University Graduate Employment

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There is much concern about the employment prospects of school and university graduates and the following article highlights some concerns and points on reasons including high school career counselling, parents, industry, universities and back grounded by ignorance of skills in demand.

One could add that societal attitudes and knowledge about science, maths or data and digital are low in Australian elites, meanwhile working age population aka baby boomers is in transition and meanwhile, many low level positions require university degrees as a minimum requirement.

Are there too many university graduates in the wrong disciplines with few employment opportunities?

Too Many University Graduates? (Image copyright Pexels)

Who’s really to blame for too many unwanted graduates?

By Tony Featherstone

February 7, 2019 — 12.01am

Why do thousands of young Australians enrol in the wrong university degree each year and overlook in-demand professions that are screaming for graduates.

In engineering generally, about 10,000 students graduate at our universities each year and about 16,000 engineers arrive here annually from overseas, according to Engineers Australia analysis. There would be a massive engineering shortfall without skilled migration.

It’s crazy that so few Australian students study software engineering, cybersecurity, artificial intelligence and other emerging fields, relative to industry demand, yet there is a growing surplus of graduates in the arts, journalism, law and other fields with fewer jobs.

The obvious culprit is universities. They have fanned a graduate glut – and a generation of students with high debt and diminished job prospects – by accepting more students into fields that already oversupplied….

….Industry, schools and students are part of the problem. Business complains about not enough graduates being developed in a new area, yet runs a mile when it has to fund university research or co-develop teaching courses. It’s easier to outsources graduate training to universities, take no risk and let taxpayers co-fund the learning. Then, whinge about universities.

Schools, too, can do more to encourage students to pursue in-demand occupations. I don’t know enough about career counselling at schools to form an opinion, but something must be wrong if so many students enrol in degrees that have terrible job prospects.

Perhaps school curriculums are not sufficiently aligned with the needs of universities. Industry berates universities for not producing enough graduates in areas with skill shortages, yet schools might not be producing enough students with the skill and passion to do engineering and similar courses at university.

Again, that’s changing as more boys and girls study science, technology, engineering and mathematics (STEM) subjects at school. But change is slow and off a low base – engineering, for example, has been crying out for more students, particularly women, for years.

Then there’s students and parents. We tell our kids to follow their passion when choosing a career: think with your heart rather than your head about a degree; take a year or two off for travel before university; chop and change degrees if you don’t like them.

That’s reckless advice. I’m not saying students should enrol in degrees they have low aptitude for, or will make them miserable. They must have an inclination, either natural or an ability to develop one, in any field to succeed in the long run.’

 

For more blogs and articles about higher education teaching, work skills, digital technology and science literacy click through.

 

 

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Impact of Digital on Marketing Industry Employee Skills

Digital and any new technology can be disruptive and requires changes in thinking, working, learning, education and training; includes marketing and IT.  However, like computer science, education and even job descriptions do not keep pace with technological change while many working successfully in IT or marketing do not possess related university degree, if at all.  Many are educated in other or similar disciplines e.g. engineering, or self-taught through personal or business need, and industry training or certification is more important than the degree (like CPA in accounting), supported by outcomes.

Following is paid content (marketing) from Digital Essentials on Mumbrella explaining how digital has impacted the marketing industry:

Marketing jobs are radically different in 2019 – but some employees can’t keep up

A revolution in how we consume media has turned advertising on its head, but recruits of all levels aren’t being trained in essential new skills.

February 4, 2019 7:30

Keeley Pope understands better than most how jobs in Australia’s media and marketing have changed over the last decade. A recruiter with 25 years experience, she deals first-hand with exasperated employers who require new starters to have mastered a breathless list of digital skills. “Today, you’ve got to be able to go from editing a video one minute to analysing data the next and then briefing into a post-production house afterwards,” she says.

In fact, that’s just the start of it. Marketing roles in 2019, she explains, can also encompass social media strategy, paid content, e-commerce, app building, project management as well as skills in Photoshop, CMS and copywriting. “Even the mid-level roles are very much hands-on,” she adds. “Now, marketers are publishers in their own right, too.”

These changes are, of course, a result of how marketers and agencies have reacted to the differing ways we consume media – the decline of printed newspapers, say, or the rise of social media and TV-on-demand. The problem is many current employees have been caught cold: either forced to suddenly acquire skills they’ve never been trained for or rejected for new positions outright. “The onus is on the individual to upscale themselves….

….And all that change is affecting how businesses are marketing and growing. New research by PWC and Facebook, for instance, reveals more than a third of Australian small businesses are exporting to foreign markets, and more than a third of companies now earn international revenue within just two years of establishment.

And so brands have reacted. Digital marketing spend has grown by 13% in the last year, up to $2.24bn, with video showing the biggest leap, along with increases to display, classified and search (Google ads, basically). Meanwhile, programmatic spend in Australia has leapt to $1.7bn – a staggering increase from just $84m in 2012.

“The reality is modern market is diversifying,” says Easther. “So employees now need to know a little bit about a lot – whatever side of the fence you’re working on. So, to do marketing well, particularly in digital, you need to be able to hold a conversation, and you need to know the strategy of how all the channels work together.”….

….On Easther’s course, he finds his students range from those starting out in creative agencies to senior marketing directors working client side and even those in media sales. “Some have learned digital from a few different sources and they come to formalise their learning,” he says. “While others have deep knowledge in one area but want to be more versatile. They might be a social specialist, say, but when they have a meeting to discuss programmatic, they wish they could contribute more.”’

For more articles and blogs about digital marketing, digital marketing lecturer and digital or e-consumer behaviour click through.

 

Student Copying, Plagiarism, Essay Factories and Ghost Writers

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A recent article from The Conversation analyses issues with plagiarism or cheating, especially amongst international students, although a little light on insight and innovative solutions e.g. why or why not use essays in assessment?

Essay factories and ghost writers have become an issue in international education especially.

Cheating Amongst University Students (Image copyright Pexels)

Doing away with essays won’t necessarily stop students cheating

December 20, 2018 6.06am AEDT

Julie Hare Honorary Fellow, University of Melbourne

It’s never been easier for university students to cheat. We just need look to the scandal in 2015 that revealed up to 1,000 students from 16 Australian universities had hired the Sydney-based MyMaster company to ghost-write their assignments and sit online tests.

It’s known as contract cheating – when a student pays a third party to undertake their assignments which they then pass off as their own. Contract cheating isn’t new – the term was coined in 2006. But it’s becoming more commonplace because new technologies, such as the smart phone, are enablers.

Cheating is taken seriously by universities and the national regulator, the Tertiary Education Quality and Standards Agency. Much of the focus has been on changing assessment tasks to ones deemed to be harder for a third party to undertake. This is called “authentic assessment”.

This type of assessment has been widely adopted at universities. They are comprised of tasks that evaluate knowledge and skills by presenting students with real-world scenarios or problems relevant to the kinds of challenges they would face following graduation. But new research found authentic assessment may be as vulnerable to cheating as other more obvious examples, such as essays.

What the research shows…

….They found, for both students and teachers, assessments with a short turnaround time and heavily weighted in the final mark were perceived as the tasks which were the most likely to attract contract cheating.

Assessments perceived as the least likely to attract contract cheating were in-class tasks, personalised and unique tasks, vivas (oral explanations of a written task) and reflections on practical placements. But these tasks were the least likely to be set by educators, presumably because they’re resource and time intensive….

…So what do we do about it?

This research provides yet more compelling evidence that curriculum and changes to teaching strategies and early intervention must be employed to support students’ academic endeavours…

…The data demonstrates assessment tasks designed to develop relevant professional skills, which teachers are highly likely to set, were perceived by students as tasks that can easily be cheated on. These might include asking accounting students to memorandums, reports or other communication groups to stakeholders, such as shareholders. In fact, among students from a non-English speaking background, the risks of cheating might actually increase for these tasks. This means authentic assessment might run the increasing risk of being outsourced.’

Solutions?

Related strategies could also include educating (international) students about ‘learning how to learn’ as used in Teaching English as a Foreign Language (TEFL) sector, discouraging rote learning and regurgitation, management supporting teaching and learning with appropriate funding and systems.  Related, less pressure on enrolment and retention rates, then more innovative ongoing assessments including shorter open book exams and in class assignments with focus upon higher level skills according to Bloom’s taxonomy i.e. analysis, synthesis and evaluation.

For more related articles and blog posts about academic integrity, assessment, copying, learning, pedagogy and student plagiarism click through.

 

 

 

 

Skills of Critical Thinking

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Critical thinking and related literacies are viewed as essential soft, work or life skills to be taught and learnt by school students, apprentices, trainees, university students, employees and broader society, but how?

Following is parts of an article from The Conversation focusing upon argumentation, logic, psychology and the nature of science to help people understand and analyse the world round us in an age of fake news, conspiracy theories, anti-science and anti-education sentiments.

‘How to teach all students to think critically

December 18, 2014 2.27pm AEDT

All first year students at the University of Technology Sydney could soon be required to take a compulsory maths course in an attempt to give them some numerical thinking skills.

The new course would be an elective next year and mandatory in 2016 with the university’s deputy vice-chancellor for education and students Shirley Alexander saying the aim is to give students some maths “critical thinking” skills.

This is a worthwhile goal, but what about critical thinking in general?

Most tertiary institutions have listed among their graduate attributes the ability to think critically. This seems a desirable outcome, but what exactly does it mean to think critically and how do you get students to do it?

So what should any mandatory first year course in critical thinking look like? There is no single answer to that, but let me suggest a structure with four key areas:

 

Argumentation

The most powerful framework for learning to think well in a manner that is transferable across contexts is argumentation.  Arguing, as opposed to simply disagreeing, is the process of intellectual engagement with an issue and an opponent with the intention of developing a position justified by rational analysis and inference.

 

Logic

Logic is fundamental to rationality. It is difficult to see how you could value critical thinking without also embracing logic.  People generally speak of formal logic – basically the logic of deduction – and informal logic – also called induction.  Deduction is most of what goes on in mathematics or Suduko puzzles and induction is usually about generalising or analogising and is integral to the processes of science.

 

Psychology

One of the great insights of psychology over the past few decades is the realisation that thinking is not so much something we do, as something that happens to us. We are not as in control of our decision-making as we think we are.  We are masses of cognitive biases as much as we are rational beings. This does not mean we are flawed, it just means we don’t think in the nice, linear way that educators often like to think we do.

 

The Nature of Science

Learning about what the differences are between hypotheses, theories and laws, for example, can help people understand why science has credibility without having to teach them what a molecule is, or about Newton’s laws of motion.  Understanding some basic statistics also goes a long way to making students feel more empowered to tackle difficult or complex issues. It’s not about mastering the content, but about understanding the process.’

 

This article is from 2014, however it is unclear what Federal and State Education Departments are doing to include the explicit teaching and learning of critical thinking skills to students via curricula and syllabi?

For more articles about university teaching and learning skills click through.

 

 

 

 

University Student Learning – Digital Marketing Skills for Work

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How does a university, or even high school student acquire digital marketing skills and related employment?

There is a now clear crossover between seemingly mutually exclusive disciplines language, communications, information systems, websites and marketing.  Following is a helpful article from Kim Le via Marketing.com.au:

5 Tips for University Students to Help Kickstart Your Career in Digital Marketing

October 16, 2018 By Kim Le

Having been born a first-generation Australian with immigrant parents who value good education, I was always pushed to perform the best academically. Against their will for me to study Medicine or Law, I’m currently completing my double bachelor’s degree in Business and Information Technology, majoring in Marketing and Enterprise Systems Development at the University of Technology, Sydney…..

How can university students learn digital marketing?

Digital Marketing Internships (Image copyright Pexels)

….As one of the countless number of students approaching their final years of tertiary studies, it was only natural for me to begin to contemplate about which career path I should take. It wasn’t until my 4th year at university that I discovered digital marketing was the perfect bridge between my two university degrees. The more I researched about the industry, the more intrigued I became. For those students who are looking to get started in digital marketing, these are the steps I took which I believe helped me get my first job in digital marketing, and I don’t doubt that it will help you too.

  1. Start a Blog or Website

If you don’t already have a blog or website, start one! If you’re a beginner, blogs are super easy to make, they’re free, and anyone can do it. WordPress is a great platform to use for both blogs and websites and having one will allow you to practice and improve your design, SEO, social media, basic programming and marketing skills. Your employers will also look upon it favourably!

  1. Don’t Just Rely on What You’ve Learnt at University

Marketing subjects at university teach very broad concepts and usually don’t delve deep enough into digital marketing…..In my degree, the elective subject Digital Marketing and Social Media is the only subject which concentrates on digital marketing concepts. Because the options for digital marketing subjects available were limited, I found it difficult to acquire an in-depth knowledge about digital concepts. It would be highly beneficial for students like myself who are interested in the digital world if universities could incorporate more core digital marketing subjects in their curriculum.

  1. Search for Opportunities Yourself

The world of digital marketing is constantly growing and is extremely competitive. With a lot of entry or intern marketing positions nowadays looking for interns or graduates with ‘at least 2 years previous marketing experience required’, it’s a small wonder why many students like myself are finding it difficult to get our foot in the door in the digital marketing industry.

  1. Grasp Every Opportunity

Push yourself out of your comfort zone and grasp every opportunity that comes your way. I received an email one day from UTS Careers services about Digital Cadets, a free one-day digital marketing event, hosted by Indago Digital. I didn’t have to think twice about applying because digital marketing events and opportunities don’t come by very often and I thought it would be a great opportunity to learn more about digital marketing from industry professionals.

  1. My First Digital Marketing Job with Indago Digital

A few weeks after the event, I reached out to Indago Digital to provide feedback for the event as well as inquire about their current positions and internships. A staff member was quick to respond, and I had an interview scheduled for the following week. The first part of the interview process was with the Managing Director, Gary, to get to know more about me. I then proceeded onto the second step, which involved a skills test to examine if I was a good fit for the role. I was able to successfully pass the test and began my internship at Indago Digital not long after.’

 

One could also add that the ATDW Australian Tourism Data Warehouse Marketing e-kit is a very useful resource for those learning about digital marketing, especially sole or small business in tourism and hospitality, plus other services.

For more articles about digital marketing, SEO etc. click through.