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RELIABILITY OF SELF-ASSESSMENT QUESTIONNAIRES: DO ARCHITECTURE POSTGRADUATE STUDENTS OVERESTIMATE THEIR EMPLOYABILITY SKILLS? FEEDBACK FROM GRADUATES AND EMPLOYERS

Year 2018, Volume: 6 Issue: 2, 71 - 81, 29.06.2018

Abstract




















This study examines the
reliability of 94 self-assessed questionnaires employing architecture postgraduates
and employers via t-tests and descriptive statistics. This is important as many
studies employ self-assessment questionnaires with likert-scale responses to
assess employability skills in non-technical disciplines such as design and the
humanities. However, first-degree graduates often overestimate their skills in
comparison with results from employers. Results reveal no significant
differences between postgraduates and their employers for generic (t =-1.34, p =0.183)
and professional (t=1.38, p = 0.17)
skills and competencies. The study concludes
that questionnaires self-assessed by postgraduate students are reliable for assessing
employability potentials of architecture graduates.

References

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  • Babadoye, S. A., Adewale, A. J., Olabode, O. & Aribisola, E. E. The Nigerian Institure of Architects' Professional Practice Examination: Conceptions, Misconceptions and the Way Forward. African Higher Education Review (AHER), 7 (2), 15-24, (2013).
  • Baker, C., Loughren, E. & Crone, D. Emplyability of Graduates in Sport Needs Analysis (Work Package 2) Executive summary. University of Gloucestershire, UK (2014).
  • Barker, B. Employability Skills: Maintaining relevance in Marketing Education. The Marketing Review, 134 (1), 29-48, (2014).
  • Buntat, Y., Jobor, M., Saud, M. S., Mansor, S. M. & Mustaffa, N. H. Employability Skills Element's: Difference Perspective Between Teaching Staff and Employers Industrial in Malaysia. Procedia: Social and Behavioral Sciences, 93, 1531-1535, (2013).
  • Butler, J. Global Youth Unemployment Rate Rising Rapidly. Retrieved 11/25/2015, from MintPress News: www.mintpressnews.com, (2015).
  • Dwyer, M. Construction Workers struggle with pain, stress from injuries [Online article]. Retrieved 10/25/2015, from www.hsph.harvard.edu/news/features/consruction-workers-struggle-with-pain-stress-from-injuries, (2013).
  • ECDL. Perception and Reality: Measuring Digital Skills in Europe. The European Computer Driving Licence Foundation. ECDL; European Commission, (2016).
  • Else, H. Students unrealistic about skill level of jobs. Retrieved 09/03/2017, from Times Higher Education: www.timeshighereducation.com/news/students-unrealistic-about-skill-level-of-jobs/2014160.article, (2014).
  • Ferns, S. Graduate employability: Teaching staff, employer and graduate perceptions. Procs. of the ACEN National Conference, Collaborative Education: Investing in the Future, 29 Oct-2 Nov. 2012, Deakin University (pp. 77-87). Geelong: Australian Collaborative Education Network, (2012).
  • Field, A. Discovering Statistics using IBM SPSS Statistics (4th Ed.). SAGE: London (2013).
  • Finch, D. J., Peacock, M., Levallet, N. & Foster, W. A dynamic capabilities view of employability: Exploring the drivers of competitive advantage for university graduates. Education + Training, 58 (1), 61-81, (2016).
  • Generic skills questionnaire Online document retrieved from http://www.uniduesto.org/tuningeu/images/stories/completencies/GENERIC_COMPETENCE_QUESTIONNAIRES.pdf on 25/11/2014. (n.d.)
  • Grzeda, M. M. In Competence we trust: Addressing Conceptual Ambiguity. Journal of Management Development, 24 (6), 530-545, (2005).
  • Hillage, J. & Pollard, E. Employability: Developing a framework for policy analysis:. Retrieved 09/11/2017, from DfEE: http://webarchive.nationalarchives.gov.uk/20130402091826/https://education.gov.uk.publications/eOrderingDownload/RB85.pdf, (1998).
  • Holt, G. D. Construction research questionnaires and attitude measurement: relative index or mean? Journal of Construction Procurement, 3 (2), 88-96, (1997).
  • Holt, G. D. Asking questions, analysing answers: relative importance revisited. Construction Innovation, 14 (1), 2-16, (2014).
  • Humburg, M. & Velden, R. V. Self-assessments or tests? Comparing cross-national differences in patterns and outcomes of graduates' skills based on international large-scale surveys. Studies in Higher Education, 40 (3), 482-504, (2015).
  • Kamal, K. Training employable graduates: Innovation in training technology. Paper presented at the National Conference on Continuing Technical Education and Training, the Katherina Hotel, Batu Pahat Johor. Johor, (2006).
  • Katyal, V. & Arora, R. Graduate Employability and Students' Orientation to Labor Market. Procs, 10th AIMS International Conference on Management, 6-9 Jan 2013 (pp. 1-11). Bangalore: The Association of Indian Management Scholars Interantional, (2013).
  • Lau, H.-H., Hsu, H.-Y., Acosta, S. & Hsu, T.-L. Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of Taiwanese Business Schools. Educational Studies, 40 (1), 26-47, (2014).
  • Liu, T.-t. & Sun, H.-b. Gender differences on information Literacy of Science and Engineering Undergraduates. I. J. Modern Education and Computer Science, 2, 23-30, (2012).
  • Lokhoff, J., Wegewijs, B., Durkin, K., Wagenaar, R., Gonzalez, J., Isaacs, A. K., et al. CoRe: Tuning Educational Structures in Europe, a guide to formulating degree programme competencies and programme learning outcomes. Tuning Lifelong Learning, Bilbao, Gronongen and The Hague, (2010).
  • Maina, J. J. Perception of the impact of the architecture curriculum on final year design: Do gender and mode of entry matter? A'JETS, ATBU Journal of Environmental Technology (in press).
  • Maina, J. J. & Daful, C. K. Do they measure up? Architecture Graduates' Perception of Acquired Skills, Employer's Expectations and What is Obtained. JORIND, Journal of Research in National Development, 15 (1), 153-161, (2017).
  • Maina, J. J., & Salihu, M. M. An Assessment of Generic Skills and Competencies of Architecture Graduates in Nigeria. AJETS, 9 (1), 30-41, (2016).
  • Matsouka, K. & Mihail, D. M. Graduates' employability: What do graduates and employers think? Industry and Higher Education, 30 (5), 321-326, (2016).
  • McCowan, T. Can Higher Education Solve Africa's job Crisis? Understanding Graduate Employability in Sub Saharan Africa. British Council. London: British Council, (2014).
  • Mtan, T. Impact of time management on academic performance of architecture students in Nigeria: A case study of undergraduate students of Architecture, Kano State University. Zaria: Unpublished BSc project, (2017).
  • Mtebula, C. T. Employers' and Graduates Perception Survey on Employability and Graduateness: Products of the School of Construction Economics and Management at the University of the Witwatersrand. Johannesburg: Unpublished MSc thesis, University of Witwatersrand, (2014).
  • Nelson, A. A. & Dopson, L. Future of Hotel Education: Required Skills and knowledge for Graduates of U. S. Hospitality Programs beyond the Year 2000- Part One. Journal of Hospitality and Tourism Education, 13 (5), 58-67, (2001).
  • Pitan, O. S. An assessment of generic skills demand in five sectors of the Nigerian Labor Market. Public and Munincipal Finance, 4 (1), 28-36, (2015).
  • Pitan, O. S. & Adedeji, S. O. Skills Mismatch Among University Graduates in the Nigeria Labor Market. US-China Education Review, 90-98, (2012).
  • Porter, A. Student Employability Index 2014 Part Two. NCUB, National Centre for Universities and Business. London: NCUB, Compass Group, (2014).
  • Rokooei, S. & Goedert, J. Simulation as an Effective Tool For Gender Education in Construction. In P. E. Doolittle, & D. L. Lusk (Ed.), Procs, Higher Education Pedagogy, 5-7 February 2014 (pp. 291-292). Virginia, US: Virginia Tech, (2014).
  • Rooke, J. D. Developing a more empirical approach to culture, attitude and motivation in construction management research: a critique and a proposal. Journal of Construction Procurement, 3 (2), 45-55, (1997).
  • Salleh, R., Yusoff, M. M., Amat, S. C., Noor, A. M. & Suredah, N. Profiling Industry-Relevant Competencies of Graduate Architects through Online Job Advertisements. International Business Research, 6 (11), 43-51, (2013).
  • Saunders, V. & Zuzel, K. Evaluating Employability Skills: Employer and Student Perceptions. Bioscience Education, 15 (1), 1-15, (2010).
  • Schmidt, H. G. & van der Molen, H. T. Self-reported Competency ratings of Graduates of a Problem-based Medical Curriculum. Academic Medicine, 76 (5), 466-468, (2001).
  • Sodipo, O. O. Employability of Tertiary Education Graduates in Nigeria: Closing the Skills Gap. Global Journal of Human Resource Management, 2 (3), 28-36, (2014).
  • Spiridonidis, C. Towards a Competency Based Architectural Education in Europe. Report on the Validation panel on Tuning in Architecture. Retrieved 11/12/ 2014, from EHNSA: www.unideusto.org/tuningeu/images/stories/Summary_of_outcomes_TN/Toward_a_competencies_Based_Architectural_Education_in_Europe.doc, (2007).
  • Strebler, M., Thompson, M. & Heron, P. Skills, Competencies and Gender: Issues for Pay and Training, Report 333. The Institute for Employment Studies. Brighton, UK: IES, (1997).
  • Tsitskari, E., Goudas, M., Tsalouchou, E., & Michalopoulou, M. Employers' expectations of the employability skils needed in the sport and recreation environment. Journal of Hospitality, Leisure, Sport Tourism Education, 20, 1-9, (2017).
  • Tymon, A. The Student Perspective on Employability. Studies in Higher Education, 38 (6), 841-856, (2013).
  • UIA. UNESCO/UIA Charter for Architectural Education. Tokyo, Japan: International Union of Architects, (2011).
  • UIA. UIA Accord on recommended International Standards of Professionalism in Architectural Practice (Ammended August 2014). Durban, South Africa: International Union of Architects, (2014).
  • Wickramasinghe, V. & Parera, L. Graduates', university lecturers' and employers' perceptions towards employability skills. Education and Training, 52 (3), 226-244, (2010).
  • World Bank. Youth employment in Sub-Saharan Africa. Africa Development Forum. Washington D. C.: World Bank, (2014).
  • Yorke, M. Employability in Higher Education: What it is-what it is not. York: Higher Education Academy, (2006).
Year 2018, Volume: 6 Issue: 2, 71 - 81, 29.06.2018

Abstract

References

  • Asuquo, P. N. & Inaja, A. E. Fostering sustainable career development and employability among young people in the changing world of work: employers' perspective. Procedia: Social and Behavioral Sciences, 84, 1492-1499, (2013).
  • Babadoye, S. A., Adewale, A. J., Olabode, O. & Aribisola, E. E. The Nigerian Institure of Architects' Professional Practice Examination: Conceptions, Misconceptions and the Way Forward. African Higher Education Review (AHER), 7 (2), 15-24, (2013).
  • Baker, C., Loughren, E. & Crone, D. Emplyability of Graduates in Sport Needs Analysis (Work Package 2) Executive summary. University of Gloucestershire, UK (2014).
  • Barker, B. Employability Skills: Maintaining relevance in Marketing Education. The Marketing Review, 134 (1), 29-48, (2014).
  • Buntat, Y., Jobor, M., Saud, M. S., Mansor, S. M. & Mustaffa, N. H. Employability Skills Element's: Difference Perspective Between Teaching Staff and Employers Industrial in Malaysia. Procedia: Social and Behavioral Sciences, 93, 1531-1535, (2013).
  • Butler, J. Global Youth Unemployment Rate Rising Rapidly. Retrieved 11/25/2015, from MintPress News: www.mintpressnews.com, (2015).
  • Dwyer, M. Construction Workers struggle with pain, stress from injuries [Online article]. Retrieved 10/25/2015, from www.hsph.harvard.edu/news/features/consruction-workers-struggle-with-pain-stress-from-injuries, (2013).
  • ECDL. Perception and Reality: Measuring Digital Skills in Europe. The European Computer Driving Licence Foundation. ECDL; European Commission, (2016).
  • Else, H. Students unrealistic about skill level of jobs. Retrieved 09/03/2017, from Times Higher Education: www.timeshighereducation.com/news/students-unrealistic-about-skill-level-of-jobs/2014160.article, (2014).
  • Ferns, S. Graduate employability: Teaching staff, employer and graduate perceptions. Procs. of the ACEN National Conference, Collaborative Education: Investing in the Future, 29 Oct-2 Nov. 2012, Deakin University (pp. 77-87). Geelong: Australian Collaborative Education Network, (2012).
  • Field, A. Discovering Statistics using IBM SPSS Statistics (4th Ed.). SAGE: London (2013).
  • Finch, D. J., Peacock, M., Levallet, N. & Foster, W. A dynamic capabilities view of employability: Exploring the drivers of competitive advantage for university graduates. Education + Training, 58 (1), 61-81, (2016).
  • Generic skills questionnaire Online document retrieved from http://www.uniduesto.org/tuningeu/images/stories/completencies/GENERIC_COMPETENCE_QUESTIONNAIRES.pdf on 25/11/2014. (n.d.)
  • Grzeda, M. M. In Competence we trust: Addressing Conceptual Ambiguity. Journal of Management Development, 24 (6), 530-545, (2005).
  • Hillage, J. & Pollard, E. Employability: Developing a framework for policy analysis:. Retrieved 09/11/2017, from DfEE: http://webarchive.nationalarchives.gov.uk/20130402091826/https://education.gov.uk.publications/eOrderingDownload/RB85.pdf, (1998).
  • Holt, G. D. Construction research questionnaires and attitude measurement: relative index or mean? Journal of Construction Procurement, 3 (2), 88-96, (1997).
  • Holt, G. D. Asking questions, analysing answers: relative importance revisited. Construction Innovation, 14 (1), 2-16, (2014).
  • Humburg, M. & Velden, R. V. Self-assessments or tests? Comparing cross-national differences in patterns and outcomes of graduates' skills based on international large-scale surveys. Studies in Higher Education, 40 (3), 482-504, (2015).
  • Kamal, K. Training employable graduates: Innovation in training technology. Paper presented at the National Conference on Continuing Technical Education and Training, the Katherina Hotel, Batu Pahat Johor. Johor, (2006).
  • Katyal, V. & Arora, R. Graduate Employability and Students' Orientation to Labor Market. Procs, 10th AIMS International Conference on Management, 6-9 Jan 2013 (pp. 1-11). Bangalore: The Association of Indian Management Scholars Interantional, (2013).
  • Lau, H.-H., Hsu, H.-Y., Acosta, S. & Hsu, T.-L. Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of Taiwanese Business Schools. Educational Studies, 40 (1), 26-47, (2014).
  • Liu, T.-t. & Sun, H.-b. Gender differences on information Literacy of Science and Engineering Undergraduates. I. J. Modern Education and Computer Science, 2, 23-30, (2012).
  • Lokhoff, J., Wegewijs, B., Durkin, K., Wagenaar, R., Gonzalez, J., Isaacs, A. K., et al. CoRe: Tuning Educational Structures in Europe, a guide to formulating degree programme competencies and programme learning outcomes. Tuning Lifelong Learning, Bilbao, Gronongen and The Hague, (2010).
  • Maina, J. J. Perception of the impact of the architecture curriculum on final year design: Do gender and mode of entry matter? A'JETS, ATBU Journal of Environmental Technology (in press).
  • Maina, J. J. & Daful, C. K. Do they measure up? Architecture Graduates' Perception of Acquired Skills, Employer's Expectations and What is Obtained. JORIND, Journal of Research in National Development, 15 (1), 153-161, (2017).
  • Maina, J. J., & Salihu, M. M. An Assessment of Generic Skills and Competencies of Architecture Graduates in Nigeria. AJETS, 9 (1), 30-41, (2016).
  • Matsouka, K. & Mihail, D. M. Graduates' employability: What do graduates and employers think? Industry and Higher Education, 30 (5), 321-326, (2016).
  • McCowan, T. Can Higher Education Solve Africa's job Crisis? Understanding Graduate Employability in Sub Saharan Africa. British Council. London: British Council, (2014).
  • Mtan, T. Impact of time management on academic performance of architecture students in Nigeria: A case study of undergraduate students of Architecture, Kano State University. Zaria: Unpublished BSc project, (2017).
  • Mtebula, C. T. Employers' and Graduates Perception Survey on Employability and Graduateness: Products of the School of Construction Economics and Management at the University of the Witwatersrand. Johannesburg: Unpublished MSc thesis, University of Witwatersrand, (2014).
  • Nelson, A. A. & Dopson, L. Future of Hotel Education: Required Skills and knowledge for Graduates of U. S. Hospitality Programs beyond the Year 2000- Part One. Journal of Hospitality and Tourism Education, 13 (5), 58-67, (2001).
  • Pitan, O. S. An assessment of generic skills demand in five sectors of the Nigerian Labor Market. Public and Munincipal Finance, 4 (1), 28-36, (2015).
  • Pitan, O. S. & Adedeji, S. O. Skills Mismatch Among University Graduates in the Nigeria Labor Market. US-China Education Review, 90-98, (2012).
  • Porter, A. Student Employability Index 2014 Part Two. NCUB, National Centre for Universities and Business. London: NCUB, Compass Group, (2014).
  • Rokooei, S. & Goedert, J. Simulation as an Effective Tool For Gender Education in Construction. In P. E. Doolittle, & D. L. Lusk (Ed.), Procs, Higher Education Pedagogy, 5-7 February 2014 (pp. 291-292). Virginia, US: Virginia Tech, (2014).
  • Rooke, J. D. Developing a more empirical approach to culture, attitude and motivation in construction management research: a critique and a proposal. Journal of Construction Procurement, 3 (2), 45-55, (1997).
  • Salleh, R., Yusoff, M. M., Amat, S. C., Noor, A. M. & Suredah, N. Profiling Industry-Relevant Competencies of Graduate Architects through Online Job Advertisements. International Business Research, 6 (11), 43-51, (2013).
  • Saunders, V. & Zuzel, K. Evaluating Employability Skills: Employer and Student Perceptions. Bioscience Education, 15 (1), 1-15, (2010).
  • Schmidt, H. G. & van der Molen, H. T. Self-reported Competency ratings of Graduates of a Problem-based Medical Curriculum. Academic Medicine, 76 (5), 466-468, (2001).
  • Sodipo, O. O. Employability of Tertiary Education Graduates in Nigeria: Closing the Skills Gap. Global Journal of Human Resource Management, 2 (3), 28-36, (2014).
  • Spiridonidis, C. Towards a Competency Based Architectural Education in Europe. Report on the Validation panel on Tuning in Architecture. Retrieved 11/12/ 2014, from EHNSA: www.unideusto.org/tuningeu/images/stories/Summary_of_outcomes_TN/Toward_a_competencies_Based_Architectural_Education_in_Europe.doc, (2007).
  • Strebler, M., Thompson, M. & Heron, P. Skills, Competencies and Gender: Issues for Pay and Training, Report 333. The Institute for Employment Studies. Brighton, UK: IES, (1997).
  • Tsitskari, E., Goudas, M., Tsalouchou, E., & Michalopoulou, M. Employers' expectations of the employability skils needed in the sport and recreation environment. Journal of Hospitality, Leisure, Sport Tourism Education, 20, 1-9, (2017).
  • Tymon, A. The Student Perspective on Employability. Studies in Higher Education, 38 (6), 841-856, (2013).
  • UIA. UNESCO/UIA Charter for Architectural Education. Tokyo, Japan: International Union of Architects, (2011).
  • UIA. UIA Accord on recommended International Standards of Professionalism in Architectural Practice (Ammended August 2014). Durban, South Africa: International Union of Architects, (2014).
  • Wickramasinghe, V. & Parera, L. Graduates', university lecturers' and employers' perceptions towards employability skills. Education and Training, 52 (3), 226-244, (2010).
  • World Bank. Youth employment in Sub-Saharan Africa. Africa Development Forum. Washington D. C.: World Bank, (2014).
  • Yorke, M. Employability in Higher Education: What it is-what it is not. York: Higher Education Academy, (2006).
There are 49 citations in total.

Details

Journal Section Architecture
Authors

Joy Maina

Publication Date June 29, 2018
Submission Date December 1, 2017
Published in Issue Year 2018 Volume: 6 Issue: 2

Cite

APA Maina, J. (2018). RELIABILITY OF SELF-ASSESSMENT QUESTIONNAIRES: DO ARCHITECTURE POSTGRADUATE STUDENTS OVERESTIMATE THEIR EMPLOYABILITY SKILLS? FEEDBACK FROM GRADUATES AND EMPLOYERS. Gazi University Journal of Science Part B: Art Humanities Design and Planning, 6(2), 71-81.