluded that UEL students have positive attitude towards their university and its contributions. Through this survey, it is determined that professors play a very important role in the life of the students in UEL. The students also pay right gratitude to their professors through respect which is highlighted in the survey. It can be stated that the research has successfully answered its aims and have evaluated that UEL has supported its students in building up their career after graduation. Reference List Bennell, P. and Pearce, T., 2003. The internationalization of higher education: exporting education to developing and transition economies. International Journal of Educational Development, 23, pp. 215–232. Blaxter, L., Hughes, C. and Tight, M., 2006. How to Research. 3rd ed. New York: McGraw-Hill International. Fernandez, J., 2011. Trends in international student mobility: A study of the relationship between the UK and China and the Chinese student experience in the UK. [pdf] n.p. Available at: [Accessed 31 July 2014]. Forland, H., 2006. The international student learning experience: bridging the gap between rhetoric and reality. [pdf] Kingston University Available at: [Accessed 31 July 2014]. Griffiths, D.S., Winstanley, D. and Gabriel, Y., 2005. Learning Shock: The trauma of return to formal learning. Management Learning, 36 (3), pp. 275-297. Hundreds of Head, 2012. Life after college. London: Hundreds of Heads Books, LLC. Copyright. Kneale, P., 2008. Getting the best from an international year. Journal of Geography in Higher Education, 32(2), pp. 337-345. Lee, J. J. and Rice, C., 2007. Welcome to America? International student perceptions of discrimination. Higher Education, 53, pp. 381-409. Mukherji, P. and Albon, D., 2009. Research Methods in Early Childhood: An Introductory Guide. London: SAGE. OECD, 2004. Policy brief: Internationalisation of higher education. [pdf] OECD Available at: [Accessed 31 July 2014]. Pascarella, E. T. and Terenzini, P. T., 2005. How college affects students. San Francisco: Jossey-Bass. Perrone, L. and Vickers, M. H., 2003. Life after graduation as a very uncomfortable world: An Australian case study. Education+ Training, 45(2), pp. 69-78.  Ricchini, J. and Arndt, T., 2005. Life during college: your guide to success. Life After Graduation. Connecticut: Cengage Learning. Riley, M., Wood, R. C., Clark, M. A., Wilkie, E. and Szivas, E., 2000. Researching and Writing Dissertations in Business and Management. Connecticut: Thomson Learning. Rosenthal, L., 2004. Do school inspections improve school quality? Ofsted inspections and school examination results in the UK. Economics of education review, 23(2), pp. 143-151. Saks, A. M. and Ashforth, B. E., 1999. Effects of individual differences and job search behaviors on the employment status of recent university graduates. Journal of Vocational Behavior, 54(2), pp. 335-349. Saunders, M., Lewis, P. and Thornhil, A., 2009. Research Methods for Business Students. 3rd ed. New Jersey: Pearson Education. Shaheen, S., no date. Inductive and Deductive Research Approach. [online] Available at: [Accessed 31 July 2014]. Shaw, I., Newton, D. P., Aitkin, M. and Darnell, R., 2003. Do Ofsted inspections of secondary schools make a difference to GCSE results? British educational research journal, 29(1), pp. 63-75. Smith, R. A. and Khwaja, N. G., 2011. A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35, pp. 699-713. Soo, K. T. and Elliott, C., 2010. Does price matter? Overseas students in UK higher education. Economics of Education Review, 29, pp. 553-565. University of East London, 2014a. Our Vision and Values. [online] Available at: < http://www.uel.ac.uk/about/vision-and-values/ > [Accessed 31 July 2014]. University of East London, 2014b. Our Campuses. [online] Available at: < http://www.uel.ac.uk/about/campuses/ > [Accessed 31 July 2014]. Zammuto, R. F., 2008. Accreditation and the globalization of business. The Academy of Management Learning and Education, 7(2), pp. 256–268. Zheng, P., 2012. Antecedents to international student inflows to UK higher education: A comparative analysis. Journal of Business Research, pp. 1-8. Appendix: Questionnaire (Please tick the right option) 1) What is your plan after graduation? To get a god job Go for post graduation/ Master degree Others (fellowship, business etc.) 2) What is the reason behind these decisions? Self realization Advice of parents Advice of professors in UEL Family need Others If your answer is “Self realization”, then please answer the following questions: a) From where this realization originated? Self awareness Education gave me wide scope Advice of UEL professor Urge to move ahead in life 3) What is your experience regarding job search till now? Very Good Good Neither good nor bad Not very good Worse experience 4) Have UEL supported you to move ahead in your life by imparting right knowledge? Yes No 5) This knowledge has helped you to pursue your career without any hurdle? Yes No Can’t say 6) In which sector you want to work? Government sector Private sector None of the above 7) What is your expected salary per annum? £30,000 £45,000 £60,000 £65,000 and above 8) At which stage the candidate’s negotiates the most? After graduation After master’s degree Working experience for few years 9) Is UEL successful in creating the right environment for you to encounter the large competitive world? Yes No Can’t say 10) In which industry you wish to work? Engineering (Mechanical/Technical) Financial services Computer Software Investment Banking Consulting Pharmaceutical Architecture Government Architecture 11) Have UEL helped you to chose your right career option? Yes No Can’t Say 12) What factors have affected your decision to accept a job offer? Content of job Challenging work Opportunity which can build my career Fit for my skills and educational qualifications Work life balance and job flexibility Reputation of employers Salary Job security Job benefits Read More