RELEVANCE OF INTERNATIONAL STUDENT MOBILITY TO WORK AND EMPLOYMENT COMPARISON OF FINFINGS IN BRAZIL, CHILE, SLOVENIA AND FINLAND

Transcription

1 RELEVANCE OF INTERNATIONAL STUDENT MOBILITY TO WORK AND EMPLOYMENT COMPARISON OF FINFINGS IN BRAZIL, CHILE, SLOVENIA AND FINLAND Dr. Valeska V. Geldres University of Sao Paulo Brazil University of La Frontera Chile Slovenia, Ljubljana

2 AGENDA The countries Results Conclusions

3 THE COUNTRIES

4 Population and average age of the population (mill) BRAZIL 193,7 mill 29,7 years CHILE 17,4 mill 32,7 years SLOVENIA 2,1 mill 42 years FINLAND 5,4 mill 42,2 years Source: Euromonitor International 2013

5 University Students Country Number of University Students 2012 ('000) Increase ,3 23,6% 6.206,70 28,9% 615,2 37,6% 292,9 2,0% Source: Euromonitor International 2013

6 Chile ranked 37th out of 185 economies (and first amongst Latin American & Caribbean countries) in the World Bank s Ease of Doing Business Report The country has open policies towards foreign direct investment (FDI) and trade(8.5% of total GDP between 2007 and 2012). The country s information and communications technology (ICT) sector is amongst the most advanced at regional level. However, Chile s capacity for innovation remains limited partly due to relatively low investment in research and development (R&D) activities (0.3% of total GDP). The quality of the Chilean educational system is perceived as weak, which contributes to create skills shortages and to dampen the country s capacity for innovation. Productivity levels in Chile (measured as GDP per person employed) are the highest in Latin America at US$32,114 in 2012, although remain well below the OECD average of US$77,080 in the same year. Source: Euromonitor International 2013 CHILE

7 BRAZIL In the Ease of Doing Business 2012, Brazil ranked 126th out of 183 economies as excessive bureaucratic procedures continue to be embedded in the country s business climate. However, factors like a developed financial system, generally open policies towards foreign direct investment (FDI), and a large consumer marketcontribute to make the country more competitive. In 2011, Brazil s total expenditure on Research and Development (R&D) as a percentage of total GDP was the largest in Latin America at 1.2%. The overall quality of educationin Brazil is lacking and the county s productivity levels do not totally correspond to its high wages. Brazil offers considerable opportunities in its consumer market, the largest in Latin America, worth R$2.4 trillion (US$1.5 trillion) in Source: Euromonitor International 2013

8 METODOLOGY

9 CONSTRUCTS International Student Mobility: Credit mobility Mobility during the undergradutae career Studying abroad and working abroad: Acacemic, labor practice, University Social Responsibility (international experience) With external funding or self financed (spontaneous) Employability: Impact at individual level

10 INTERNATIONAL STUDENT MOBILITY Acacemic, labor practice, University Social Responsibility Types and duration of international student mobility (credit mobility) Four weeks, One semester, One year, others Undergraduate, graduate (eg master, doctoral, postdoctoral) With external funding, Self Financed (spontaneous)

11 RESEARCH PROBLEM The increase in the number of university students participating in activities in International Student Mobility Government public policy to promote output and income university students. The need for higher education institutions to achieve employability of its graduates THE GAP The small number of studies linking the International Student Mobility with employability

12 RELEVANCE THE MEASURE OF SUCCESS OF UNIVERSITIES: GRADUATE'S EMPLOYABILITY THE GOVERNMENT INVESTMENT IN INTERNATIONALIZATION OF HUMAN RESOURCES STRATEGIES OF INTERNATIONALIZATI ON IN THE HIGHER EDUCATION RESOURCES INVESTED BY STUDENTS IN INTERNATIONALIZATION

13 International Student Mobility Streams research (credit mobility) Motivations (Rodriguez, 2012) Determinants of Internationally mobile student Impacts of International Student Mobility Individual level Other level Competencies/ Skills developed Graduate employability / Market labor: individual labourmarket outcomes (Teichler& Janson, 2007) Employers perception (Rodriguez, 2012; Cai, 2013) International exposure(rodriguez, 2012) Languaje skills (Rodriguez, 2012) Socio economic background (Rodriguez, 2012) External determinants (eg grants), organized programmes (Rodriguez, 2012) Graduate employability skills (jones, 2013) Graduate employability (Cai, 2013) Transition to work (Rodriguez, 2012) First emplyment after graduation (Cai, 2013) International task at work (Rodriguez, 2012) Wages(Rodriguez, 2012) International market labor mobility, work abroad (Rodriguez, 2012; Parey & Waldinger, 2011) Financing Country's international balance of incoming and outgoing students International Student Mobility strategies of Higher Education Institutions knowledge area External funding, scholarship availability (Rodriguez, 2012; Parey & Waldinger, 2011) Self financing (spontaneous)(lima et al, 2011) Hosting / senders countries, North-South relationship International agreements International relations offices Business (Lima et al, 2009) Others

14 Empleabilidad (labour market outcomes) Rodrigues(2012)

15 RESULTS

16 SKILLS THAT EMPLOYERS SEEK IN JUST GRADUATED STUDENTS (% of answers) language skills Ability to network Perseverance Decision-making Tolerance Analytical thinking Cooperativeness Ability to interact with people from Problem-solving skills Chilean employers (N=16) Finish employers (N=283) Slovene employers (N=58) Brazilian employers (N=88) Reliability Confiança Ability to look for and process Initiative Responsibility

17 TOP FIVE SKILLS THAT EMPLOYERS SEEK IN JUST GRADUATED STUDENTS (% of answers) Brazilian employers (N=88) Slovene employers (N=58) Finish employers (N=283) Chilean employers (n=16) Responsibility 70 Responsibility 76 Reliability Confiança 83 Reliability Confiança 94 Initiative 70 Reliability Confiança 75 Cooperativeness 71 Responsibility 94 Ability to look for and process information 59 Ability to look for and process information 73 Ability to adapt knowledge to new situations 48 Initiative 88 Reliability Confiança 53 Ability to adapt knowledge to new situations 71 Problem-solving skills 47 Problem-solving skills 81 Ability to adapt knowledge to new situations 53 Cooperativeness 69 Decision-making 39 Perseverance 75

18 COMPETENCIES EMPLOYERS THINK ARE GAINED WITH ISM (% of answers) Increase self-esteem (selfconfidence) Establish contacts with foreign students / businesses Expertise in the field of study Learn about new forms of work Learn about other cultures and environments (cultural Chilean employers (N=16) Finish employers (N=492) Slovene employers (N=58) Brazilian employers (N=88) Flexibility Entrepreneurship and initiative Improve the knowledge of foreign languages (language)

19 TOP THREE COMPETENCIES EMPLOYERS THINK ARE GAINED WITH ISM(% of answers) Brazilian employers (N=88) Slovene employers (N=58) Finish employers (N=492) Chilean employers (N=16) Improve the knowledge of foreign languages 75 Learn about other cultures and environments (cultural knowledge) 68 Improve the knowledge of foreign languages 67 Learn about new forms of work 69 Entrepreneurship and initiative 48 Improve the knowledge of foreign languages 61 Learn about other cultures and environments (cultural knowledge) 35 Improve the knowledge of foreign languages 63 Flexibility 47 Establish contacts with foreign students / businesses (networking ability) 40 Flexibility 19 Expertise in the field of study 44

20 VALUE OF INTERNATIONAL EXPERIENCE / ISM In recruiting we do not care we require international experience. It is not a prerequisite for the job. It is not relevant in employment with us. Chilean employers (n=16) Finish employers (n=677) Slovenen employers (n=58) Brasilian employers (n=88) It is not the decisive factor for employment of the candidate

21 VALUE OF INTERNATIONAL EXPERIENCE / ISM Value of international experience Brasilian employers (n=88) Slovenen employers (n=58) Finish employers (n=677) Chilean employers (n=16) It is not the decisive factor for employment of the candidate. 36 It is not relevantin employment with us. 41 It is not a prerequisitefor the job. we require international experience In recruiting we do not care

22 WHOM DO FAVOR THE EMPLOYERS? AN STUDENT WHO HAD INTERNATIONAL EXPERIENCIE FOR STUDIES (ISM-S) OR WORKING EXPERIENCE AT HOME (W)? (% of answers) SAME Chilean employers (n=16) W Finish employers (n=677) Slovenen employers (n=58) ISM -S Brasilian employers (n=88)

23 WHOM DO FAVOR THE EMPLOYERS? AN STUDENT WHO HAD WORKING EXPERIENCE AT HOME (W) OR ISM W (% of answers) SAME W Chilean employers (n=16) Finish employers (n=677) Slovenen employers (n=58) Brasilian employers (n=88) ISM - W

24 CONCLUSIONS

25 COOPERATION BETWEEN HEI AND BUSINESSES WHY DO WE NEED TO COOPERATE? The results show that companies do not perceive that ISM activities contributes to the skills they are looking for. It is necessary to communicate, promote the skills that students develop when doing ISM. It is important to pay attention on the work experience, as they are the most appreciated by companies.

26 GRACIAS OBRIGADA TACK HVALA