Curtin Graduate Attributes: An Exploratory Study on Business Graduates in Curtin Sarawak

Poh Yen, Ng Shamsul Kamariah, Abdullah Pai Hwa, Nee Nga Huong, Tiew Chin Shin, Choo School of Business Curtin University of Technology, Sarawak Campus
Abstract

Curtin University of Technology Sarawak Campus, Malaysia (Curtin Sarawak) is the first offshore campus of Curtin University of Technology, Australia. This campus has similar programs, syllabus and delivery quality as the main campus. Hence, Curtin Sarawak thrives to pursue an identified set of Curtin Graduate Attributes developed by Curtin University of Technology. From 1999 till now, the School of Business Curtin Sarawak has produced thousands of graduates for Malaysian workforce. This study aims to find out the degree to which Curtin Sarawak Business graduates have demonstrated Curtin Graduate Attributes in the workforce. For the benefits of Curtin graduates employers, this study serves as a channel to evaluate the importance level of the Curtin Graduate Attributes in meeting their organization needs. Based on the nine Curtin Graduate Attributes: Applying discipline knowledge, Thinking skills, Information skills, Communication skills, Technology skills, Learning how to learn, International perspective, Cultural understanding and Professional skills, a survey questionnaire is developed. This questionnaire is mailed to the employers of Curtin Sarawak Business graduates. Employers evaluate Curtin Sarawak Business Graduates work performance according to the nine attributes as well as rating the importance level of each attribute meeting their organization needs. The findings from this study can be a significant help to the university and industries at improving human capital capabilities. Keywords: Graduates Attributes, Business Graduates, Employability

INTRODUCTION In a survey conducted in 2004 by the Central Bank of Malaysia, involving 312 companies, 77.6% of the respondents were of the view that Malaysian graduates lack the required skills to function effectively at the workplace. This issue has been one of the debated issues discussed among the academia in Malaysia, and other regions. Malaysia needs an education system that is market-driven in order to produce work-ready graduates. The focus towards producing a work-ready graduates should be on graduate attributes geared towards empowering graduates to thrive in the 21st century workplace and to function as productive and responsible citizens. In a knowledge-based economy, graduates must bring more than technical knowledge to the job. According to the Dearing Report (NCIHE, 1997) the primary purpose of higher education is to prepare students for the world of work. Graduates need to be given opportunities to develop generic attributes besides disciplinary knowledge. Generic attributes include communication skills, problem-solving skills, computer literacy, information literacy, ability and willingness to learn, and teamwork. The Higher Education (HE) Institutions in Malaysia (public and private institutions) are aware that todays employers are looking for more than just a degree qualification. Academic qualifications alone no longer guarantee that an individual will get a job. School/colleges and universities should be a place where students grow intellectually (cognitive competence), morally (character education), socially (interpersonal skills), and personally (self-reliant, self confident, resilient and a life long learner). Previous research conducted on graduate employment addressed generic competencies as skills, abilities and attributes that complement the field of specialization of employees for work performance (Day, 1988; Sandberg, 1991; Sohal, 1997; & Mitchell, 2003 cited in Quek, 2005). It was noted that employers prefer workers who had generic competencies like interpersonal skills, and leadership skills, teamwork, oral and written skills (Lee et al, 2001, cited in Quek, 2005). Most academia in Malaysia feel that the education system is only concerned with results. It does not measure what a person knows; it measures what one has to study and not what one can actually do. The examination system makes schools competitive, and some even set targets for the number of As the school should obtain in a particular exam. This has the effect of making the teachers teach only what is required for the examinations. Since the last Malaysian Education Summit in 2004, the debate continues as to whether the graduates are well equipped with knowledge and also ready for the industrys demand (work-ready graduates). The demand for workforce is there but is not fully met, as there is not much supply (the quality and expertise being asked for is not there). This issue has to be turned to the education system and the curriculum being designed. Is it preparing the students with the necessary skills? Has it achieved the objectives set in the course? What about the students learning outcomes? These are the processes in Teaching and Learning, and part of the process is the way the assessment strategies are designed and whether the instructional strategies and the students learning experience compensate with what the course is designed for. It was again reported that there were plenty of jobs but many graduates cannot fit into the positions because they lacked the necessary skills (language and communication skills) that their prospective employers were looking for.

In the early 1990s, tertiary education in some countries typically contained curricular materials that were far less accustomed to the interests of employers in the workplace. The curriculum put strong emphasis on scholastic outcomes in the academic achievement of graduates (Mason, 1992; Chew et al, 1995, Lee, 2000 cited in Quek, 2005). This view is supported by the Higher Education Ministry of Malaysia (HEMM), that unemployment among graduates is due to the lack of generic competencies in undergraduates program; there was lack of application of classroom learning in the tertiary education to the workplace performance. This gap has resulted in the graduates having difficulties in seeking employment. In a research conducted by McHardy and Henderson (1994), a knowledge/skills matrix was develop to facilitate the gap that might occur in the transition of knowledge and skills during which the students are undergoing their process of learning. The matrix has helped educators to see the changes that need to be made to the pedagogic technique (lectures, presentation, and tutorial activities). The integration of creativity into business education aids students in preparing for the creative workplace environments that are becoming more common as organizations seek to develop creative competencies as one of their few sustainable competitive advantages in todays marketplace (Driver, 2001). A degree alone is not enough to succeed in todays competitive job market. In a survey reported by the BBC, four out of 10 large employers in the United Kingdom struggled to fill graduate vacancies because of a shortage of applicants with the right skills. Another study done by Monash University in Australia, showed that more than one-third of foreign students graduated from Australian universities had very poor English skills (Azizan, 2007). According to the study, all graduates tested had enough command of the language to cope with most situations but were still not capable of conducting a sophisticated discourse at a professional level The study reported that 23.5% of students from Malaysia did not meet the required English standard. Many universities nowadays, have adopted an outward-looking approach, and work closely with industries and employers. The Australia-based universities (Griffith University, University of Canberra, University of South Australia, and Curtin University of Technology) and the UK based such as, University of Leeds, University of Leicester and in the United States, for example, University of Texas and University of Pittsburg have identified specific generic competencies that graduates should develop to enhance their employability. The Kellogg Graduate School of Management (Northwestern University) treated students as partners. The university worked closely with the industries and has introduced 50 new courses since 1995 to keep pace with the changes in the business world. Similarly, National University of Singapores Business School is also providing a rigorous, relevant and rewarding business education that develops leaders for the global marketplace. The background presented earlier, showed that the issue of the graduates employability has long been discussed and the debate still continues. With the world of employment moving rapidly, traditional career path is no longer the best choice. The entire industries are looking for excellent worker who are able to compete with the ever challenging environment. With the demand of better-qualified workforce, Higher Education (HE)

experts need to give more emphasis in developing skills compatible to the industry demand. One of the tools used to develop the skills would be the academic curriculum, which is a vehicle through which attributes can be transferred during the classroom learning that would prepare graduates when they enter the workforce (Fallows et al, 2000). LITERATURE REVIEW Definition of Employability Employability has been used as a performance indicator for higher education institutions (Smith et al, 2000) and represents a form of work specific (pro) active adaptability that consists of three dimensions: career identity, personal adaptability and social and human capital (Fugate et al, 2004). At the same time, Knight and Yorke (2004) have put forward the four broad and interlocking components of USEM account of employability: Understanding (of the subject discipline) Skillful practices in context Efficacy beliefs Metacognition Nabi (2003) mentioned that employability is about graduates possessing an appropriate level of skills and attributes, and being able to use them to gain and remain in appropriate employment. From a human resource development view, employability is a concept that emerged through the 1990s along with a growing perception among employees that they cannot count on their employers for long-term employment. Employability is a promise to employees that they will have the skills to find new jobs quickly if their jobs end unexpectedly (Baruch, 2001). Prior to this, Harvey (2001) has defined employability in various ways from individual and institutional perspectives. Individual employability is defined as graduates being able to demonstrate the attributes to obtain jobs. Commonly, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment outcomes of graduates are not an indicator of institutional employability. He presented an employability-development model shown in Figure 1. The model illustrated a multi-perspectives view of employability with all related stake-holders.

Higher Education Institutions Employability development opportunities

Graduate

Experience and extra-curricular activity Employer

Employability Recruitment procedures Employment

Figure 1: A model of Employability-Development and Employment (Harvey, 2001)

Early Employment Problems of Graduates Courtis and Zaid (2002) identified six major early employment problems for Australia accounting graduates: application of theoretical studies, comprehension of responsibilities, working in a team, communication with others, personal and report writing. Most problems arise due to expectation gap between employee and employers. One of the suggested reasons for problem is the lack of coordination between tertiary institutions and employers. This is supported by an earlier study of Zaid and Abraham (1994) where it was found that 51% of employers and 16% of academics believed that there was insufficient coordination in the development of academic curriculum. Clarkes study (1997) also showed that the employers have consistently failed to forecast and unaware to channel their requirements to the education system to produce the work ready graduates to meet the dynamic job market. Wong and Hamali (2006) examined the main issues on graduate employment in Malaysia using empirical evidence obtained from annual reports published by various government ministries as well as a tracer study conducted in 2002 on Diploma in Banking graduates from MARA University Technology, Sarawak. The tracer study intended to assess the performance of a group of young working graduates by obtaining their feedback regarding the relevancy of subjects offered by the programs in university. The findings showed that there was a discrepancy between graduates skills and the requirements of job market. Though the graduates were trained to take up mid level management positions, and more than 40% of the respondents were in junior administrators or lower position.

According to Labour Force Survey (2005), 63,000 graduates were unemployed in Malaysia. Among the unemployed graduates, the highest number of unemployment is business graduates. There are about 17,800 business graduates have difficulties in finding employment. The executive director of the Malaysian Employers Federation, Shamsuddin Bardan (The Malay Mail, 2007) pointed out that graduates lack of communication and social skills, and the poor command of English are main reasons of graduates unemployment. Generic Attributes And Skills of Graduates Knoblauch and German (1989) outlined few most highly sought after attributes by employers for Cornell University Applied Economics and Business Management graduates. The attributes were enthusiasm, self-starting ability, general ability, working with others, oral communication and preparedness for the job. Sparks and Bradley (1994) also discovered that employers from hospitality industry places greater emphasis upon the graduates practical skills, level of commitment and ability to deliver high levels of service. They have conducted survey on 197 hotels managers working in hotels comprising 75 rooms or more in Australia. Nevertheless, in Clarkes (1997) study based on 40 chief executives or managing directors from manufacturing and services industries under the Industry and Parliament Trusts Study Group on Employability, United Kingdom, concluded that employers are actually looking for the graduates who possess attributes of long life learning, flexibility and adaptability to changes as well as some generic skills of communication, teamwork, initiative, problem solving and decision making. After Clarkes finding, Crosling and Ward (2002) carried out an extensive survey of employers of Monash University business graduates confirmed that the significant role of oral communication in the workplace. They further pointed that emphasis in university primarily on formal presentation is not an adequate preparation for workplace oral communication. The most often used forms of oral communication are informal workrelated discussions, listening and following instructions and informal conversations. Crebert et al (2004) presented the findings of Griffith Graduate Project. Under this project, graduates were surveyed to determine their perceptions of the contributions the learning contexts of university, work placement and post-graduation employment made to the development of their generic skills. It was found that graduates recognized the university contribution towards generic skills development and they valued the experience of job placement and subsequently in employment. The findings identified the importance of teamwork, being given responsibility and collaborative learning as main factors for developing generic skills. Graduate labor market is becoming increasingly diverse and fragmented through changes in the design and structures of jobs. Jobs are becoming more demanding through work intensification practices such as multi-skilling, using of information technology and other employability skills such as social, communication and problem-solving skills (CSU 2000). Besides studies from overseas supported that graduates generic attributes are required in the job market, the local studies also conclude that the local graduates must have generic

attributes to acquire job in Malaysia. This is proven by an earlier press release by the Malaysian manufacturing and service sectors expressing the view that most employers were unfavourably inclined to employing graduates who did not have generic attributes (New Straits Time, 1998, cited in Quek 2005). Recently, Quek (2005) conducted a case study on a group of graduate employers (n=35) in Malaysia. In the study, the employers expressed the important of interpersonal skills, knowledge-acquiring skills, flexibility, value-improving skills, practical orientation abilities and cognitive skills as major contributors toward success in work performance. With all these attributes, Malaysian graduates will be more able to transfer learning from the classrooms to the workplace for success in work performance. Therefore, the higher education institutions are having tremendous challenges in developing employability enhancing attributes and knowledge, and making graduates ready for market demand (CSU 1998, cited in Nabi 2003). To achieve the objective, Johnston and Watson (2004) suggested that to have an influential combination of forces in renovating curriculum and the interface between educators, students and graduate employers which the higher education providers should shift from an academic-led supply model, to an employer-led demand model. This is also supported by Masons et al study (2003) which concluded to enhance graduates employability, students need work experience during courses and employers need to involve in designing course and delivery. To produce employability graduates, universities must initiate to integrate basic generic attributes which are required by the employers and incorporate and effectively implement them in the course work. For example, Curtin University of Technology, Curtin Business School (CBS) undertook a Professional skills Project to compile feedback from representatives from 7 disciplines, employers, students, the Centre for Educational Advancement (CEA), and the library to identify seven professional skills and develop them in the form of learning outcome objectives : communication (divided into writing, presenting and speaking out), computer literacy, information literacy, team working, decision making, critical thinking including problem-solving, and ethical and intercultural dimensions (Harpe et al 2000). Nijenrode University had also identified similar 5 general skills which are required for effective functioning of managers such as communication skills, analytical and information-management skills, problem-solving skills, decision-making skills and valuing and social interaction and leadership skills (Everwijn, Bomers and Knubben, 1993). It was reported in one of the researches (Bennett et al 1999) that employers were looking for manpower that has the ability to think, learn and adapt. All these are attributes that form the generic core competencies. If higher education is to meet the needs of the economy and the individual, it must seek actively to develop these generic core competencies. At the same time, Robert Gordon University, Aberdeen has developed a set of generic level learning outcomes templates which specify the levels that students should attain in the four areas identified by Lord Dearing which are knowledge and understanding, key skills, cognitive skills and subject-specific skills (Ellington, 1999). Furthermore, Barrie (2001) indicates that the generic graduate attributes will directly relate the graduate outcomes to the employability.

Students, employers and government bodies expect that undergraduate university degrees will equip students, not only with the specific knowledge, skills and attributes of their field, but also with the professional and personal attributes relevant to their field of study (Scoufis, 2000). Therefore, Curtin University of Technology has developed nine Curtin Graduates Attributes shown in Figure 2. Curtins graduate attributes 1. Apply discipline knowledge, principles and concepts 2. Think critically, creatively and reflectively 3. Access, evaluate and synthesise information; Brief description Apply discipline knowledge, understand its theoretical underpinnings, and ways of thinking; Extend the boundaries of knowledge through research. Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions.

Decide what information is needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources. 4. Communicate Communicate in ways appropriate to the discipline, audience and effectively purpose 5. Use technologies Use appropriate and emerging technologies recognising their appropriately advantages and limitations. 6. Use lifelong Use a range of learning strategies; Take responsibility for ones learning skills own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate. 7. Recognise and apply Think globally and consider issues from a variety of international perspectives; Apply international standards and practices within a perspectives discipline or professional area. 8. Demonstrate cultural Respect individual human rights; Recognise the importance of awareness and cultural diversity particularly the perspective of indigenous understanding Australians; Value diversity of language. 9. Apply professional Work independently and in teams; Demonstrate leadership, skills professional behaviour and ethical practices Figure 2: Curtin Graduates Attributes According to Graduates Attributes Policy at Curtin University of Technology, students are expected to develop these nine attributes while studying at Curtin. Graduates Attributes can be defined as the qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents for social good in an unknown future (Bowden et al 2000). The purpose of this policy is to ensure that graduates produced by Curtin University are able to fulfill the needs of industry. It is hopeful that what is been taught in class will have to be a par (if not the same) with what the industry are looking. Industry

as one of the education stakeholders will have to be involved in the curriculum design. This will then help to match what is being produce and the consumers (employers) need. In short, there have been many literatures done on designing course curriculum, generic attributes requirements and outcomes assessment. However, there are very few empirical studies discuss on measuring the graduates attributes demonstrated in the Malaysian workforce. Therefore, this study will serve as an exploratory research for an Australian offshore campus graduate attributes in meeting the local industry needs. METHODOLOGY Data Collection The population of this study is all employers of Curtin Sarawak Campus Business Graduates since 2001. The sample of this study will be taken from employers, whom their employees are Curtin Sarawak Campus Business graduates who have graduated between the years 2001 to 2006. The first batch of graduates from Curtin University, Sarawak Campus was in the year 2001. The researchers will send questionnaires to all employers who have offered and are still offering employment opportunities to Curtin Sarawak Business graduates. Therefore, the sample for this study will comprised of employers whom Curtin Graduates are currently working for. A self-administered specific study designed questionnaire will be used in this study. A questionnaire is used for this study mainly because most of the questions asked are in the form of 5-point response format and close ended questions. Therefore, no close interaction such as interview is needed. The questionnaire consists of 35 items. Two of these are to collect company background, where the students are currently working at. The rest of the items are designed to measure how well the competencies of the students in the working environment match the graduate attributes constructed by Curtin University. The graduate attributes that will be included in the questionnaire are thinking critically, evaluating information, communicating effectively, using technology appropriately, utilizing lifelong learning, recognizing international perspective and demonstrating cultural awareness and understanding. The questionnaire also includes two open-ended questions. The first question seeks employers opinions on the aspects that make a university program more relevant to industry needs, while the second question seeks employers opinion on producing graduates who are competent and employable. The final draft of the questionnaire will be validated by conducting a pilot test. The pilot test will be conducted to ensure clarity and clear understanding of the items listed in the questionnaire. The sample of this pilot study will be done among fellow colleagues in Curtin University.

During annual Graduation Ceremony, graduates are requested to fill in the Tracer Study Survey conducted by Curtin Counseling Centre and Employment Information Sheet by School of Business. Besides that, Curtin Counseling Centre also serves as an Employment Posting Centre for Graduates with information of companies that have offered or offering employment opportunities to Business Graduates. This study will be using the employment and company records provided by both parties to conduct a questionnaire survey. The questionnaire will be mailed to all employers of Curtin Sarawak Business graduates. Self-paid envelope will be included along with the survey. A month after the questionnaires have been posted, follow-up phone calls will be conducted. All questionnaires received will be shredded upon completion of the research. This is to protect any confidential data that are pertained in the questionnaires. Data Analysis All data collected from the questionnaires will be analyzed using SPSS statistical software. Descriptive statistics will be used to analyze the data followed by t-tests. For the individual items 1 to 22 in section 1, the answers will be compared with the overall results in item 23 using t-test. This is to check whether there is any significant difference between each item 1 to 22 with the overall results. Then, an average mark will be calculated for items 1 to 22 and the average result will be compared with the overall result using t-test as well. For section 2 of the questionnaire, items 1 to 9 will be compared individual with the overall result collected from item 10 in section 2 using t-test in order to check for any significant difference. This is followed by an average calculation for items 1 to 9 and then compared with the overall result from item 10 using t-test. Answers received from the open ended questions will be written down and summarized. CONCLUSION This research has been funded by Curtin Sarawak Research Fund in January 2008. It is an on-going project for duration of a year. It is hopeful that the research will provide the benefits to the institution. Expected impacts of conducting this research includes providing preliminary views on whether Curtin Sarawak Business graduates demonstrate the attributes listed in Curtin Graduate Attributes at their workplace. With the results collected, Curtin Sarawak can propose appropriate measures to realign CBS curriculum to match with local industry needs with employers feedback on Curtin Graduate Attributes. Besides that, the university can also adapt demand driven teaching and learning strategies to produce work-ready business graduates for local workforce.

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