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Competence Survey Report 21.04.2011 FH JOANNEUM Gesellschaft mbH Wenzel Rene Bernadette Frech Rupert Beinhauer

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Competence Survey Report

1

FH JOANNEUM: Rene Wenzel Bernadette Frech Rupert Beinhauer

Table of Content Introduction ........................................................................................................................... 2

Report of the Competence survey ......................................................................................... 4

Alumni................................................................................................................................ 5

Employer ..........................................................................................................................16

Macedonia ............................................................................................................................27

IIM ....................................................................................................................................27

Alumni questionnaire .....................................................................................................27

Employer questionnaire .................................................................................................42

Postgraduate IIM ..............................................................................................................57


Employer questionnaire .................................................................................................72

Montenegro ..........................................................................................................................87

Hotel Management ...........................................................................................................87


Employer questionnaire ............................................................................................... 102

Tourism ........................................................................................................................... 118

Alumni questionnaire ................................................................................................... 118


Serbia ................................................................................................................................. 149

Ceramic engineering ....................................................................................................... 149



Psychology ..................................................................................................................... 181



Bosnia & Herzegovina ........................................................................................................ 213

Economics ...................................................................................................................... 213



Mechanical engineering .................................................................................................. 243



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Conclusion ......................................................................................................................... 276

Introduction

This report summarises the results of the Competence Survey undertaken in 2010 to detect

room for improvement in the partaking institutions of higher education regarding the

development of their curriculum. Within the Competence project graduates and employers of

alumni of 8 degree programme:

IIM,

Postgraduate IIM,

Hotel Management,

Tourism,

Ceramic engineering,

Psychology,

Economics and

Mechanical Engineering

in 4 countries:

Macedonia,

Montenegro,

Bosnia & Herzegovina and

Serbia

were interviewed to collect data about competences that graduates have gathered during

their studies and competences demanded and required by the industries addressed in the

respective degree programmes. The questionnaire was separated into 6 different sections

which were:

Introduction,

Specific competences (for each degree programme),

Generic competences,

Work related skills.

Conclusion and

Personal background

The questionnaire was filled by 368 alumni and employers. The results of the survey cast a

positive light on the 8 degree programmes, as the majority of the alumni are already well



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prepared for the requirements of the industry they are working in. Nonetheless the data also

suggests that there is room for improvement in each of the participating degree programmes.

In the first part of this report aggregated data of all 8 participating degree programmes will be

analysed. The second part will provide analyses of the data for each of the 8 degree

programme surveyed.



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Report of the Competence survey

Figure 1: Total Number of Respondents (original illustration)

For the survey 368 persons were interviewed. 196 of them were alumni of the participating

degree programmes, while 172 were employers of graduates from these degree

programmes (Figure 1). Table 1 shows the distribution of the all respondents (alumni and

employers) regarding degree programme.

Alumni Employers

Macedonia IIM 25 14

Postgraduate IIM 18 17

Montenegro Hotel Management 15 16

Tourism 16 23

Serbia Ceramic Engineering 16 10

Psychology 35 32

Bosnia Herzegovina Economics 30 30

Mechanical Engineering 41 30

Total 196 172 Table 1: Number of Respondents classified by country and degree programme (original illustration)

196

172

0

20

40

60

80

100

120

140

160

180

200

Alumni Employer

Respondents

Respondents



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Alumni

In total 196 alumni were interviewed. The table below shows the distribution of the

respondents regarding the country where they studied. The most respondents studied in

Bosnia-Herzegovina (71).

Alumni

Macedonia 43

Montenegro 31

Serbia 51

Bosnia Herzegovina 71

Total 196 Table 2: Number of responding alumni classified by country (original illustration)

Figure 2: Age of the responding alumni

Among the alumni that answered this question the relative majority of 44% was between 26

and 30 years old. Moreover, 91% of the respondents were under 35 years. The number of

women and men answering the questionnaire is almost equal. 49% of all interviewed alumni

were women. (Figure 2: Age of the responding alumni and Figure 3)

12%

44%

35%

7%

1% 1%between 21and 25 years old

between 26 and 30 years old







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Figure 3: Gender of responding Alumni

Introducing questions

The introducing questions were dealing with the satisfaction of the respondents’ work

performance, the degree of comfort in recommending the degree programme to a close

friend and the relevance of the specific degree for this job.

In general, how satisfied are you with the quality of your work performance?

Figure 4: Degree of satisfaction with work performance (Overall - alumni) (original Illustration)

49%

51%

female

male

37%

52%

8%

2% 1%

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



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Figure 4 shows that a vast majority of the interviewed alumni were satisfied with their job

performance. 89% of all respondents were very satisfied or dissatisfied with their job

performance and only 3% were dissatisfied.

How comfortable would you feel in recommending your study programme to a close friend?

Figure 5: Recommending study programme (Overall - alumni) (original Illustration)

84% of all respondents would feel comfortable or very comfortable in recommending their

study programme to a close friend and only a few (1,5%) of them would feel uncomfortable

or very uncomfortable in this regards. (Figure 5)

As far as you are aware, when you applied for this job, was your study program X degree or

qualification considered a job requirement?

40,9%

43,5%

14,0%

0,5% 1,0%

Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



8


Figure 6: Requirement of study programme for Jobs (Overall - alumni) (original Illustration)

For 87% of the interviewed alumni their degree programme was a job requirement for their

current job, while only 13% stated that opposite. (Figure 6)

Generic competences

The generic competences part of the questionnaire has dealt with the respondents’ handling

with specific situations, the usefulness of generic competencies in the current job, the ability

to use generic competencies and the relevance of generic competences for the career.

Can you remember a specific situation when you had to…

Yes No

Find a creative or innovative solution 87,8% 12,2%

Work closely with a team 88,9% 11,1%

Analyse and describe a problem 88,4% 11,6%

Work self responsibly on a task or project 78,8% 21,2%

Take a leading or coordinating role in a team 77,1% 22,9%

Work outside your own field of specialisation 77,2% 22,8%

87%

13%

Yes

No



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Present something to an audience 83,6% 16,4%

Write a report 85,1% 14,9%

Table 3: Generic competences in specific situations (Overall - alumni) (original Illustration)

The first question served as an introduction question to check if generic competences had to

be used. All of these tasks had to be done at least once by the majority of alumni and the

percentage ranged from 88,9% (“Working closely with a team”) to 77,1% (take a leading or

coordinating role in a team). (Table 3)

How satisfied were you with how you handled each one of these specific situations?

Very satisfied Satisfied Somewhat

satisfied Neutral Very Dissatisfied

N

Find a creative or innovative solution

44,8% 43,7% 7,7% 3,8% 183

Work closely with a team 55,2% 35,0% 8,7% 1,1% 183

Analyse and describe a problem

43,9% 46,0% 9,1% 1,1% 187

Work self responsibly on a task or project

43,0% 46,4% 8,4% 2,2% 179

Take a leading or coordinating role in a team

45,2% 41,8% 9,6% 3,4% 177

Work outside your own field of specialisation

35,2% 44,1% 14,5% 6,1% 179

Present something to an audience

47,5% 39,3% 9,8% 3,3% 183

Write a report 40,4% 46,8% 10,1% 2,7% 188

Table 4: Degree of satisfaction in specific situations (Overall - alumni) (original Illustration)

Looking at the results it is remarkable that only a small part of respondents were neutral or

very dissatisfied with their own performance in these specific situations. On the other hand a

vast majority answered that they were “very satisfied” or “satisfied”. (Table 4)

Do you agree that the following generic competences are useful when considering what is

required to perform your current job activities?

Strongly agree

Agree Somewhat agree

Neutral Disagree N

1. Creativity 52,9% 38,1% 7,4% 1,1% 0,5% 189

2. Flexibility 63,5% 33,3% 3,2% 0,0% 0,0% 189

3. Teamwork and Relationship Building 60,3% 33,9% 5,3% 0,5% 0,0%

189



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4. Critical/Analytical 52,4% 38,1% 7,9% 1,1% 0,5%

189

5. Self and Time Management 52,9% 40,2% 5,8% 1,1% 0,0%

189

6. Leadership 46,0% 38,1% 12,7% 1,6% 1,6% 189

7. Ability to see the bigger picture 52,7% 34,0% 10,6% 1,6% 1,1%

188

8. Presentation 55,6% 31,7% 8,5% 3,2% 1,1% 189

9. Communication 66,1% 29,6% 4,2% 0,0% 0,0%

189

Table 5: Overall usefulness of generic competences (Overall - alumni) (original Illustration)

Table 5 shows that most respondents think that the listed generic competences are useful for

their current job activities. A huge majority of respondents agrees or strongly agrees to the

question mentioned above for each generic competence. According to the interviewed

alumni communication and flexibility are the most required generic competences, while

leadership is the least required competence.

Do you feel competent when using the following generic competences at your job?

Strongly agree


Neutral Disagree Don't know N

1. Creativity 38,1% 51,3% 8,5% 1,1% 0,5% 0,5% 189

2. Flexibility 47,1% 45,5% 6,3% 1,1% 0,0% 0,0% 189

3. Teamwork and Relationship Building 52,9% 39,2% 6,3% 1,6% 0,0% 0,0% 189

4. Critical/Analytical 43,9% 47,1% 7,9% 1,1% 0,0% 0,0% 189

5. Self and Time Management 43,9% 43,9% 9,0% 2,6% 0,5% 0,0% 189

6. Leadership 35,6% 42,0% 17,0% 4,3% 1,1% 0,0% 188

7. Ability to see the bigger picture 47,9% 39,4% 9,0% 2,7% 1,1% 0,0% 188

8. Presentation 45,0% 39,7% 9,0% 4,2% 1,1% 0,5% 189

9. Communication 50,8% 39,2% 7,9% 1,6% 0,5% 0,0% 189

Table 6: Overall Competence in generic competences (alumni) (original Illustration)

Table 6 shows that an immense part of the respondents feel competent when using the

generic competences at their job listed in the table.

Do you agree that the following competences are relevant for your future career

development?



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Strongly agree


Neutral Disagree Don't know

N

1. Creativity 62,4% 33,3% 4,2% 0,0% 0,0% 0,0% 189

2. Flexibility 68,1% 29,3% 2,7% 0,0% 0,0% 0,0% 188




6. Leadership 50,8% 39,2% 7,9% 1,6% 0,5% 0,0% 189


8. Presentation 58,0% 35,6% 5,9% 0,0% 0,5% 0,0% 188

9. Communication 65,1% 32,3% 2,6% 0,0% 0,0% 0,0% 189

Table 7: Overall Relevance of generic competences (Overall - alumni) (original Illustration)

Table 7 displays that the nine generic competences are also perceived as relevant for the

future career development for a huge number of respondents.

Internship

Did you have an internship/work placement during your study program?

Figure 7: Fraction of alumni with Internship / work placement (Overall - alumni) (original Illustration)

44%

56%

Yes

No



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Only 44% of the respondents answered that they had an internship / work placement during

their study programme, while 56% did not have. (Figure 7)

Do you think that the internship/work placement experience was useful for your current job

situation?

Figure 8: Usefulness of Internship / work placement (Overall - alumni) (original Illustration)

52% of the respondents said that their internship was relevant for their current job situation,

while 26% stated that it is not relevant. 22% answered that they do not know. (Figure 8)

Extra-curricular activities

Have you been involved in any extra-curricular activities (e.g., volunteering work, mentoring)

during your study program?

52%

26%

22%

Yes

No

Don't know



13


Figure 9: Fraction of alumni in extra-curricular activities (Overall - alumni) (original Illustration)

Only 40% of all respondents stated that they were involved in extra-curricular activities, 60%

were not. (Figure 9)

61% perceived that extra-curricular activities were useful for their current job situation, while

23% stated that they were not. 16% did not know, if they were useful. (Figure 10)

Do you think that the extra-curricular activities were useful for your current job situation?

Figure 10: Usefulness of extra-curricular activities (Overall - alumni) (original Illustration)

40%

60%

Yes

No

61%

23%

16%

Yes

No

Don't know



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Assessment of the study programme

Regarding your study program knowledge foundation, how satisfied are you with its overall

level of quality?

Figure 11: Degree of satisfaction with study programme knowledge foundation (Overall - alumni) (original Illustration)

Figure 11 shows that the majority of the interviewed alumni are very satisfied (37%) or

satisfied (51%) with the quality of their study program knowledge foundation, while only 1% is

dissatisfied and no one is very unsatisfied.

What is your overall assessment concerning how well prepared are you for succeeding in

the job market?

37%

51%

11%

1%

Very satisfied

Satisfied

Neutral

Dissatisfied

Very dissatisfied



15


Figure 12: Preparation for succeeding in the job market (Overall - alumni) (original Illustration)

Figure 12 displays that a majority (82%) of the respondents feel very well prepared or well

prepared for succeeding in the job market, while only 2% of the respondents feel

unprepared.

How satisfied are you with your job performance in general?

Figure 13: Satisfaction with job performance in general (Overall - alumni) (original Illustration)

33%

49%

16%

2%

Very well prepared

Well prepared

Neutral

Unprepared

Very unprepared

36,4%

55,6%

5,9%

1,6% 0,5%

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



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Figure 13 depicts that 92% of the respondents answered that they were very satisfied

(36,4%) or satisfied (55,6%) with their own job performance in general, while only 2% were

dissatisfied or very dissatisfied.

Employer

In total 172 employers were interviewed in four participating countries. With 60 employers

Bosnia-Herzegovina had the highest amount of respondents. (Table 8)

Employers

Macedonia 31

Montenegro 39

Serbia 42

Bosnia Herzegovina 60

Total 172 Table 8: Number of responding employers classified by country (original Illustration)

Figure 14: Age of the responding employers (Overall) (original Illustration)

Figure 14 displays the age structure of the responding employers. The age range of the

respondents is between 21 and 50 years, whereas the biggest fraction (31,4%) is between

31 and 35 years old. Contrary to the gender composition of the alumni the interviewed

employers are majoritarian men. (Figure 15)

3,210,3

31,4

7,7

15,4

16,0

16,0

between 21and 25 years old








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Figure 15: Gender of the responding employers (Overall) (original Illustration)


In general, how satisfied are you with the quality of employee X’s work performance?

Figure 16: Degree of satisfaction with work performance (Overall - employer) (original Illustration)

33,3

66,7

Female

Male

45%

50%

5%

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



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A vast majority of employers was satisfied (45%) or very satisfied (50%) with the work

performance of the employee studying the respective degree programme. No one of the

respondents was dissatisfied or very dissatisfied. (Figure 16)

How comfortable would you feel in recommending employee X for another jobs (e.g., in

another department) within your organization?

Figure 17: Recommending study programme (Overall - employer) (original Illustration)

Figure 17 shows how comfortable the employers would feel in recommending employee x for

another job within their organisation. Most of the respondents feel comfortable (41%) or very

comfortable (47%) regarding this question. 3% state that they feel uncomfortable or very

uncomfortable in recommending employee X. A deeper analysis via cross-tabulations

indicated that these 3% also were very satisfied with employee’s X work performance.

When employee X applied for this job, was his/her degree or qualification considered a job

requirement?

47%

41%

9%

1% 2%

Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



19


Figure 18: Requirement of study programme for Jobs (Overall - employer) (original Illustration)

A majority of 92% employers stated that the degree of employee X was considered a job

requirement when he/she applied for the job. (Figure 18)

Generic competences

Can you remember a specific situation when Employee X had to…

Yes No


91,7% 8,3%

Work closely with a team 89,8% 10,2%


77,7% 22,3%


82,8% 17,2%


76,4% 23,6%

Work outside own field of specialisation

74,8% 25,2%


82,1% 17,9%

92%

8%

Yes

No



20


Write a report 87,7% 12,3%

Table 9: Generic competences in specific situations (Overall - employer) (original Illustration)

The majority of employees of the respondents had to do all of the tasks listed in Table 9. The

percentages ranged from 91,7% (“Find a creative solution”) to 74,8% (Work outside own field

of specialisation).

How satisfied were you with how Employee X handled each one of these specific situations?

Very satisfied Satisfied Somewhat satisfied

Neutral Very Dissatisfied

N


59,9% 32,2% 3,9% 3,9% 0,0%

152

Work closely with a team 46,4% 47,0% 5,3% 0,7% 0,7% 151


42,5% 51,0% 5,2% 1,3% 0,0%

153


53,4% 37,2% 7,4% 2,0% 0,0%

148


53,0% 30,9% 11,4% 4,7% 0,0%

149

Work outside own field of specialisation

40,1% 38,1% 12,2% 9,5% 0,0%

147


60,8% 31,8% 4,7% 2,7% 0,0%

148

Write a report 54,9% 37,9% 4,6% 2,6% 0,0% 153

Table 10: Degree of satisfaction in specific situations (Overall - employer) (original Illustration)

Table 10 shows the results of the satisfaction rate of employers, when employee X was in a

specific situation. It is remarkable that only small part of respondents were neutral or very

dissatisfied with their own performance in these specific situations. On the other hand a vast

majority answered that they were “very satisfied” or “satisfied” in all of the listed situations.


required to perform the current job activities of Employee x?

Strongly agree


Neutral Disagree N

1. Creativity 64,3% 31,2% 3,2% 1,3% 0,0% 157

2. Flexibility 59,6% 35,9% 4,5% 0,0% 0,0%

156


157


157



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157

6. Leadership 43,9% 42,0% 12,1% 1,9% 0,0% 156


157

8. Presentation 54,8% 35,7% 6,4% 2,5% 0,6% 157

9. Communication 65,0% 30,6% 3,2% 1,3% 0,0%

157

Table 11: Usefulness of generic competences (overall - employer) (original Illustration)

Table 11 shows that most respondents think that the listed generic competences are useful

for job activities of employees graduated in one of the specific degree programmes. A huge

majority of respondents agrees or strongly agrees to the question mentioned above for each

generic competence. According to the interviewed employers communication and creativity

are the most required generic competences. Again (as in the survey for alumni) leadership is

the least required competence.

Do you feel that Employee X is competent when using the following generic competences at

his job?

Strongly agree


Neutral Disagree N

1. Creativity 55,1% 35,3% 9,0% 0,6% 0,0% 156

2. Flexibility 52,6% 41,0% 5,8% 0,6% 0,0% 156


156


156


155

6. Leadership 39,1% 44,9% 11,5% 4,5% 0,0%

156

7. Ability to see the bigger picture

52,6% 32,7% 10,9% 3,8% 0,0%

156

8. Presentation 48,7% 39,7% 7,7% 3,2% 0,0%

156

9. Communication 57,7% 35,9% 5,8% 0,0% 0,0%

156

Table 12: Competence of generic competences (overall - employer) (original Illustration)

Table 12 shows that an immense part of the respondents feel that employees coming from

one of the degree programmes is competent when using the following generic competences

at their job.



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Do you agree that the following competences are relevant for the future career development

of Employee X?

Strongly agree


Neutral Disagree N

1. Creativity 70,7% 26,8% 1,3% 1,3% 0,0%

157

2. Flexibility 62,4% 33,8% 3,2% 0,6% 0,0% 157


157


157


156

6. Leadership 55,8% 36,5% 4,5% 3,2% 0,0% 156


157

8. Presentation 61,3% 34,2% 1,9% 2,6% 0,0%

155

9. Communication 72,6% 24,2% 1,3% 1,9% 0,0%

157

Table 13: Relevance of generic competences (overall - employer) (original Illustration)


future career development of respondents’ employees.

Internship

Do you know if employee X had an internship/work placement during his/her study

program?



23


Figure 19: Fraction of alumni with Internship / work placement (Overall - employer) (original Illustration)

Only 43% of the respondents answered that their employee X had an internship / work

placement during their study programme, while 57% did not have. (Figure 19)

Do you think that the internship/work placement experience was useful for employee X’s

current job situation??

Figure 20: Usefulness of Internship / work placement (Overall - employer) (original Illustration)

43%

57%

Yes

No

47%

18%

35%

Yes

No

Don't know



24


47% of the respondents said that their internship was relevant for the current job situation of

employee X, while 18% stated that it was not relevant. With 35% a relative big fraction of

respondents answered that they do not know. (Figure 20)


Do you know if employee X was involved in any extra-curricular activities (e.g., volunteering

work, mentoring) during his/her your study program?

Figure 21: Fraction of alumni in extra-curricular activities (Overall - employer) (original Illustration)

Only 36% of all respondents stated that they know, if employee X was involved in extra-

curricular activities, 64% did not know. (Figure 21)

42% perceived that extra-curricular activities were useful for their current job situation, while

19% think they were not. A big part of the interviewed employers (39%) stated that they did

not know, if the activities were useful. (Figure 22)

Do think that the extra-curricular activities were useful for your employee X’s current job

situation?

36%

64%

Yes

No



25


Figure 22: Usefulness of extra-curricular activities (Overall - employer) (original Illustration)


Figure 23: Degree of satisfaction with study programme knowledge foundation (Overall - employer) (original Illustration)

42%

19%

39%Yes

No

Don't know

45%

49%

6%

Very satisfied

Satisfied

Neutral

Dissatisfied

Very dissatisfied

Regarding employee X’s IIM knowledge foundation, how satisfied are you with its overall

level of quality?



26


Figure 23 shows that a vast majority of the interviewed employers are very satisfied (45%) or

satisfied (49%) with the quality of the study program knowledge foundation of employee X,

while no one is dissatisfied or very dissatisfied.

Figure 24: Preparation for succeeding in the job market (Overall - employer) (original Illustration)

Figure 24 displays that a majority (88%) of the respondents feel that their employee X is very

well prepared or well prepared for succeeding in the job market. No one of the respondents

feels that they are unprepared.

49%

39%

12%

Very well prepared

Well prepared

Neutral

Unprepared

Very unprepared

What is your overall assessment concerning how well prepared is employee X for

succeeding in the job market?

How satisfied are you with employee X’s job performance in general?



27


Figure 25: Satisfaction with job performance in general (Overall - employer) (original Illustration)

Figure 25 depicts that 96% of the respondents answered that they were very satisfied

(36,4%) or satisfied (55,6%) with job performance of employee in general, the remaining 4%

stated that they are neutral regarding this question.

Macedonia

In Macedonia 74 questionnaires were filled in total. In both studies (IIM and Postgraduate

IIM) 34 questionnaires for employers were completed, while 40 questionnaires were filled by

alumni.

IIM

25 alumni completed the IIM questionnaire. On the other hand only 14 employers of IIM

alumni filled the questionnaire

.

Alumni questionnaire

The alumni questionnaire was completed by 25 alumni.

53%43%

4%

Very satisfied

Satisfied

Neutral

Dissatisfied

Very dissatisfied



28



In general, how satisfied are you with the quality of your work performance??

Figure 26: Degree of satisfaction with the quality of work performance (Macedonia: IIM - alumni) (original Illustration)

36% of the respondents answered that they are very satisfied with the quality of the work

performance, 60% are satisfied and only 4% answered that they feel neutral. (Figure 26) No

one was dissatisfied or very dissatisfied. (Figure 26)


Only the two options “Very Comfortable” (76%) and “Comfortable” (24%) were selected.

Thus the interviewed alumni say that they feel comfortable to recommend the study

programme IIM to close friends. (Figure 27)

36%

60%

4%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



29


Figure 27: Recommending study programme (Macedonia: IIM - alumni) (original Illustration)

As far as you are aware, when you applied for this job, was your study program IIM degree

or qualification considered a job requirement?

This question was a Yes/No Question. 75% said that their IIM degree was considered a job

requirement when applying, while 25% said no. (Figure 28)

76%

24%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



30


Figure 28: Requirement of study programme for Jobs (Macedonia: IIM - alumni) (original Illustration)

Specific competences

Do you agree that the following specific competence areas are useful for the performance of

your current job activities?

Answer Options Strongly agree


Neutral Disagree Don’t know

Response Count

MATHEMATICS 34,8% 17,4% 26,1% 13,0% 4,3% 4,3% 23

TECHNICAL MECHANICS 21,7% 17,4% 26,1% 8,7% 21,7% 4,3%

23

MECHANICAL MATERIALS 21,7% 13,0% 13,0% 26,1% 26,1% 0,0%

23

MECHANICAL ELEMENTS, MECHANICAL DESIGN AND ENGINEERING GRAPHICS 26,1% 21,7% 17,4% 21,7% 13,0% 0,0%

23

ENERGETICS 13,0% 0,0% 21,7% 21,7% 34,8% 8,7% 23

MANAGEMENT 60,9% 39,1% 0,0% 0,0% 0,0% 0,0% 23

OPERATIONAL RESEARCH AND PROJECT MANAGEMENT 43,5% 43,5% 8,7% 4,3% 0,0% 0,0%

23

PRODUCTION SYSTEMS 30,4% 21,7% 30,4% 13,0% 4,3% 0,0% 23

QUALITY 47,8% 13,0% 26,1% 8,7% 4,3% 0,0% 23

75%

25%

As far as you are aware, when you applied for this job, was your study program IIM degree or qualification considered a job requirement?

Yes

No



31


MANAGEMENT

IT 47,8% 39,1% 8,7% 4,3% 0,0% 0,0% 23

DEVELOPMENT ISSUES 52,2% 26,1% 13,0% 4,3% 4,3% 0,0% 23

HUMAN RESOURCE MANAGEMENT AND DESIGN OF WORK PLACES 43,5% 30,4% 8,7% 8,7% 4,3% 4,3%

23

ECONOMIC, LEGAL AND SOCIAL ISSUES 39,1% 30,4% 17,4% 13,0% 0,0% 0,0%

23

ENTREPRENEURSHIP AND SMALL BUSINESS 43,5% 26,1% 17,4% 13,0% 0,0% 0,0%

23

TRANSPORT EQUIPMENT AND BUSINESS LOGISTICS 30,4% 13,0% 30,4% 17,4% 8,7% 0,0%

23

FOREIGN LANGUAGE 82,6% 4,3% 13,0% 0,0% 0,0% 0,0% 23

Table 14: Usefulness of specific competences (Macedonia: IIM - alumni) (original Illustration)

Each specific competence shown in Table 14 was rated very differently regarding the

question mentioned above. While foreign language and management are perceived as

exceptionally useful, the opposite holds true for energetics.

Do you feel competent in terms of understanding concepts from the following specific

competence areas?

Strongly agree



Response Count

MATHEMATICS 30,4% 30,4% 26,1% 8,7% 0,0% 4,3% 23

TECHNICAL MECHANICS 21,7% 34,8% 17,4% 21,7% 0,0% 4,3% 23


23


23

ENERGETICS 8,7% 21,7% 30,4% 30,4% 0,0% 8,7% 23

MANAGEMENT 54,5% 36,4% 9,1% 0,0% 0,0% 0,0% 22


23

PRODUCTION SYSTEMS 26,1% 26,1% 30,4% 17,4% 0,0% 0,0% 23

QUALITY MANAGEMENT 47,8% 30,4% 17,4% 4,3% 0,0% 0,0% 23

IT 43,5% 34,8% 13,0% 8,7% 0,0% 0,0% 23

DEVELOPMENT ISSUES 39,1% 39,1% 8,7% 13,0% 0,0% 0,0% 23


23

ECONOMIC, LEGAL AND 34,8% 17,4% 21,7% 17,4% 8,7% 0,0% 23



32


SOCIAL ISSUES


23

TRANSPORT EQUIPMENT AND BUSINESS LOGISTICS 26,1% 21,7% 30,4% 13,0% 4,3% 4,3%

23


Table 15: Competence in specific competences (Macedonia: IIM - alumni) (original Illustration)

Like in the previous question the specific competence foreign language was also rated

exceptionally high. On the other end of the ranking one can find mechanical materials,

mechanical elements, mechanical design and engineering graphics, energetics and

production systems. (Table 15)

Do you agree that understanding the following specific competence areas is relevant for

your future career development?




N

MATHEMATICS 21,7% 21,7% 17,4% 26,1% 13,0% 0,0% 23

TECHNICAL MECHANICS 13,0% 17,4% 21,7% 21,7% 17,4% 8,7%

23


23


23

ENERGETICS 8,7% 4,3% 21,7% 34,8% 21,7% 8,7% 23

MANAGEMENT 69,6% 17,4% 4,3% 8,7% 0,0% 0,0% 23


23

PRODUCTION SYSTEMS 47,8% 30,4% 4,3% 13,0% 0,0% 4,3%

23

QUALITY MANAGEMENT 43,5% 43,5% 8,7% 4,3% 0,0% 0,0%

23

IT 52,2% 39,1% 4,3% 0,0% 0,0% 4,3% 23

DEVELOPMENT ISSUES 56,5% 30,4% 13,0% 0,0% 0,0% 0,0%

23


23

ECONOMIC, LEGAL AND SOCIAL ISSUES 47,8% 21,7% 17,4% 13,0% 0,0% 0,0%

23


23

TRANSPORT EQUIPMENT AND 47,8% 4,3% 26,1% 8,7% 8,7% 4,3%

23



33


BUSINESS LOGISTICS


Table 16: Relevance of specific competences (Macedonia: IIM - alumni) (original Illustration)

Language skills are again rated best and are perceived as most relevant for the career

development of the interviewees. Operational research and project management and

management are also rated high. On the other end of the ranking one can find mechanical

materials and technical mechanics. (Table 16)

Generic competences


Yes No N

Find a creative or innovative solution 91,3% 8,7% 23

Work closely with a team 95,7% 4,3% 23

Analyse and describe a problem 91,3% 8,7% 23

Work self responsibly on a task or project 87,0% 13,0%

23

Take a leading or coordinating role in a team 87,0% 13,0%

23

Work outside your own field of specialisation 87,0% 13,0%

23

Present something to an audience 78,3% 21,7% 23

Write a report 95,7% 4,3% 23

Table 17: Generic competences in specific situations (Macedonia: IIM) (original illustration)

This question was answered by 23 alumni. The percentage of yes-answers ranged from

95,7% (“Write a report”) to 78,3% (Present something to the audience). (Table 17)


Very satisfied

Satisfied Somewhat satisfied


N


39,1% 52,2% 4,3% 4,3% 23


Analyse and describe a problem 59,1% 27,3% 9,1% 4,5% 22


38,1% 47,6% 4,8% 9,5% 21


43,5% 39,1% 4,3% 13,0% 23



34


Work outside your own field of

specialisation 28,6% 33,3% 19,0% 19,0% 21

Present something to an audience 65,2% 21,7% 4,3% 8,7% 23

Write a report 40,9% 40,9% 13,6% 4,5% 22

Table 18: Degree of satisfaction in specific situations (Macedonia: IIM - alumni) (original Illustration)



vast majority answered that they were “very satisfied” or “satisfied” for each specific situation.

(Table 18)



Strongly agree



N

1. Creativity 52,2% 39,1% 4,3% 4,3% 0,0% 0,0% 23

2. Flexibility 87,0% 13,0% 0,0% 0,0% 0,0% 0,0% 23

3. Teamwork and Relationship Building

87,0% 13,0% 0,0% 0,0% 0,0% 0,0% 23


5. Self and Time Management

73,9% 26,1% 0,0% 0,0% 0,0% 0,0% 23

6. Leadership 60,9% 30,4% 4,3% 0,0% 4,3% 0,0% 23


56,5% 21,7% 17,4% 4,3% 0,0% 0,0% 23

8. Presentation 60,9% 21,7% 8,7% 4,3% 4,3% 0,0% 23

9. Communication 82,6% 17,4% 0,0% 0,0% 0,0% 0,0% 23

Table 19: Usefulness of generic competences (Macedonia: IIM - alumni) (original Illustration)

Teamwork and relationship building, communication and flexibility are the generic

competences that are perceived as most useful by the respondents. On the other end of the

ranking one can find creativity and the ability to see the bigger picture. (Table 19)


Strongly agree



Response Count

1. Creativity 30,4% 60,9% 8,7% 0,0% 0,0% 0,0% 23

2. Flexibility 43,5% 52,2% 0,0% 4,3% 0,0% 0,0% 23


65,2% 34,8% 0,0% 0,0% 0,0% 0,0% 23




35



39,1% 47,8% 4,3% 8,7% 0,0% 0,0% 23

6. Leadership 30,4% 52,2% 8,7% 4,3% 4,3% 0,0% 23


52,2% 30,4% 8,7% 8,7% 0,0% 0,0% 23

8. Presentation 65,2% 26,1% 4,3% 0,0% 4,3% 0,0% 23

9. Communication 60,9% 34,8% 4,3% 0,0% 0,0% 0,0% 23

Table 20: Competence of generic competences (Macedonia: IIM - alumni) (original Illustration)

When asking for the competence of the respondents the results are slightly lower than in the

previous question. In relation to the other generic competences again teamwork and

relationship building and communication is rated high, while leadership and creativity is rated

relatively low. (Table 20)


development?

Strongly agree



Response Count

1. Creativity 69,6% 30,4% 0,0% 0,0% 0,0% 0,0% 23

2. Flexibility 78,3% 21,7% 0,0% 0,0% 0,0% 0,0% 23


82,6% 17,4% 0,0% 0,0% 0,0% 0,0% 23



65,2% 26,1% 8,7% 0,0% 0,0% 0,0% 23

6. Leadership 56,5% 30,4% 8,7% 0,0% 4,3% 0,0% 23


73,9% 17,4% 8,7% 0,0% 0,0% 0,0% 23

8. Presentation 60,9% 34,8% 0,0% 0,0% 4,3% 0,0% 23

9. Communication 69,6% 26,1% 4,3% 0,0% 0,0% 0,0% 23

Table 21: Relevance of generic competences (Macedonia: IIM - alumni) (original Illustration)

Table 21 displays that the generic competences are also perceived as relevant for the

interviewed alumni of IIM in Macedonia.

Internship




36


56,5 % of the interviewed alumni said that they had an internship, while 43,5% said that they

did not have an internship. (Figure 29)

Figure 29: Fraction of alumni with Internship / work placement (Macedonia: IIM - alumni) (original Illustration)


situation?

57% of the respondents stated that the internship / work placement experience was useful

for their current job situation. 29% said that the experience was not useful and 14% did not

know. (Figure 30)

57%

44%


Yes

No



37


Figure 30: Usefulness of internship / work placement (Macedonia: IIM - alumni) (original Illustration)




57%29%

14%

Do you think that the internship/work placement experience was useful for your current job situation?

Yes

No

Don't know



38


Figure 31: Fraction of alumni in extra-curricular activities (Macedonia: IIM - alumni) (original Illustration

Almost the half of all interviewed alumni (48%) stated that they were involved in extra-

curricular activities, 52% were not. (Figure 31)

With 75% a relatively high part of alumni perceived that extra-curricular activities were useful

for their current job situation, while 17% think they were not. 8% did not know, if they were

useful. (Figure 32)

Do think that the extra-curricular activities were useful for your current job situation?

48%

52%

Have you been involved in any extra-curricular activities (e.g., volunteering work, mentoring) during your study program?

Yes

No



39


Figure 32: Usefulness of extra-curricular activities (Macedonia: IIM - alumni) (original Illustration)


Regarding your study program – IIM knowledge foundation, how satisfied are you with its

overall level of quality?

75%

17%

8%


Yes

No

Don't know



40


Figure 33: Degree of satisfaction with study programme knowledge foundation (Macedonia: IIM - alumni) (original Illustration)

Figure 33 shows that the majority of the interviewed alumni of IIM are very satisfied (39%) or

satisfied (52%) with the quality of their study program knowledge foundation. No one is



the job market?

39%

52%

9%

Regarding your study program – IIM knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



41


Figure 34: Preparation for succeeding in the job market (Macedonia: IIM - alumni) (original Illustration)

Figure 34 displays that a vast majority (95,7%) of the respondents feel very well prepared or

well prepared for succeeding in the job market and again no one feels unprepared or very

unprepared.


26,1%

69,6%

4,3%

What is your overall assessment concerning how well prepared are you for succeeding in the job market?

Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



42


Figure 35: Satisfaction with job performance in general (Macedonia: IIM - alumni) (original Illustration)

Figure 35 depicts that 90,9% of the respondents answered that they were very

satisfied(27,3%) or satisfied (63,6%) with their own job performance in general, while only

4,5% were dissatisfied.

Employer questionnaire

The employer questionnaire was completed by 14 employers.



27,3%

63,6%

4,5%4,5%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



43


Figure 36: Degree of satisfaction with work performance (Macedonia: IIM - employer) (original Illustration)

57% of the respondents answered that they are very satisfied with the quality of employee

X’s work performance and the remaining 43% are satisfied. (Figure 36)



Only three options – “Very Comfortable” (76%) and “Comfortable” (24%) and “Neutral” (7%)

– were selected. Thus the majority of interviewed employers say that he or she feels

comfortable to recommend for another job. (Figure 37)

57%

43%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



44


Figure 37: Recommending study programme (Macedonia: IIM - employer) (original Illustration)


requirement?

86% of the interviewed employers said that employee’s X IIM degree was considered a job

requirement when applying, while 14% stated that it was not. (Figure 39)

64%

29%

7%

How comfortable would you feel in recommending employee X for another jobs (e.g., in another department) within your organization?

Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



45


Figure 38: Requirement of study programme for Jobs (Macedonia: IIM - employer) (original Illustration)


Do you agree that the following specific competence areas are useful for the performance

employee X’s current job activities?

Answer Options Strongly

agree Agree

Somewhat agree

Neutral Disagree

Don't know

Response Count

MATHEMATICS 15,4% 38,5% 38,5% 7,7% 0,0% 13

TECHNICAL MECHANICS 7,7% 15,4% 61,5% 15,4% 0,0% 13

MECHANICAL MATERIALS 15,4% 15,4% 23,1% 46,2% 0,0% 13

MECHANICAL ELEMENTS, MECHANICAL DESIGN AND ENGINEERING GRAPHICS 7,7% 15,4% 38,5% 38,5% 0,0%

13

ENERGETICS 0,0% 23,1% 30,8% 46,2% 0,0% 13

MANAGEMENT 61,5% 30,8% 0,0% 7,7% 0,0% 13

OPERATIONAL RESEARCH AND PROJECT MANAGEMENT 23,1% 53,8% 15,4% 7,7% 0,0%

13

PRODUCTION SYSTEMS 23,1% 38,5% 15,4% 23,1% 0,0% 13

QUALITY MANAGEMENT 46,2% 23,1% 7,7% 23,1% 0,0% 13

IT 23,1% 30,8% 30,8% 15,4% 0,0% 13

DEVELOPMENT ISSUES 38,5% 46,2% 7,7% 7,7% 0,0% 13

HUMAN RESOURCE 38,5% 7,7% 38,5% 15,4% 0,0% 13

86%

14%

When employee X applied for this job, was his/her degree or qualification considered a job requirement?

Yes

No



46


MANAGEMENT AND DESIGN OF WORK PLACES

ECONOMIC, LEGAL AND SOCIAL ISSUES 38,5% 23,1% 15,4% 23,1% 0,0%

13

ENTREPRENEURSHIP AND SMALL BUSINESS 30,8% 23,1% 23,1% 23,1% 0,0%

13

TRANSPORT EQUIPMENT AND BUSINESS LOGISTICS 23,1% 7,7% 38,5% 38,5% 0,0%

13

FOREIGN LANGUAGE 75,0% 16,7% 0,0% 8,3% 0,0% 12

Table 22: Usefulness of specific competences (Macedonia: IIM - employer) (original Illustration)

Each specific competence shown in Table 22 was rated very differently regarding the

question mentioned above. While foreign language and management are perceived as

exceptionally useful, the opposite holds true for energetics.

Do you feel that employee X is competent in terms of understanding concepts from the

following specific competence areas?



Neutral Disagree

Don’t know

Response Count

MATHEMATICS 15,4% 53,8% 15,4% 15,4% 0,0% 13




13

ENERGETICS 0,0% 38,5% 15,4% 23,1% 30,8% 13

MANAGEMENT 38,5% 30,8% 23,1% 7,7% 0,0% 13


13



IT 23,1% 38,5% 23,1% 7,7% 0,0% 12


HUMAN RESOURCE MANAGEMENT AND DESIGN OF WORK PLACES 23,1% 53,8% 15,4% 7,7% 0,0%

13


13


13


13


Table 23: Competence in specific competences (Macedonia: IIM - employer) (original Illustration)

Like in the previous question the specific competence foreign language was also rated

exceptionally high. On the other end of the ranking one can find mechanical materials,



47


mechanical elements, mechanical design and engineering graphics, energetics and

production systems. (Table 23)

Do you agree that understanding the following specific competemce areas is relevant for the

future career development of employee X?


agree Agree

Somewhat agree

Neutral Disagree

Don’t know

Response Count

MATHEMATICS 15,4% 38,5% 23,1% 23,1% 0,0% 13




13

ENERGETICS 15,4% 23,1% 7,7% 46,2% 0,0% 12

MANAGEMENT 69,2% 15,4% 0,0% 15,4% 0,0% 13


13



IT 45,5% 63,6% 0,0% 9,1% 0,0% 13


HUMAN RESOURCE MANAGEMENT AND DESIGN OF WORK PLACES 38,5% 53,8% 0,0% 7,7% 0,0%

13


13


12


12


Table 24: Relevance of specific competences (Macedonia: IIM - employer) (original Illustration)

Language skills are again rated best and are perceived as most relevant for the career

development of employers’ employee X. Development and project management and

management are also rated high. On the other end of the ranking one can find mechanical

materials, energetics and technical mechanics. (Table 24)

Generic competences




48


Answer Options Yes No Response Count




Work self responsibly on a task or project 92,3% 7,7% 13


69,2% 30,8% 13

Work outside his own field of specialisation

69,2% 30,8% 13



Table 25: Generic competences in specific situations (Macedonia: IIM - employer) (original Illustration)

The majority of employees of the respondents had to do all of the tasks listed in Table 25.

The percentages ranged from 100% (“Write a report” and “Analyse and describe a problem”)

to 74,8% (Work outside own field of specialisation).


Answer Options Very satisfied



Response Count

Find a creative or innovative solution 40,0% 60,0% 0,0% 0,0% 0,0% 10


Analyse and describe a problem 30,8% 61,5% 7,7% 0,0% 0,0% 13

Work self responsibly on a task or project 54,5% 36,4% 9,1% 0,0% 0,0% 11

Take a leading or coordinating role in a team 40,0% 40,0% 10,0% 10,0% 0,0% 10

Work outside his own field of specialisation 30,0% 40,0% 20,0% 10,0% 0,0% 10

Present something to an audience 54,5% 36,4% 0,0% 9,1% 0,0% 11

Write a report 46,2% 38,5% 15,4% 0,0% 0,0% 13

Table 26: Degree of satisfaction in specific situations (Macedonia: IIM - employer) (original Illustration)


specific situation. It is remarkable that only small part of respondents were neutral or very

dissatisfied with the performance in these specific situations. On the other hand a vast

majority answered that they were “very satisfied” or “satisfied” in all of the listed situations.





49





Response Count

1. Creativity 53,8% 38,5% 7,7% 0,0% 0,0% 0,0% 13

2. Flexibility 53,8% 38,5% 7,7% 0,0% 0,0% 0,0% 13




6. Leadership 30,8% 53,8% 15,4% 0,0% 0,0% 0,0% 13


8. Presentation 46,2% 38,5% 15,4% 0,0% 0,0% 0,0% 13

9. Communication 61,5% 30,8% 7,7% 0,0% 0,0% 0,0% 13

Table 27: Usefulness of generic competences (Macedonia: IIM - employer) (original Illustration)


for job activities of employees graduated in IIM. A huge majority of respondents agrees or

strongly agrees to the question mentioned above for each generic competence. Leadership

is the least required competence.


his job?




Response Count

1. Creativity 30,8% 61,5% 7,7% 0,0% 0,0% 0,0% 13

2. Flexibility 46,2% 46,2% 7,7% 0,0% 0,0% 0,0% 13




6. Leadership 23,1% 53,8% 23,1% 0,0% 0,0% 0,0% 13


8. Presentation 38,5% 53,8% 7,7% 0,0% 0,0% 0,0% 13

9. Communication 46,2% 46,2% 7,7% 0,0% 0,0% 0,0% 13

Table 28: Competence in generic competences (Macedonia: IIM - employer) (original Illustration)

Table 28 shows that an immense part of the interviewed employer feels that employees

coming from IIM degree programme are competent when using the generic competences

mentioned above at their job.




50


of Employee X?

Answer Options Very Relevant

Relevant Somewhat Relevant

Neutral Irrelevant Not sure Response Count

1. Creativity 92,3% 7,7% 0,0% 0,0% 0,0% 0,0% 13

2. Flexibility 92,3% 7,7% 0,0% 0,0% 0,0% 0,0% 13




6. Leadership 76,9% 23,1% 0,0% 0,0% 0,0% 0,0% 13


8. Presentation 84,6% 7,7% 7,7% 0,0% 0,0% 0,0% 13

9. Communication 92,3% 0,0% 7,7% 0,0% 0,0% 0,0% 13

Table 29: Relevance of generic competences (Macedonia: IIM - employer) (original Illustration)


future career development of respondents’ employee coming from the degree programme

IIM.

Internship


program?



51


Figure 39: Fraction of alumni with Internship / work placement (Macedonia: IIM - employer) (original Illustration)


placement during their study programme, while 69% did not have. (Figure 39)


employee X, while 12% stated that it was not relevant. With 63% the majority of respondents

answered that they do not know. (Figure 40)



31%

69%

Do you know if employee X had an internship/work placement during his/her study program?

Yes

No



52


Figure 40: Usefulness of Internship / work placement (Macedonia: IIM - employer) (original Illustration)




25%

13%63%

Do you think that the internship/work placement experience was useful for employee X’s current job situation?

Yes

No

Don't know



53


Figure 41: Fraction of alumni in extra-curricular activities (Macedonia: IIM - employer) (original Illustration)

Only 30,8% of all respondents stated that they know, if employee X was involved in extra-

curricular activities, 69,2% did not know. (Figure 41)

Figure 42 shows the degree of usefulness of extra-curricular activities.44,4% perceived that

extra-curricular activities were useful for their current job situation, while the remaining 55,6%

of the respondent stated that they did not know.


situation?

30,8%

69,2%

Yes

No



54


Figure 42: Usefulness of extra-curricular activities (Macedonia: IIM - employer) (original Illustration)


44,4%

55,6%

Yes

No

Don't know


level of quality?



55


Figure 43: Degree of satisfaction with study programme knowledge foundation (Macedonia: IIM - employer) (original Illustration)

Figure 43 shows that a vast majority of the interviewed employers are very satisfied (61,5%)

or satisfied (23,1%) with the quality of the study program knowledge foundation of employee

X, while no one is dissatisfied or very dissatisfied.

61,5%

23,1%

15,4%

Regarding employee X’s IIM knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





56


Figure 44: Preparation for succeeding in the job market (Macedonia: IIM - employer) (original Illustration)

Figure 44 displays that a majority (77%) of the respondents feel that their employee X is very

well prepared or well prepared for succeeding in the job market, while no one of the

respondents feels that they are unprepared.

62%15%

23%

What is your overall assessment concerning how well prepared is employee X for succeeding in the job market?

Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




57


Figure 45: Satisfaction with job performance in general (Macedonia: IIM - employer) (original Illustration)

Figure 45 depicts that all respondents answered that they were very satisfied (69%) or

satisfied (31%) with job performance of employee in general.

Postgraduate IIM

Altogether 35 questionnaires were filled in. 18 alumni completed the IIM questionnaire. On

the other hand 17 employers of Postgraduate IIM alumni filled the questionnaire.




In general, how satisfied are you that your business education was suitable for your current

occupational needs?

69%

31%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



58


Figure 46: Degree of satisfaction with work performance (Macedonia: Postgraduate IIM - alumni) (original Illustration)

55,6% of the respondents answered that they were very satisfied with the quality of the work

performance and the remaining 44,4% are satisfied. (Figure 46)


Only three options “Very Comfortable” (66,7%) and “Comfortable” (27,8%) and “Neutral”

(5,6%) were selected. Thus the interviewed alumni say that he or she feel comfortable to

recommend the study programme Postgraduate IIM to close friends. (Figure 47)

55,6%

44,4%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



59


Figure 47: Recommending study programme (Macedonia: Postgraduate IIM - alumni) (original Illustration)



68,8% said that their postgraduate IIM degree was considered a job requirement when

applying, while 31,3% said that it was not a requirement. (Figure 48)

66,7%

27,8%

5,6%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



60


Figure 48: Requirement of study programme for Jobs (Macedonia: Postgraduate IIM - alumni) (original Illustration)







Response Count

To solve problems in numerical mathematics, optimization, differential equations and complex analysis; to actively implement programming packages in the area of the master thesis. 16,7% 16,7% 22,2% 38,9% 5,6% 0,0%

18

To use specific programming techniques, applied software and basic concepts of data organization and artificial intelligence. 5,6% 27,8% 44,4% 11,1% 11,1% 0,0%

18

To solve engineering problems with the methods of probability and statistics. 27,8% 16,7% 33,3% 22,2% 0,0% 0,0%

18

To analyze and to create business information systems in practical environment. 27,8% 44,4% 22,2% 5,6% 0,0% 0,0%

18

To design and to manage supply chains; to manage the distribution flows (materials, information, finance); to analyze reverse logistics, transportation and distribution; to use software package for management of supply chains, e-business, etc. 27,8% 27,8% 33,3% 5,6% 5,6% 0,0%

18

To use the theoretical knowledge in the fundamental areas of management. 77,8% 22,2% 0,0% 0,0% 0,0% 0,0%

18

To apply the process of marketing planning; to determine the elements of the marketing plan, the basic portfolio matrix for analysis of the company; to define marketing strategy and marketing tactics; to make the best decisions whether to apply some marketing activities; to apply the basic types of marketing control in assessing the achievement of planned results. 38,9% 44,4% 11,1% 0,0% 5,6% 0,0%

18

Analysis, determination of the model and solving management problems with a particular emphasis: Network planning, Resource Management Project, Cost Management Project 44,4% 33,3% 22,2% 0,0% 0,0% 0,0%

18

To analyze the maintenance and its demands; to determine the 44,4% 27,8% 11,1% 5,6% 11,1% 0,0% 18

68,8%

31,3%

As far as you are aware, when you applied for this job, was your study program IIM degree or qualification considered a job requirement?

Yes

No



61


effectiveness of technical systems; to carry out the maintenance of technical systems with implementation of certain methods and techniques; to analyze the models of maintaining concerning the status of the equipment; to design the information system for maintenance and management of its costs.

To analyze, to determine the model and to solve the management problems, with particular emphasis on the following models: Non-linear programming, Network problems, Markov chains and Inventories and queuing. 16,7% 33,3% 27,8% 5,6% 16,7% 0,0%

18

To create strategies based on quantitative methods; to analyze complex business problems; to find optimal solutions for them. 52,9% 23,5% 5,9% 17,6% 5,9% 0,0%

18

To analyze existing and to create and implement new production planning and contorol systems. 11,1% 44,4% 27,8% 11,1% 0,0% 0,0%

17

To implement the process of overall restructuring of enterprises in practical terms. 16,7% 27,8% 33,3% 11,1% 11,1% 0,0%

18

To plan the needs for new employees, recruitment and selection of staff; to be able to accommodate to new workplace and training, to manage the career, to assess the work results and to determine the reward systems, to motivate and stimulate the staff, to train the employees for workplace transfers and dismissing. 33,3% 27,8% 11,1% 22,2% 5,6% 0,0%

18

To be able to establish own business, to create a business plan, to plan finances, to create a business strategy, to create marketing analysis and plan, to present effectively; to use methods and tools for decision making. 33,3% 50,0% 0,0% 11,1% 5,6% 0,0%

18

To analyze and to create the rewarding systems in practical terms. 27,8% 38,9% 11,1% 11,1% 11,1% 0,0% 18

To be able to conduct the process of analysis of the production systems and to find optimal/contemporary solutions for the layout of the equipment; to manage the processes for continuous improvement. 16,7% 38,9% 16,7% 16,7% 11,1% 0,0%

18

To be able to conduct the process of analysis of the organizations and to identify the problems associated with the physical systems, management systems, skills and knowledge and organizational culture. 38,9% 38,9% 16,7% 5,6% 0,0% 0,0%

18

Table 30: Usefulness of specific competences (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Table 30 shows how useful specific competences are regarding the respondents’

performance in their current job activity. The specific competences taught in the

postgraduate IIM study programme are valued relatively differently by alumni, but in general

they are perceived as useful.


competence areas?




Response Count

To solve problems in numerical mathematics, optimization, differential equations and complex analysis; to actively implement programming packages in the area of the master thesis. 11,1% 33,3% 38,9% 11,1% 5,6% 0,0%

18

To use specific programming techniques, applied software and basic concepts of data organization and artificial intelligence. 11,1% 44,4% 33,3% 5,6% 5,6% 0,0%

18

To solve engineering problems with the methods of probability and statistics. 22,2% 55,6% 5,6% 16,7% 0,0% 0,0%

18

To analyze and to create business information systems in practical environment. 27,8% 44,4% 22,2% 5,6% 0,0% 0,0%

18

To design and to manage supply chains; to manage the distribution flows (materials, information, finance); to analyze reverse logistics, transportation and distribution; to use software package for management of supply chains, e-business, etc. 38,9% 44,4% 5,6% 11,1% 0,0% 0,0%

18

To use the theoretical knowledge in the fundamental areas of management. 66,7% 33,3% 0,0% 0,0% 0,0% 0,0%

18

To apply the process of marketing planning; to determine the elements of the marketing plan, the basic portfolio matrix for analysis of the 50,0% 33,3% 5,6% 5,6% 5,6% 0,0%

18



62


company; to define marketing strategy and marketing tactics; to make the best decisions whether to apply some marketing activities; to apply the basic types of marketing control in assessing the achievement of planned results.

Analysis, determination of the model and solving management problems with a particular emphasis: Network planning, Resource Management Project, Cost Management Project 33,3% 55,6% 11,1% 0,0% 0,0% 0,0%

18

To analyze the maintenance and its demands; to determine the effectiveness of technical systems; to carry out the maintenance of technical systems with implementation of certain methods and techniques; to analyze the models of maintaining concerning the status of the equipment; to design the information system for maintenance and management of its costs. 33,3% 50,0% 0,0% 11,1% 5,6% 0,0%

18

To analyze, to determine the model and to solve the management problems, with particular emphasis on the following models: Non-linear programming, Network problems, Markov chains and Inventories and queuing. 16,7% 66,7% 11,1% 0,0% 5,6% 0,0%

18

To create strategies based on quantitative methods; to analyze complex business problems; to find optimal solutions for them. 50,0% 27,8% 11,1% 11,1% 0,0% 0,0%

18

To analyze existing and to create and implement new production planning and contorol systems. 44,4% 22,2% 22,2% 11,1% 0,0% 0,0%

18

To implement the process of overall restructuring of enterprises in practical terms. 50,0% 27,8% 5,6% 5,6% 5,6% 5,6%

18

To plan the needs for new employees, recruitment and selection of staff; to be able to accommodate to new workplace and training, to manage the career, to assess the work results and to determine the reward systems, to motivate and stimulate the staff, to train the employees for workplace transfers and dismissing. 50,0% 27,8% 22,2% 0,0% 0,0% 0,0%

18

To be able to establish own business, to create a business plan, to plan finances, to create a business strategy, to create marketing analysis and plan, to present effectively; to use methods and tools for decision making. 61,1% 27,8% 5,6% 5,6% 0,0% 0,0%

18


To be able to conduct the process of analysis of the production systems and to find optimal/contemporary solutions for the layout of the equipment; to manage the processes for continuous improvement. 61,1% 22,2% 11,1% 0,0% 5,6% 0,0%

18

To be able to conduct the process of analysis of the organizations and to identify the problems associated with the physical systems, management systems, skills and knowledge and organizational culture. 50,0% 33,3% 5,6% 11,1% 0,0% 0,0%

18

Table 31: Competence in specific competences (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Table 31 illustrates, if the interviewed alumni feel competent regarding the specific

competences of postgraduate IIM. The specific competences are again ranked very

differently, but in general the interviewees feel competent.






Response Count

To solve problems in numerical mathematics, optimization, differential equations and complex analysis; to actively implement programming packages in the area of the master thesis.

16,7% 27,8% 16,7% 22,2% 16,7% 0,0% 18

To use specific programming techniques, applied software and basic concepts of data organization and artificial intelligence.

22,2% 33,3% 16,7% 16,7% 11,1% 0,0% 18

To solve engineering problems with the methods of probability and statistics.

22,2% 16,7% 33,3% 22,2% 5,6% 0,0% 18

To analyze and to create business information systems in practical environment.

33,3% 38,9% 22,2% 5,6% 0,0% 0,0% 18

To design and to manage supply chains; to manage the distribution flows (materials, information, finance); to analyze reverse logistics, transportation and distribution; to use software package for management of supply chains, e-business, etc.

33,3% 44,4% 11,1% 5,6% 0,0% 5,6% 18



63


To use the theoretical knowledge in the fundamental areas of management.

50,0% 38,9% 11,1% 0,0% 0,0% 0,0% 18

To apply the process of marketing planning; to determine the elements of the marketing plan, the basic portfolio matrix for analysis of the company; to define marketing strategy and marketing tactics; to make the best decisions whether to apply some marketing activities; to apply the basic types of marketing control in assessing the achievement of planned results.

50,0% 22,2% 16,7% 5,6% 5,6% 0,0% 18

Analysis, determination of the model and solving management problems with a particular emphasis: Network planning, Resource Management Project, Cost Management Project

33,3% 38,9% 27,8% 0,0% 0,0% 0,0% 18

To analyze the maintenance and its demands; to determine the effectiveness of technical systems; to carry out the maintenance of technical systems with implementation of certain methods and techniques; to analyze the models of maintaining concerning the status of the equipment; to design the information system for maintenance and management of its costs.

33,3% 33,3% 11,1% 11,1% 5,6% 5,6% 18

To analyze, to determine the model and to solve the management problems, with particular emphasis on the following models: Non-linear programming, Network problems, Markov chains and Inventories and queuing.

27,8% 27,8% 11,1% 27,8% 0,0% 5,6% 18

To create strategies based on quantitative methods; to analyze complex business problems; to find optimal solutions for them.

55,6% 22,2% 5,6% 11,1% 0,0% 5,6% 18

To analyze existing and to create and implement new production planning and contorol systems.

33,3% 38,9% 5,6% 16,7% 5,6% 0,0% 18

To implement the process of overall restructuring of enterprises in practical terms.

50,0% 16,7% 16,7% 11,1% 5,6% 0,0% 18

To plan the needs for new employees, recruitment and selection of staff; to be able to accommodate to new workplace and training, to manage the career, to assess the work results and to determine the reward systems, to motivate and stimulate the staff, to train the employees for workplace transfers and dismissing.

22,2% 33,3% 22,2% 11,1% 11,1% 0,0% 18

To be able to establish own business, to create a business plan, to plan finances, to create a business strategy, to create marketing analysis and plan, to present effectively; to use methods and tools for decision making.

33,3% 55,6% 5,6% 0,0% 5,6% 0,0% 18


To be able to conduct the process of analysis of the production systems and to find optimal/contemporary solutions for the layout of the equipment; to manage the processes for continuous improvement.

27,8% 55,6% 5,6% 11,1% 0,0% 0,0% 18

To be able to conduct the process of analysis of the organizations and to identify the problems associated with the physical systems, management systems, skills and knowledge and organizational culture.

33,3% 38,9% 11,1% 16,7% 0,0% 0,0% 18

Table 32: Relevance of specific competences (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Table 32 shows how relevant specific competences are for the future career development of

the respondents. Again there is a wide range between each of the specific competences.

Generic competences







Take a leading or coordinating role in a 77,8% 22,2% 18



64


team


83,3% 16,7% 18



Table 33: Generic competences in specific situations (Macedonia: Postgraduate IIM - alumni questionnaire) (original illustration)

The majority of the interviewed alumni had to do all of the tasks listed in Table 33. The

percentages ranged from 100% (“Write a report” and “Analyse and describe a problem”) to

77,8% (Work closely with a team, Take a leading or coordinating role in a team).





Response Count


62,5% 37,5% 0,0% 0,0% 16




68,8% 31,3% 0,0% 0,0% 16


71,4% 28,6% 0,0% 0,0% 14


31,3% 31,3% 37,5% 0,0% 16


Write a report 33,3% 50,0% 5,6% 11,1% 18

Table 34: Degree of satisfaction in specific situations (Macedonia: Postgraduate IIM - alumni) (original Illustration)


very dissatisfied with their own performance in the specific situation of writing a report. On

the other hand a vast majority answered that they were “very satisfied” or “satisfied” for each

specific situation. (Table 34)






Response Count

1. Creativity 55,6% 33,3% 11,1% 0,0% 0,0% 0,0% 18

2. Flexibility 77,8% 22,2% 0,0% 0,0% 0,0% 0,0% 18



65



61,1% 27,8% 5,6% 5,6% 0,0% 0,0% 18



6. Leadership 38,9% 27,8% 16,7% 11,1% 5,6% 0,0% 18


50,0% 33,3% 5,6% 0,0% 11,1% 0,0% 18

8. Presentation 72,2% 22,2% 0,0% 5,6% 0,0% 0,0% 18

9. Communication 77,8% 22,2% 0,0% 0,0% 0,0% 0,0% 18

Table 35: Usefulness of generic competences (Macedonia: Postgraduate IIM - alumni) (original Illustration)


for their job activities. A huge majority of respondents agrees or strongly agrees to the

question mentioned above for each generic competence.





Response Count

1. Creativity 44,4% 55,6% 0,0% 0,0% 0,0% 0,0% 18

2. Flexibility 55,6% 44,4% 0,0% 0,0% 0,0% 0,0% 18


61,1% 27,8% 5,6% 5,6% 0,0% 0,0% 18



38,9% 50,0% 5,6% 5,6% 0,0% 0,0% 18

6. Leadership 38,9% 33,3% 11,1% 11,1% 5,6% 0,0% 18


38,9% 22,2% 16,7% 11,1% 11,1% 0,0% 18

8. Presentation 55,6% 38,9% 5,6% 0,0% 0,0% 0,0% 18

9. Communication 66,7% 27,8% 5,6% 0,0% 0,0% 0,0% 18

Table 36: Competence in generic competences (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Table 36 shows that an immense part of the interviewed alumni feels that they are competent

when using the generic competences mentioned above at their job.


development?




Response Count

1. Creativity 94,4% 5,6% 0,0% 0,0% 0,0% 0,0% 18

2. Flexibility 94,1% 5,9% 0,0% 0,0% 0,0% 0,0% 17



66



77,8% 22,2% 0,0% 0,0% 0,0% 0,0% 18



83,3% 16,7% 0,0% 0,0% 0,0% 0,0% 18

6. Leadership 61,1% 22,2% 5,6% 11,1% 0,0% 0,0% 18


66,7% 16,7% 5,6% 11,1% 0,0% 0,0% 18

8. Presentation 83,3% 16,7% 0,0% 0,0% 0,0% 0,0% 18

9. Communication 88,9% 11,1% 0,0% 0,0% 0,0% 0,0% 18

Table 37: Relevance of generic competences (Macedonia: Postgraduate IIM - alumni) (original Illustration)


interviewed alumni of IIM in Macedonia.

Internship




Figure 49: Fraction of alumni with Internship / work placement(Macedonia: Postgraduate IIM - alumni) (original Illustration)

44,4%

55,6%


Yes

No



67



situation?

Figure 50: Usefulness of Internship / work placement (Macedonia: Postgraduate IIM - alumni) (original Illustration)

38,5% of the respondents stated that the internship / work placement experience was useful

for their current job situation. 7% said that the experience was not useful and 53,8% did not

know. (Figure 50)




38,5%

7,7%

53,8%


Yes

No

Don't know



68


Figure 51: Fraction of alumni in extra-curricular activities (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Almost the half of all interviewed alumni (47,1%) stated that they were involved in extra-

curricular activities, 52,9% were not involved. (Figure 51)

41,7% of the interviewed alumni perceived that extra-curricular activities were useful for their

current job situation, while 16,7% think they were not. 41,7% did not know, if they were

useful. (Figure 52)


47,1%

52,9%


Yes

No



69


Figure 52: Usefulness of extra-curricular activities (Macedonia: Postgraduate IIM - alumni) (original Illustration)


Regarding your study program – IIM knowledge foundation, how satisfied are you with its


41,7%

16,7%

41,7%


Yes

No

Don't know



70


Figure 53: Degree of satisfaction with study programme knowledge foundation (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Figure 53 shows that all of the interviewed alumni of Postgraduate IIM are very satisfied

(70,6%) or satisfied (29,4%) with the quality of their study program knowledge foundation. No

one is dissatisfied or very dissatisfied.


the job market?

70,6%

29,4%

competence alumni Postgraduate IIM Macedonia

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



71


Figure 54: Preparation for succeeding in the job market (Macedonia: Postgraduate IIM - alumni) (original Illustration)



unprepared.


58,8%

35,3%

5,9%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



72


Figure 55: Satisfaction with job performance in general (Macedonia: Postgraduate IIM - alumni) (original Illustration)

Figure 55 depicts that 94,1% of the respondents answered that they were very satisfied

(76,5%) or satisfied (17,6%) with their own job performance in general, while no one stated

that he or she was dissatisfied.


The employer questionnaire was completed by 17 respondents.



76,5%

17,6%

5,9%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



73


Figure 56: Degree of satisfaction with work performance (Macedonia: Postgraduate IIM - employer) (original Illustration)

82,4% of the respondents answered that they are very satisfied with the quality of employee

X’s work performance and the remaining 17,6% are satisfied. (Figure 56)



82,4%

17,6%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



74


Figure 57: Recommending study programme(Macedonia: Postgraduate IIM - employer) (original Illustration)

70,6% of the interviewed employers say that he or she feels very comfortable to recommend

employee X for another job and the remaining 29,4% feel comfortable. (Figure 57)


requirement?

88,2% said that their Postgraduate IIM degree was considered a job requirement when

applying, while 11,8% said no. (Figure 58)

70,6%

29,4%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



75


Figure 58: Requirement of study programme for Jobs (Macedonia: Postgraduate IIM - employer) (original Illustration)






Neutral Disagree

Don’t know


23,5% 23,5% 23,5% 29,4% 0,0%


23,5% 35,3% 17,6% 23,5% 0,0%


29,4% 29,4% 23,5% 17,6% 0,0%


35,3% 35,3% 11,8% 17,6% 0,0%


17,6% 47,1% 17,6% 17,6% 5,9%


47,1% 47,1% 11,8% 0,0% 0,0%


43,8% 25,0% 12,5% 6,3% 12,5%


52,9% 17,6% 17,6% 5,9% 5,9%

To analyze the maintenance and its demands; to determine the 35,3% 29,4% 23,5% 11,8% 0,0%

88,2%

11,8%


Yes

No



76


effectiveness of technical systems; to carry out the maintenance of technical systems with implementation of certain methods and techniques; to analyze the models of maintaining concerning the status of the equipment; to design the information system for maintenance and management of its costs.


5,9% 35,3% 47,1% 11,8% 0,0%


35,3% 47,1% 17,6% 0,0% 0,0%


17,6% 47,1% 17,6% 11,8% 5,9%


18,8% 37,5% 6,3% 31,3% 6,3%


37,5% 6,3% 31,3% 18,8% 6,3%


41,2% 29,4% 5,9% 17,6% 5,9%

To analyze and to create the rewarding systems in practical terms. 17,6% 23,5% 29,4% 17,6% 11,8%


41,2% 23,5% 5,9% 29,4% 5,9%


58,8% 17,6% 5,9% 17,6% 0,0%

Table 38: Usefulness of specific competences (Macedonia: Postgraduate IIM - employer) (original Illustration)

Table 38 shows how useful specific competences are regarding the employee’s X

performance in their current job activity. Each specific competence was rated very differently

by the respondents.





Neutral Disagree

Don’t know

Response Count


23,5% 41,2% 23,5% 5,9% 5,9% 17


17,6% 41,2% 17,6% 17,6% 5,9% 17


23,5% 41,2% 23,5% 11,8% 5,9% 17


47,1% 47,1% 0,0% 0,0% 5,9% 17


47,1% 35,3% 11,8% 5,9% 0,0% 17


70,6% 23,5% 5,9% 0,0% 0,0% 17


52,9% 35,3% 0,0% 11,8% 0,0% 17

Analysis, determination of the model and solving management problems with a particular emphasis: Network planning, Resource

17,6% 47,1% 23,5% 5,9% 5,9% 17



77


Management Project, Cost Management Project


29,4% 52,9% 11,8% 0,0% 5,9% 17


11,8% 47,1% 17,6% 17,6% 5,9% 17


68,8% 25,0% 0,0% 6,3% 0,0% 16


29,4% 47,1% 17,6% 0,0% 5,9% 17


35,3% 29,4% 11,8% 17,6% 5,9% 17


41,2% 17,6% 23,5% 5,9% 11,8% 17


50,0% 37,5% 0,0% 0,0% 12,5% 16

To analyze and to create the rewarding systems in practical terms.

29,4% 23,5% 29,4% 5,9% 11,8% 17


35,3% 47,1% 5,9% 5,9% 5,9% 17


41,2% 47,1% 11,8% 0,0% 0,0% 17

Table 39: Competence in specific competences (Macedonia: Postgraduate IIM - employer) (original Illustration)

Table 39 illustrates, if the interviewed employers thinks if employee X feels competent

regarding the specific competences of postgraduate IIM. The specific competences are again

ranked very differently, but in general employee X is perceived as competent for each

specific competence.

Do you agree that understanding the following specific competence areas is relevant for the




Neutral Disagree

Don’t know

Response Count


23,5% 17,6% 23,5% 29,4% 5,9% 17


23,5% 29,4% 23,5% 11,8% 11,8% 17


23,5% 29,4% 23,5% 23,5% 0,0% 17


64,7% 17,6% 5,9% 11,8% 0,0% 17


41,2% 17,6% 29,4% 11,8% 0,0% 17


82,4% 17,6% 0,0% 0,0% 0,0% 17

To apply the process of marketing planning; to determine the elements of the marketing plan, the basic portfolio matrix for analysis of the company; to define marketing strategy and marketing tactics;

47,1% 29,4% 17,6% 5,9% 0,0% 17



78


to make the best decisions whether to apply some marketing activities; to apply the basic types of marketing control in assessing the achievement of planned results.


47,1% 35,3% 11,8% 0,0% 5,9% 17


47,1% 23,5% 29,4% 0,0% 0,0% 17


11,8% 52,9% 17,6% 5,9% 11,8% 17


47,1% 29,4% 23,5% 0,0% 0,0% 17


17,6% 47,1% 23,5% 11,8% 0,0% 17


29,4% 41,2% 17,6% 5,9% 5,9% 17


29,4% 35,3% 23,5% 5,9% 5,9% 17


52,9% 23,5% 17,6% 0,0% 5,9% 17

To analyze and to create the rewarding systems in practical terms. 47,1% 5,9% 35,3% 5,9% 5,9% 17


47,1% 29,4% 5,9% 17,6% 0,0% 17


52,9% 29,4% 17,6% 0,0% 0,0% 17

Table 40: Relevance of specific competences (Macedonia: Postgraduate IIM - employer) (original Illustration)

Table 40 shows how the employers rate the relevance of specific competences for the future

career development of employee X Again there is a wide range between each of the specific

competences, but the overall impression is that each competence are relevant for employee

X.

Generic competences






Work self responsibly on a task or 88,2% 11,8% 17



79


project


82,4% 17,6% 17


81,3% 18,8% 16



Table 41: Generic competences in specific situations (Macedonia: Postgraduate IIM - employer questionnaire) (original illustration)


The percentages ranged from 94,1% (“Write a report”, “Analyse and describe a problem” and

“Find a creative or innovative solution) to 81,3% (Work outside own field of specialisation).





Response Count








Write a report 70,6% 23,5% 0,0% 5,9% 0,0% 17

Table 42: Degree of satisfaction in specific situations (Macedonia: Postgraduate IIM - employer) (original Illustration)


specific situation. It is remarkable that only a small part of respondents was neutral and no

one was very dissatisfied with the performance in these specific situations. On the other

hand a vast majority answered that they were “very satisfied” or “satisfied” in all of the listed

situations.





80





Response Count

1. Creativity 76,5% 23,5% 0,0% 0,0% 0,0% 0,0% 17

2. Flexibility 70,6% 23,5% 5,9% 0,0% 0,0% 0,0% 17




6. Leadership 41,2% 29,4% 23,5% 5,9% 0,0% 0,0% 17


8. Presentation 82,4% 11,8% 0,0% 5,9% 0,0% 0,0% 17

9. Communication 76,5% 17,6% 0,0% 5,9% 0,0% 0,0% 17

Table 43: Usefulness of generic competences (Macedonia: Postgraduate IIM - employer) (original Illustration)


for job activities of employees graduated in IIM. A huge majority of respondents agrees or

strongly agrees to the question mentioned above for each generic competence.


his job?




Response Count

1. Creativity 30,8% 61,5% 7,7% 0,0% 0,0% 0,0% 13

2. Flexibility 46,2% 46,2% 7,7% 0,0% 0,0% 0,0% 13




6. Leadership 23,1% 53,8% 23,1% 0,0% 0,0% 0,0% 13


8. Presentation 38,5% 53,8% 7,7% 0,0% 0,0% 0,0% 13

9. Communication 46,2% 46,2% 7,7% 0,0% 0,0% 0,0% 13

Table 44: Competence in generic competences (Macedonia: Postgraduate IIM - employer) (original Illustration)


coming from Postgraduate IIM degree programme are competent when using the generic

competences mentioned in the table at their job.




81


of Employee X?




1. Creativity 88,2% 11,8% 0,0% 0,0% 0,0% 0,0% 17

2. Flexibility 88,2% 11,8% 0,0% 0,0% 0,0% 0,0% 17




6. Leadership 70,6% 11,8% 11,8% 5,9% 0,0% 0,0% 17


8. Presentation 88,2% 5,9% 0,0% 5,9% 0,0% 0,0% 17

9. Communication 88,2% 5,9% 0,0% 5,9% 0,0% 0,0% 17

Table 45: Relevance of generic competences (Macedonia: Postgraduate IIM - employer) (original Illustration)



Postgraduate IIM.

Internship


program?



82


Figure 59: Fraction of alumni with Internship / work placement (Macedonia: Postgraduate IIM - employer) (original Illustration)

No one of the respondents answered that their employee X had an internship / work

placement during their study programme. (Figure 59)





Yes

No



83


Figure 60: Fraction of alumni in extra-curricular activities (Macedonia: Postgraduate IIM - employer) (original Illustration)



Figure 61 shows the degree of usefulness of extra-curricular activities.40% perceived that

extra-curricular activities were useful for employee’s X current job situation, while the

remaining 60% of the respondents stated that they did not know.


situation?

23,5%

76,5%

Do you know if employee X was involved in any extra-curricular activities (e.g., volunteering work, mentoring) during his/her your study program?

Yes

No



84


Figure 61: Usefulness of extra-curricular activities (Macedonia: Postgraduate IIM - employer) (original Illustration)


40,0%

60,0%

Do think that the extra-curricular activities were useful for your employee X’s current job situation?

Yes

No

Don't know

Regarding employee X’s Postgraduate IIM knowledge foundation, how satisfied are you with

its overall level of quality?



85


Figure 62: Degree of satisfaction with study programme knowledge foundation(Macedonia: Postgraduate IIM - employer) (original Illustration)

Figure 62 shows that all interviewed employers are very satisfied (75%) or satisfied (25%)

with the quality of the study program knowledge foundation of employee X.

75,0%

25,0%

Regarding employee X’s Postgraduate IIM knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





86


Figure 63: Preparation for succeeding in the job market (Macedonia: Postgraduate IIM - employer) (original Illustration)

Figure 63 displays that a majority (93,8%) of the respondents feel that their employee X is

very well prepared or well prepared for succeeding in the job market, while no one of the

respondents feel that they are unprepared.

81,3%

12,5%

6,3%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




87


Figure 64: Satisfaction with job performance in general (Macedonia: Postgraduate IIM - employer) (original Illustration)

Figure 64 depicts that all respondents answered that they were very satisfied (86,7%) or

satisfied (13,3%) with job performance of employee in general.

Montenegro

In Montengero 70 questionnaires were filled in total. In both studies (Hotel Management and

Tourism) 39 questionnaires for employers were completed, while 31 questionnaires were

filled by alumni.

Hotel Management

15 alumni completed the Hotel Management questionnaire. On the other hand 16 employers

of Hotel Management alumni filled the questionnaire.


86,7%

13,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



88


The alumni questionnaire was completed by 15 respondents.



Figure 65: Degree of satisfaction with work performance (Montenegro: Hotel Management - alumni questionnaire) (original illustration)

46,7% of the respondents answered that they are very satisfied with the quality of the work

performance, 53,3% are satisfied and no one was neutral, dissatisfied or very dissatisfied.

(Figure 65)


Only three options “Very Comfortable” (35,7%), “Comfortable” (57,1%) and “Neutral” (7,1)

were selected. (Figure 66)

46,7%

53,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



89


Figure 66: Recommending study programme (Montenegro: Hotel Management - alumni questionnaire) (original illustration)



This question was a Yes/No Question. 53,3% said that their Hotel management degree was

considered a job requirement when applying, while 46,7% said no. (Figure 67)

35,7%

57,1%

7,1%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



90


Figure 67: Requirement of study programme for Jobs (Montenegro: Hotel Management - alumni questionnaire) (original illustration)







Response Count

1. The ability to head multidisciplinary teams of an organisation

40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15

2. The ability to manage business processes and systems

46,7% 40,0% 13,3% 0,0% 0,0% 0,0% 15

3. The ability of an organisational structure to adapt regarding the environment

46,7% 26,7% 6,7% 20,0% 0,0% 0,0% 15

4. The ability to introduce TQM into an organisation

53,3% 33,3% 6,7% 6,7% 0,0% 0,0% 15

5. The ability to handle conflict situation

73,3% 26,7% 0,0% 0,0% 0,0% 0,0% 15

6. The ability to apply new knowledge and skills in a profession

46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15

7. The ability apply theoretical knowledge in practice in an optimal way

40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15

8. Ability to solve a problem in a 60,0% 33,3% 6,7% 0,0% 0,0% 0,0% 15

53,3%

46,7%

As far as you are aware, when you applied for this job, was your study program - Tourism or Hotel Management degree or qualification considered

a job requirement?

Yes

No



91


creative way

9. The ability to cope with stress and routine

66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15

10. The ability to think in logical way in decision making processes

60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

11. The ability to respect competence

46,7% 46,7% 6,7% 0,0% 0,0% 0,0% 15

12. The ability to be responsible and achieve professional improvement

60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

13. The ability to engage staff on the basis of IT information

40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 15

14. The ability to speak more than one foreign language

66,7% 26,7% 6,7% 0,0% 0,0% 0,0% 15

Table 46: Usefulness of specific competences (Montenegro: Hotel Management - alumni) (original Illustration)


performance in their current job activity. The specific competences taught in the Hotel

Management study programme are valued relatively differently by alumni, but in general they

are perceived as useful.


competence areas?




Response Count


20,0% 53,3% 20,0% 6,7% 0,0% 0,0% 15


20,0% 53,3% 20,0% 6,7% 0,0% 0,0% 15


13,3% 60,0% 6,7% 20,0% 0,0% 0,0% 15


26,7% 53,3% 0,0% 20,0% 0,0% 0,0% 15


40,0% 60,0% 0,0% 0,0% 0,0% 0,0% 15


40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15


26,7% 53,3% 13,3% 6,7% 0,0% 0,0% 15

8. Ability to solve a problem in a creative way

33,3% 46,7% 20,0% 0,0% 0,0% 0,0% 15


40,0% 60,0% 0,0% 0,0% 0,0% 0,0% 15

10. The ability to think in logical way in decision maing processes

40,0% 60,0% 0,0% 0,0% 0,0% 0,0% 15

11. The ability to respect 46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15



92


competence


50,0% 50,0% 0,0% 0,0% 0,0% 0,0% 15

13. The ability to engage staff on the basis of IT information

40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15


53,3% 33,3% 13,3% 0,0% 0,0% 0,0% 15

Table 47: Competence in specific competences (Montenegro: Hotel Management - alumni) (original Illustration)


competences of the degree programme Hotel Management. The specific competences are

again ranked very differently, but in general most of the interviewees feel competent

regarding the specific competences.






Response Count


46,7% 40,0% 13,3% 0,0% 0,0% 0,0% 15


40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15


33,3% 33,3% 20,0% 13,3% 0,0% 0,0% 15


40,0% 40,0% 13,3% 6,7% 0,0% 0,0% 15


40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 15


46,7% 40,0% 13,3% 0,0% 0,0% 0,0% 15


40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 15

8. Ability to solve a problem in a creative way

46,7% 33,3% 13,3% 6,7% 0,0% 0,0% 15


46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15

10. The ability to think in logical way in decision maing processes

53,3% 40,0% 0,0% 6,7% 0,0% 0,0% 15

11. The ability to respect competence

46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15


53,3% 40,0% 0,0% 6,7% 0,0% 0,0% 15

13. The ability to engage staff 33,3% 60,0% 6,7% 0,0% 0,0% 0,0% 15



93


on the basis of IT information


53,3% 46,7% 0,0% 0,0% 0,0% 0,0% 15

Table 48: Relevance of specific competences (Montenegro: Hotel Management - alumni) (original Illustration)


the respondents. Again there is a wide range between each of the specific competences, but

the majority of the respondents perceive the specific competences as relevant for the future

career development.

Generic competences




86,7% 13,3% 15




86,7% 13,3% 15


46,7% 53,3% 15


73,3% 26,7% 15


73,3% 26,7% 15


Table 49: Generic competences in specific situations (Montenegro: Hotel Management - alumni questionnaire) (original illustration)


percentages ranged from 100% (“Work closely with a team”) to 46,7% (Take a leading or

coordinating role in a team).





Response Count


50,0% 28,6% 7,1% 14,3% 14



94




53,3% 33,3% 6,7% 6,7% 15


66,7% 20,0% 6,7% 6,7% 15


50,0% 16,7% 16,7% 16,7% 12


26,7% 53,3% 6,7% 13,3% 15


53,8% 38,5% 7,7% 0,0% 13

Write a report 26,7% 46,7% 13,3% 13,3% 15

Table 50: Degree of satisfaction in specific situations (Montenegro: Hotel Management - alumni) (original Illustration)




(Table 50)






Response Count

1. Creativity 53,33% 33,33% 6,67% 6,67% 0,00% 0,00% 15

2. Flexibility 73,33% 26,67% 0,00% 0,00% 0,00% 0,00% 15


73,33% 26,67% 0,00% 0,00% 0,00% 0,00% 15



66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15

6. Leadership 66,67% 20,00% 13,33% 0,00% 0,00% 0,00% 15


53,33% 26,67% 13,33% 6,67% 0,00% 0,00% 15

8. Presentation 46,67% 26,67% 6,67% 20,00% 0,00% 0,00% 15

9. Communication 93,33% 6,67% 0,00% 0,00% 0,00% 0,00% 15

Table 51: Usefulness of generic competences (Montenegro: Hotel Management - alumni) (original Illustration)







95





Response Count

1. Creativity 33,33% 60,00% 0,00% 6,67% 0,00% 0,00% 15

2. Flexibility 60,00% 40,00% 0,00% 0,00% 0,00% 0,00% 15


66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15



53,33% 40,00% 0,00% 6,67% 0,00% 0,00% 15

6. Leadership 50,00% 35,71% 7,14% 7,14% 0,00% 0,00% 15


33,33% 53,33% 6,67% 6,67% 0,00% 0,00% 15

8. Presentation 33,33% 46,67% 0,00% 20,00% 0,00% 0,00% 15

9. Communication 66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15

Table 52: Competence in generic competences (Montenegro: Hotel Management - alumni) (original Illustration)




development?




Response Count

1. Creativity 60,00% 33,33% 6,67% 0,00% 0,00% 0,00% 15

2. Flexibility 66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15


60,00% 33,33% 6,67% 0,00% 0,00% 0,00% 15



60,00% 20,00% 13,33% 6,67% 0,00% 0,00% 15

6. Leadership 46,67% 40,00% 6,67% 6,67% 0,00% 0,00% 15


46,67% 33,33% 13,33% 6,67% 0,00% 0,00% 15

8. Presentation 66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15

9. Communication 73,33% 26,67% 0,00% 0,00% 0,00% 0,00% 15

Table 53: Relevance of generic competences (Montenegro: Hotel Management - alumni) (original Illustration)

Table 53 displays that the generic competences are also perceived as relevant for the future

career development of the interviewed alumni.

Internship



96





Figure 68: Fraction of alumni with Internship / work placement (Montenegro: Hotel Management - alumni questionnaire) (original illustration)


situation?

66,7%

33,3%


Yes

No



97


Figure 69: Usefulness of Internship / work placement (Montenegro: Hotel Management - alumni questionnaire) (original illustration)



know. (Figure 69)




80,0%

10,0%

10,0%


Yes

No

Don't know



98


Figure 70: Fraction of alumni in extra-curricular activities (Montenegro: Hotel Management - alumni questionnaire) (original illustration)

42,9% of all responding alumni stated that they were involved in extra-curricular activities,

57,1% were not involved. (Figure 70)


current job situation, while 14,3% think they were not. (Figure 71)


42,9%

57,1%


Yes

No



99


Figure 71: Usefulness of extra-curricular activities (Montenegro: Hotel Management - alumni questionnaire) (original illustration)


Regarding your study program – Tourism or Hotel Management knowledge foundation, how

satisfied are you with its overall level of quality?

85,7%

14,3%


Yes

No

Don't know



100


Figure 72: Degree of satisfaction with study programme knowledge foundation (Montenegro: Hotel Management - alumni questionnaire) (original illustration)

Figure 72 shows that the majority of the interviewed alumni of IIM are very satisfied (26,7%)

or satisfied (60%) with the quality of their study program knowledge foundation. No one is



the job market?

26,7%

60,0%

13,3%

Regarding your study program – Tourism or Hotel Management knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



101


Figure 73: Preparation for succeeding in the job market (Montenegro: Hotel Management - alumni questionnaire) (original illustration)

Figure 73 displays that a majority (80%) of the respondents feel very well prepared or well

prepared for succeeding in the job market and 6,7% feel unprepared.


20,0%

60,0%

13,3%

6,7%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



102


Figure 74: Satisfaction with job performance in general (Montenegro: Hotel Management - alumni questionnaire) (original illustration)

Figure 74 depicts that all of the respondents answered that they were very satisfied (46,7%)

or satisfied (53,3%) with their own job performance in general, while no one was dissatisfied.





46,7%

53,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



103


Figure 75: Degree of satisfaction with work performance (Montenegro: Hotel Management - employer questionnaire) (original illustration)


X’s work performance, 37,5% are satisfied and 25% feel neutral about it. (Figure 75)



37,5%

37,5%

25,0%

In general, how satisfied are you with the quality of employee X's work performance

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



104


Figure 76: Recommending study programme (Montenegro: Hotel Management - employer questionnaire) (original illustration)


employee X for another job, 53,3% feel comfortable and the remaining 20% feel neutral.

(Figure 76)


requirement?

26,7%

53,3%

20,0%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



105


Figure 77: Requirement of study programme for Jobs (Montenegro: Hotel Management - employer questionnaire) (original illustration)

93,3% of the interviewed employers said that employee’s X Hotel management degree was

considered a job requirement when applying, while 6,7% stated that it was not. (Figure 77)






Neutral disagree

Don’t know

Response Count

1. The ability to head multidisciplinary teams of an organisation 46,7% 33,3% 13,3% 6,7% 0,0% 15

2. The ability to manage business processes and systems 46,7% 33,3% 6,7% 13,3% 0,0% 15

3. The ability of an organisational structure to adapt regarding the environment 57,1% 28,6% 0,0% 14,3% 0,0% 14

93,3%

6,7%


Yes No



106


4. The ability to introduce TQM into an organisation 50,0% 35,7% 0,0% 14,3% 0,0% 14

5. The ability to handle conflict situation 57,1% 28,6% 14,3% 0,0% 0,0% 14

6. The ability to apply new knowledge and skills in a profession 53,3% 40,0% 6,7% 0,0% 0,0% 15

7. The ability apply theoretical knowledge in practice in an optimal way 66,7% 33,3% 0,0% 0,0% 0,0% 15

8. Ability to solve a problem in a creative way 66,7% 33,3% 0,0% 0,0% 0,0% 15

9. The ability to cope with stress and routine 66,7% 26,7% 6,7% 0,0% 0,0% 15

10. The ability to think in logical way in decision maing processes 66,7% 33,3% 0,0% 0,0% 0,0% 15

11. The ability to respect competence 60,0% 40,0% 0,0% 0,0% 0,0% 15

12. The ability to be responsible and achive professional improvement 66,7% 26,7% 6,7% 0,0% 0,0% 15

13. The ability to engage staff on the basis of IT information 61,5% 38,5% 0,0% 0,0% 0,0% 13

14. The ability to speak more than one foreign language 80,0% 20,0% 0,0% 0,0% 0,0% 15

Table 54: Usefulness of specific competences (Montenegro: Hotel Management - employer) (original Illustration)


performance in his/her current job activity. Each specific competence was rated very

differently by the respondents, but the overall impression is that the specific competences

are useful for employee X.





Neutral Don’t know

Response Count




107















Table 55: Competence in specific competences (Montenegro: Hotel Management - employer) (original Illustration)


regarding the specific competences of Hotel Management. The specific competences are

again ranked very differently, but in general employee X is perceived as competent for each

of them.




108






Response Count















Table 56: Relevance of specific competences (Montenegro: Hotel Management - employer) (original Illustration)




X.

Generic competences




109







Take a leading or coordinating role in a team 60,0% 40,0% 15

Work outside his own field of specialisation 64,3% 35,7% 14



Table 57: Generic competences in specific situations (Montenegro: Hotel Management - employer questionnaire) (original illustration)


The percentages ranged from 80% (“Analyse and describe a problem”) to 57,1% (“Present

something to an audience” and “Write a report”).


Answer Options Very satisfied Satisfied

Somewhat satisfied Neutral

Very Dissatisfied

Response Count








Write a report 41,7% 41,7% 0,0% 16,7% 0,0% 12

Table 58: Degree of satisfaction in specific situations (Montenegro: Hotel Management - employer) (original Illustration)



one very dissatisfied with the performance in these specific situations. On the other hand a

vast majority answered that they were “very satisfied” or “satisfied” in all of the listed

situations.




110






Response Count

1. Creativity 40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15

2. Flexibility 46,7% 40,0% 13,3% 0,0% 0,0% 0,0% 15




6. Leadership 33,3% 40,0% 26,7% 0,0% 0,0% 0,0% 15


8. Presentation 33,3% 53,3% 0,0% 13,3% 0,0% 0,0% 15

9. Communication 53,3% 46,7% 0,0% 0,0% 0,0% 0,0% 15

Table 59: Usefulness of generic competences (Montenegro: Hotel Management - employer) (original Illustration)


for job activities of employees graduated in Hotel Management. A huge majority of

respondents agrees or strongly agrees to the question mentioned above for each generic

competence.


his job?




Response Count

1. Creativity 33,3% 53,3% 13,3% 0,0% 0,0% 0,0% 15

2. Flexibility 26,7% 73,3% 0,0% 0,0% 0,0% 0,0% 15




6. Leadership 20,0% 60,0% 13,3% 6,7% 0,0% 0,0% 15


8. Presentation 33,3% 46,7% 13,3% 6,7% 0,0% 0,0% 15

9. Communication 46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15

Table 60: Competence in generic competences (Montenegro: Hotel Management - employer) (original Illustration)


coming from Postgraduate IIM degree programme are competent when using the generic

competences mentioned in the table at their job.



111



of Employee X?




Response Count

1. Creativity 66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15

2. Flexibility 60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15




6. Leadership 71,4% 28,6% 0,0% 0,0% 0,0% 0,0% 14


8. Presentation 57,1% 35,7% 0,0% 7,1% 0,0% 0,0% 14

9. Communication 73,3% 26,7% 0,0% 0,0% 0,0% 0,0% 15

Table 61: Relevance of generic competences (Montenegro: Hotel Management - employer) (original Illustration)



Hotel Management.

Internship


program?



112


Figure 78: Fraction of alumni with Internship / work placement (Montenegro: Hotel Management - employer questionnaire) (original illustration)


placement during their study time, while 40% did not have. (Figure 78)

62,5% of the respondents said that their internship was relevant for the current job situation

of employee X, while 12,5% stated that it was not relevant. 25% of respondents answered

that they do not know. (Figure 79)



60,0%

40,0%


Yes

No



113


Figure 79: Usefulness of Internship / work placement (Montenegro: Hotel Management - employer questionnaire) (original illustration)




62,5%12,5%

25,0%


Yes

No

Don't know



114


Figure 80: Fraction of alumni in extra-curricular activities (Montenegro: Hotel Management - employer questionnaire) (original illustration)



Figure 81 shows the degree of usefulness of extra-curricular activities. 50% perceived that

extra-curricular activities were useful for employee’s X current job situation, 25% stated that it

was not useful, while the remaining 25% of the respondents stated that they did not know.


situation?

21,4%

78,6%


Yes

No



115


Figure 81: Usefulness of extra-curricular activities (Montenegro: Hotel Management - employer questionnaire) (original illustration)


50,0%

25,0%

25,0%


Yes

No

Don't know

Regarding employee X’s Hotel Management knowledge foundation, how satisfied are you

with its overall level of quality?



116


Figure 82: Degree of satisfaction with study programme knowledge foundation (Montenegro: Hotel Management - employer questionnaire) (original illustration)

Figure 82 shows that a vast majority of the interviewed employers are very satisfied (20%) or

satisfied (73,3%) with the quality of the study program knowledge foundation of employee X,

while no one is dissatisfied or very dissatisfied.

20,0%

73,3%

6,7%

Regarding employee X’s or Hotel Management knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





117


Figure 83: Preparation for succeeding in the job market (Montenegro: Hotel Management - employer questionnaire) (original illustration)




20,0%

46,7%

33,3%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




118


Figure 84: Satisfaction with job performance in general (Montenegro: Hotel Management - employer questionnaire) (original illustration)

Figure 84 depicts that a majority of respondents answered that they were very satisfied

(26,7%) or satisfied (53,3%) with job performance of employee X in general. 20% feel neutral

about the job performance.

Tourism

16 alumni completed the Tourism questionnaire. On the other hand 23 employers of

Tourism alumni filled the questionnaire.




26,7%

53,3%

20,0%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



119



Figure 85: Degree of satisfaction with work performance (Montenegro: Tourism - alumni) (original Illustration)


performance, 43,8% are satisfied and only 4% answered that they feel neutral. (Figure 26)

No one was dissatisfied or very dissatisfied. (Figure 85)


Only the three options “Very Comfortable” (26,7%), “Comfortable” (40%) and “Neutral” (33,3)

were selected. Thus the interviewed alumni say that he or she feel comfortable to

recommend the study programme IIM to close friends. (Figure 86)

31,3%

43,8%

25,0%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



120


Figure 86: Recommending study programme (Montenegro: Tourism - alumni) (original Illustration)



26,7%

40,0%

33,3%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



121


Figure 87: Requirement of study programme for Jobs (Montenegro: Tourism - alumni) (original Illustration)

This question was a Yes/No Question. 86,7% said that their degree was considered a job

requirement when applying, while 13,3% said no. (Figure 87)







Response Count

1. The ability to manage projects of an organisation

66,7% 26,7% 0,0% 0,0% 6,7% 0,0% 15

2. The ability to manage private, state, governmentand non governemental organisations

60,0% 26,7% 6,7% 0,0% 6,7% 0,0% 15

3. The ability to integrate sustainable development in governing processes of an organisation

33,3% 53,3% 6,7% 0,0% 6,7% 0,0% 15

86,7%

13,3%

As far as you are aware, when you applied for this job, was your study program - Tourism degree or qualification considered a job requirement?

Yes

No



122


4. The ability to select the best staff and increase their motivation

46,7% 46,7% 0,0% 0,0% 6,7% 0,0% 15


40,0% 60,0% 0,0% 0,0% 0,0% 0,0% 15

6. The ability to keep business secrets

53,3% 40,0% 6,7% 0,0% 0,0% 0,0% 15

7. The ability to notice long term tendencies and strategic behaviour

40,0% 53,3% 0,0% 6,7% 0,0% 0,0% 15

8. The ability to predict consequences in business relations

53,3% 40,0% 0,0% 6,7% 0,0% 0,0% 15

9. The ability achieve improvements in the subject field

46,7% 46,7% 6,7% 0,0% 0,0% 0,0% 15


46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15

11. The ability to follow ethical codes in a profession

60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

12. The ability to respect diversity

73,3% 26,7% 0,0% 0,0% 0,0% 0,0% 15

13. The ability to work in global surrounding

60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

14. The ability to use IT for specific research

60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

Table 62: Usefulness of specific competences (Montenegro: Tourism - alumni) (original Illustration)


performance in their current job activity. The specific competences taught in the Tourism

study programme are valued relatively differently by alumni, but in general they are

perceived as useful.


competence areas?




Response Count


42,9% 50,0% 7,1% 0,0% 0,0% 0,0% 15


42,9% 42,9% 7,1% 0,0% 7,1% 0,0% 15


40,0% 40,0% 13,3% 0,0% 6,7% 0,0% 15

4. The ability to select the best staff and increase their

46,7% 46,7% 0,0% 0,0% 6,7% 0,0% 15



123


motivation


60,0% 33,3% 6,7% 0,0% 0,0% 0,0% 15


53,3% 40,0% 6,7% 0,0% 0,0% 0,0% 15


46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15


60,0% 26,7% 13,3% 0,0% 0,0% 0,0% 15


66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15


66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15


66,7% 26,7% 6,7% 0,0% 0,0% 0,0% 15


60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15


60,0% 33,3% 6,7% 0,0% 0,0% 0,0% 15


66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15

Table 63: Competence in specific competences (Montenegro: Tourism - alumni) (original Illustration)


competences of the degree programme Tourism. The specific competences are again

ranked very differently, but in general most of the interviewees feel competent regarding the

specific competences.






Response Count


53,3% 46,7% 0,0% 0,0% 0,0% 0,0% 15


40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 15


46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15

4. The ability to select the best staff and increase their motivation

66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15

5. The ability to speak more 66,7% 33,3% 0,0% 0,0% 0,0% 0,0% 15



124


than one foreign language


60,0% 33,3% 6,7% 0,0% 0,0% 0,0% 15


73,3% 20,0% 6,7% 0,0% 0,0% 0,0% 15


46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15


53,3% 46,7% 0,0% 0,0% 0,0% 0,0% 15


60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15


73,3% 26,7% 0,0% 0,0% 0,0% 0,0% 15


60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15


53,3% 46,7% 0,0% 0,0% 0,0% 0,0% 15


60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

Table 64: Relevance of specific competences (Montenegro: Tourism - alumni) (original Illustration)




career development.

Generic competences




80,0% 20,0% 15



73,3% 26,7% 15


80,0% 20,0% 15


78,6% 21,4% 15


73,3% 26,7% 15

Present something to an 73,3% 26,7% 15



125


audience


Table 65: Generic competences in specific situations (Montenegro: Tourism - alumni questionnaire) (original illustration)


percentages ranged from 80% (“Find a creative or innovative solution” “Work closely with a

team” and “Work self responsibly on a task or project”) to 66,7% (Write a report).





Response Count


40,0% 33,3% 26,7% 0,0% 14



53,3% 33,3% 13,3% 0,0% 15


50,0% 28,6% 21,4% 0,0% 15


60,0% 20,0% 20,0% 0,0% 12


60,0% 26,7% 13,3% 0,0% 15


46,7% 33,3% 20,0% 0,0% 13

Write a report 46,7% 33,3% 20,0% 0,0% 15

Table 66: Degree of satisfaction in specific situations (Montenegro: Tourism - alumni) (original Illustration)

Looking at the results it is remarkable that no one of respondents was neutral or very


majority answered that they were “very satisfied” or “satisfied” for each specific situation.

(Table 66)






Response Count

1. Creativity 53,33% 46,67% 0,00% 0,00% 0,00% 0,00% 15

2. Flexibility 53,33% 46,67% 0,00% 0,00% 0,00% 0,00% 15

3. Teamwork and 66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15



126


Relationship Building



60,00% 40,00% 0,00% 0,00% 0,00% 0,00% 15

6. Leadership 66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15


66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15

8. Presentation 66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15

9. Communication 60,00% 40,00% 0,00% 0,00% 0,00% 0,00% 15

Table 67: Usefulness of generic competences (Montenegro: Tourism - alumni) (original Illustration)





his job?




Response Count

1. Creativity 46,67% 40,00% 6,67% 0,00% 0,00% 6,67% 15

2. Flexibility 46,67% 40,00% 13,33% 0,00% 0,00% 0,00% 15


60,00% 26,67% 13,33% 0,00% 0,00% 0,00% 15



40,00% 60,00% 0,00% 0,00% 0,00% 0,00% 15

6. Leadership 60,00% 33,33% 6,67% 0,00% 0,00% 0,00% 15


46,67% 46,67% 6,67% 0,00% 0,00% 0,00% 15

8. Presentation 53,33% 40,00% 0,00% 0,00% 0,00% 6,67% 15

9. Communication 60,00% 40,00% 0,00% 0,00% 0,00% 0,00% 15

Table 68: Competence in generic competences (Montenegro: Tourism - alumni) (original Illustration)




of Employee X?




Response Count

1. Creativity 60,00% 40,00% 0,00% 0,00% 0,00% 0,00% 15



127


2. Flexibility 66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15


66,67% 20,00% 13,33% 0,00% 0,00% 0,00% 15



60,00% 33,33% 6,67% 0,00% 0,00% 0,00% 15

6. Leadership 66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15


66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15

8. Presentation 73,33% 13,33% 13,33% 0,00% 0,00% 0,00% 15

9. Communication 66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15

Table 69: Relevance of generic competences (Montenegro: Tourism - alumni) (original Illustration)


career development of interviewed alumni.

Internship






128


Figure 88: Fraction of alumni with Internship / work placement (Montenegro: Tourism - alumni) (original Illustration)


situation?

66,7%

33,3%


Yes

No



129


Figure 89: Usefulness of Internship / work placement (Montenegro: Tourism - alumni) (original Illustration)


for their current job situation. 18,2% said that the experience was not useful and 18,2% did

not know. (Figure 89)




63,6%

18,2%

18,2%


Yes

No

Don't know



130


Figure 90: Fraction of alumni in extra-curricular activities (Montenegro: Tourism - alumni) (original Illustration)

36,4% of the respondents stated that they were involved in extra-curricular activities, 63,6%

were not involved. (Figure 90)


current job situation. 16,7% did not know, if they were useful. (Figure 91)


36,4%

63,6%


Yes

No



131


Figure 91: Usefulness of extra-curricular activities (Montenegro: Tourism - alumni) (original Illustration)


Regarding your study program – Tourism knowledge foundation, how satisfied are you with

its overall level of quality?

83,3%

16,7%


Yes

No

Don't know



132


Figure 92: Degree of satisfaction with study programme knowledge foundation (Montenegro: Tourism - alumni) (original Illustration)

Figure 92 shows that the majority of the interviewed alumni are very satisfied (20%) or

satisfied (60%) with the quality of their study program knowledge foundation. No one is



the job market?

20,0%

60,0%

20,0%

Regarding your study program – Tourism knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



133


Figure 93: Preparation for succeeding in the job market (Montenegro: Tourism - alumni) (original Illustration)

Figure 93 displays that a majority (57,1%) of the respondents feel very well prepared or well

prepared for succeeding in the job market and again no one feels unprepared or very

unprepared.


21,4%

35,7%

42,9%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



134


Figure 94: Satisfaction with job performance in general (Montenegro: Tourism - alumni) (original Illustration)


satisfied(13,3%) or satisfied (80%) with their own job performance in general, while no one

was dissatisfied.





13,3%

80,0%

6,7%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



135


Figure 95: Degree of satisfaction with work performance (Montenegro: Tourism: employer questionnaire) (original illustration)


X’s work performance, 78,3% are satisfied and 4,3% feel neutral about it. (Figure 95)



17,4%

78,3%

4,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



136


Figure 96: Recommending study programme (Montenegro: Tourism: employer questionnaire) (original illustration)


employee X for another job, 73,9% feel comfortable and the remaining 8,7% feel neutral.

(Figure 96)


requirement??

17,4%

73,9%

8,7%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



137


Figure 97: Requirement of study programme for Jobs (Montenegro: Tourism: employer questionnaire) (original illustration)

87% of the interviewed employers said that employee’s X Tourism degree was considered a

job requirement when applying, while 13% stated that it was not. (Figure 97)





agree Agree

Somewhat

agree

Neutral

disagree

Don’t

know

Response

Count

1. The ability to manage projects of

an organisation 33,3% 46,7% 6,7% 13,3% 0,0% 15

2. The ability to manage private,

state, government and non

governemental organisations 20,0% 46,7% 20,0% 6,7% 6,7% 15

3. The ability to integrate

sustainable development in

governing processes of an

organisation 20,0% 53,3% 20,0% 6,7% 0,0%

15

4. The ability to select the best staff

and increase their motivation 26,7% 66,7% 6,7% 0,0% 0,0% 15

5. The ability to speak more than

one foreign language 53,3% 33,3% 13,3% 0,0% 0,0% 15

87,0%

13,0%


Yes

No



138


6. The ability to keep business

secrets 33,3% 46,7% 6,7% 13,3% 0,0% 15

7. The ability to notice long term

tendencies and strategic behaviour 40,0% 40,0% 13,3% 6,7% 0,0% 15

8. The ability to predict

consequences in business relations 33,3% 40,0% 26,7% 0,0% 0,0% 15

9. The ability achieve

improvements in the subject 46,7% 53,3% 0,0% 0,0% 0,0% 15

10. The ability to apply new

knowledge and skills in a

profession 33,3% 60,0% 0,0% 6,7% 0,0% 15

11. The ability to follow ethical

codes in a profession 60,0% 40,0% 0,0% 0,0% 0,0% 15

12. The ability to respect diversity 40,0% 46,7% 13,3% 0,0% 0,0% 15

13. The ability to work in global

surrounding 40,0% 53,3% 6,7% 0,0% 0,0% 15

14. The ability to use IT for

specific research 35,7% 57,1% 7,1% 0,0% 0,0% 14

Table 70: Usefulness of specific competences (Montenegro: Tourism - employer) (original Illustration)








agree Agree

Somewhat

agree

Neutral

Disagree

Don’t

know

Response

Count

1. The ability to manage projects

of an organisation 33,3% 33,3% 26,7% 6,7% 0,0% 15



governemental organisations 26,7% 33,3% 26,7% 13,3% 0,0%

15




organisation 20,0% 60,0% 13,3% 6,7% 0,0%

15

4. The ability to select the best

staff and increase their

motivation 26,7% 73,3% 0,0% 0,0% 0,0%

15




secrets 40,0% 33,3% 6,7% 20,0% 0,0% 15


tendencies and strategic

behaviour 40,0% 40,0% 6,7% 13,3% 0,0%

15


consequences in business

relations 20,0% 53,3% 26,7% 0,0% 0,0%

15





139




profession 53,3% 46,7% 0,0% 0,0% 0,0%

15



12. The ability to respect

diversity 46,7% 40,0% 6,7% 6,7% 0,0% 15


surrounding 33,3% 60,0% 6,7% 0,0% 0,0% 15



Table 71: Competence in specific competences (Montenegro: Tourism - employer) (original Illustration)


regarding the specific competences of Tourism. The specific competences are again ranked

very differently, but in general employee X is perceived as competent for each of them.




agree Agree

Somewhat

agree

Neutral

Disagree

Don’t

know

Response

Count

1. The ability to manage projects

of an organisation 60,0% 13,3% 20,0% 6,7% 0,0% 15



governemental organisations 33,3% 26,7% 33,3% 6,7% 0,0%

15




organisation 33,3% 33,3% 26,7% 6,7% 0,0%

15

4. The ability to select the best

staff and increase their

motivation 26,7% 60,0% 6,7% 6,7% 0,0%

15




secrets 33,3% 40,0% 13,3% 13,3% 0,0% 15


tendencies and strategic

behaviour 28,6% 42,9% 14,3% 14,3% 0,0%

14


consequences in business

relations 13,3% 60,0% 26,7% 0,0% 0,0%

15





profession 46,7% 53,3% 6,7% 0,0% 0,0%

15



12. The ability to respect

diversity 46,7% 33,3% 13,3% 6,7% 0,0% 15


surrounding 33,3% 60,0% 6,7% 0,0% 0,0% 15



140




Table 72: Relevance of specific competences (Montenegro: Tourism - employer) (original Illustration)


career development of employee X. Again there is a wide range between each of the specific


X.

Generic competences











Table 73: Generic competences in specific situations (Montenegro: Tourism: employer questionnaire) (original illustration)

The majority of employees of the respondents had to do all of the tasks listed in Table 73,

except for “working outside the own field of specialisation”. The percentages ranged from

100% (“Work closely with a team”) to 46,7% (Work outside own field of specialisation).





Response Count







141





Write a report 26,7% 66,7% 6,7% 0,0% 0,0% 15

Table 74: Degree of satisfaction in specific situations (Montenegro: Tourism - employer) (original Illustration)





situations.






Response Count

1. Creativity 53,3% 33,3% 0,0% 13,3% 0,0% 0,0% 15

2. Flexibility 50,0% 35,7% 14,3% 0,0% 0,0% 0,0% 14




6. Leadership 33,3% 53,3% 6,7% 6,7% 0,0% 0,0% 15


8. Presentation 46,7% 33,3% 13,3% 6,7% 0,0% 0,0% 15

9. Communication 60,0% 26,7% 13,3% 0,0% 0,0% 0,0% 15

Table 75: Usefulness of generic competences (Montenegro: Tourism - employer) (original Illustration)


for job activities of employees graduated in Tourism. A huge majority of respondents agrees

or strongly agrees to the question mentioned above for each generic competence.


his job?



142





Response Count

1. Creativity 33,3% 46,7% 13,3% 6,7% 0,0% 0,0% 15

2. Flexibility 40,0% 46,7% 13,3% 0,0% 0,0% 0,0% 15




6. Leadership 40,0% 40,0% 6,7% 13,3% 0,0% 0,0% 15


8. Presentation 40,0% 40,0% 13,3% 6,7% 0,0% 0,0% 15

9. Communication 46,7% 53,3% 0,0% 0,0% 0,0% 0,0% 15

Table 76: Competence in generic competences (Montenegro: Tourism - employer) (original Illustration)


coming from Tourism degree programme are competent when using the generic

competences mentioned above at their job.


of Employee X?




Response Count

1. Creativity 46,7% 46,7% 0,0% 6,7% 0,0% 0,0% 15

2. Flexibility 33,3% 60,0% 6,7% 0,0% 0,0% 0,0% 15




6. Leadership 26,7% 53,3% 13,3% 6,7% 0,0% 0,0% 15


8. Presentation 40,0% 60,0% 0,0% 0,0% 0,0% 0,0% 15

9. Communication 60,0% 40,0% 0,0% 0,0% 0,0% 0,0% 15

Table 77: Relevance of generic competences (Montenegro: Tourism - employer) (original Illustration)



Tourism.



143


Internship


program?

Figure 98: Fraction of alumni with Internship / work placement (Montenegro: Tourism: employer questionnaire) (original illustration)

80% of the respondents answered that their employee X had an internship / work placement

during their study time, while 20% did not have. (Figure 98)


of employee X, while 7,1% stated that it was not relevant. 21,4% of respondents answered



current job situation?

80,0%

20,0%


Yes

No



144


Figure 99: Usefulness of Internship / work placement (Montenegro: Tourism: employer questionnaire) (original illustration)




71,4%

7,1%

21,4%


Yes

No

Don't know



145


Figure 100: Fraction of alumni in extra-curricular activities (Montenegro: Tourism: employer questionnaire) (original illustration)

61,5% of all respondents stated that they know, if employee X was involved in extra-



extra-curricular activities were useful for employee’s X current job situation, 8,3% stated that

it was not useful, while the remaining 41,7% of the respondents stated that they did not

know.


situation?

61,5%

38,5%


Yes

No



146


Figure 101: Usefulness of extra-curricular activities (Montenegro: Tourism: employer questionnaire) (original illustration)


50,0%

8,3%

41,7%


Yes

No

Don't know

Regarding employee X’s Tourism knowledge foundation, how satisfied are you with its




147


Figure 102: Degree of satisfaction with study programme knowledge foundation (Montenegro: Tourism: employer questionnaire) (original illustration)

Figure 102 shows that all interviewed employers are very satisfied (93,3%) or satisfied

(6,7%) with the quality of the study program knowledge foundation of employee X.

6,7%

93,3%

Regarding employee X’s Tourism or Hotel Management knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





148


Figure 103: Preparation for succeeding in the job market (Montenegro: Tourism: employer questionnaire) (original illustration)

Figure 103 displays that all of the respondents feel that their employee X is very well

prepared or well prepared for succeeding in the job market.

6,7%

93,3%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




149


Figure 104: Satisfaction with job performance in general (Montenegro: Tourism: employer questionnaire) (original illustration)

Figure 104 depicts that all of respondents answered that they were very satisfied (20%) or

satisfied (80%) with job performance of employee X in general.

Serbia

In Serbia 93 questionnaires were filled in total. In both studies (Ceramic Engineering and

Psychology) 42 questionnaires for employers were completed, while 51 questionnaires were

filled by alumni.

Ceramic engineering

16 alumni completed the Ceramic Engineering questionnaire. On the other hand only 10

employers of Ceramic Engineering alumni filled the questionnaire.


20,0%

80,0%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



150





Figure 105: Degree of satisfaction with work performance (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)


performance, 50% are satisfied, 18% answered that they feel neutral. 6,3% were very

dissatisfied. (Figure 105)


Figure 106 displays how comfortable the respondents feel in recommending their study

programme to a close friend. Only three options “Very Comfortable” (37,5%), “Comfortable”

(56,3%) and “Neutral” (6,3%) were selected.

25,0%

50,0%

18,8%

6,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



151


Figure 106: Recommending study programme (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)



87,5% said that degree was considered a job requirement when applying, while 12,5% said

no. (Figure 107)

37,5%

56,3%

6,3%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



152


Figure 107: Requirement of study programme for Jobs (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)







Response Count

1. Performing complex mathematical calculations in analysis and design of technology and production processes

0,0% 37,5% 50,0% 0,0% 12,5% 0,0% 16

2. Explaining procedures and methods in physical and chemical transformations of substance and energy in production processes

43,8% 43,8% 6,3% 6,3% 0,0% 0,0% 16

3. Illustration and performing basic mechanical operations: fluid transport, sedimentation, and filtration, fluidization, grinding, mixing and grading centrifuge.

43,8% 31,3% 12,5% 0,0% 12,5% 0,0% 16

4. Recognising physical and chemical characteristics (quality specifications and technical characteristics) of organic compounds, synthesis and mechanisms of chemical reactions of functionary groups,

18,8% 43,8% 31,3% 0,0% 6,3% 0,0% 16

5. Researching and studying literature and resources in English language

68,8% 12,5% 6,3% 0,0% 12,5% 0,0% 16

6. Comparing modern analytical techniques in order to identify microstructure, crystal structure, chemical and atomic structure of solid materials

50,0% 18,8% 18,8% 0,0% 12,5% 0,0% 16

7. Identifying basic principles of chemical reaction kinetics, group characteristics of chemical reactors and employing that knowledge in practice in production lines

12,5% 37,5% 31,3% 0,0% 18,8% 0,0% 16

8. Classifying fundamental and industrial reometry and using different experimental on-line reometry techniques in material production processes

25,0% 25,0% 12,5% 12,5% 25,0% 0,0% 15

9. Explaining energy cycles and their application in production and management of technology processes

33,3% 13,3% 46,7% 0,0% 6,7% 0,0% 16

10. Choosing suitable materials in practice, corresponding to previously defined requirements, aims

68,8% 18,8% 6,3% 0,0% 6,3% 0,0% 16

87,5%

12,5%

As far as you are aware, when you applied for this job, was your study program Ceramic Engineering degree or qualification considered a job

requirement?

Yes

No



153


and conditions

11. Describing theoretical and experimental aspects of traditional ceramic productions and explaining production phases by designing different charts linked to specific technologies used

37,5% 0,0% 37,5% 0,0% 25,0% 0,0% 16

12. Discuss relations between planning raw material composition and production processes, in respect to product development, its structural, functional and esthetical characteristics.

62,5% 12,5% 12,5% 0,0% 12,5% 0,0% 16

13. Discussing industrial design in ceramic form the point of its usage in manufacture and serial production.

43,8% 6,3% 6,3% 12,5% 31,3% 0,0% 16

14. Working independently and safely in chemical laboratory and performing complex experiments

56,3% 31,3% 0,0% 6,3% 6,3% 0,0% 16

15. Distinguishing economic values and performing basic economic calculations

18,8% 31,3% 37,5% 0,0% 12,5% 0,0% 16

16. Using suitable software for data processing, experiment planning and performing quality control, based on statistical approach

25,0% 31,3% 25,0% 12,5% 6,3% 0,0% 16

17. Demonstrating relations between material structure and characteristics and impact of production processes on those values

62,5% 25,0% 0,0% 6,3% 6,3% 0,0% 16

18. Operating procedures for production of different material types, ingredients and products autonomously

62,5% 12,5% 6,3% 12,5% 6,3% 0,0% 16

19. Designing production line by using technical documentation and selecting optimal materials

43,8% 18,8% 18,8% 6,3% 12,5% 0,0% 16

20. Managing production processes, organizing and monitoring engineers engaged in ceramic production lines

37,5% 25,0% 12,5% 12,5% 12,5% 0,0% 16

21. Applying social skills and modifying personal approach in organizing human resources in production processes

62,5% 6,3% 18,8% 6,3% 6,3% 0,0% 16

22. Applying one traditional or modern technology in problem solving and summarizing its specifics, using theoretical background and available literature

50,0% 6,3% 25,0% 0,0% 18,8% 0,0% 16

Table 78: Usefulness of specific competences (Serbia: Ceramic Engineering - alumni) (original Illustration)


performance in their current job activity. The specific competences taught in the Ceramic

Engineering study programme are valued relatively differently by alumni, but in general they



competence areas?




Response Count


6,3% 37,5% 56,3% 0,0% 0,0% 0,0% 16


37,5% 50,0% 12,5% 0,0% 0,0% 0,0% 16

3. Illustration and performing basic mechanical operations: fluid transport, sedimentation, and filtration, fluidization, grinding,

mixing and grading centrifuge.

37,5% 43,8% 12,5% 6,3% 0,0% 0,0% 16


37,5% 18,8% 12,5% 18,8% 12,5% 0,0% 16


56,3% 31,3% 12,5% 0,0% 0,0% 0,0% 16


31,3% 43,8% 12,5% 0,0% 12,5% 0,0% 16



154



18,8% 37,5% 31,3% 12,5% 0,0% 0,0% 16


13,3% 40,0% 13,3% 6,7% 20,0% 6,7% 15


31,3% 31,3% 37,5% 0,0% 0,0% 0,0% 16

10. Choosing suitable materials in practice, corresponding to previously defined requirements, aims and conditions

56,3% 37,5% 6,3% 0,0% 0,0% 0,0% 16


43,8% 31,3% 6,3% 6,3% 12,5% 0,0% 16


56,3% 25,0% 0,0% 6,3% 12,5% 0,0% 16


43,8% 31,3% 0,0% 0,0% 18,8% 6,3% 16


37,5% 43,8% 12,5% 0,0% 6,3% 0,0% 16


18,8% 25,0% 37,5% 12,5% 6,3% 0,0% 16


25,0% 12,5% 50,0% 6,3% 6,3% 0,0% 16


50,0% 50,0% 0,0% 0,0% 0,0% 0,0% 16


43,8% 37,5% 12,5% 0,0% 6,3% 0,0% 16


25,0% 37,5% 18,8% 6,3% 6,3% 6,3% 16


31,3% 18,8% 18,8% 25,0% 6,3% 0,0% 16


31,3% 43,8% 18,8% 6,3% 0,0% 0,0% 16


31,3% 43,8% 12,5% 0,0% 12,5% 0,0% 16

Table 79: Competence in specific competences (Serbia: Ceramic Engineering - alumni) (original Illustration)


competences of the degree programme Ceramic Engineering. The specific competences are

again ranked very differently, but in general most of the interviewees feel competent







Response Count


25,0% 25,0% 37,5% 6,3% 6,3% 0,0% 16


43,8% 43,8% 12,5% 0,0% 0,0% 0,0% 16


50,0% 37,5% 12,5% 0,0% 0,0% 0,0% 16

4. Recognising physical and chemical characteristics 40,0% 13,3% 40,0% 0,0% 6,7% 0,0% 16



155


(quality specifications and technical characteristics) of organic compounds, synthesis and mechanisms of chemical reactions of functionary groups,


75,0% 18,8% 6,3% 0,0% 0,0% 0,0% 16


68,8% 12,5% 12,5% 0,0% 6,3% 0,0% 16


43,8% 18,8% 31,3% 0,0% 6,3% 0,0% 16


50,0% 18,8% 12,5% 0,0% 12,5% 6,3% 15


37,5% 25,0% 37,5% 0,0% 0,0% 0,0% 16


68,8% 31,3% 0,0% 0,0% 0,0% 0,0% 16


60,0% 13,3% 13,3% 6,7% 6,7% 0,0% 16


68,8% 18,8% 6,3% 0,0% 6,3% 0,0% 16


50,0% 25,0% 0,0% 6,3% 12,5% 6,3% 16


56,3% 31,3% 6,3% 0,0% 6,3% 0,0% 16


31,3% 43,8% 18,8% 0,0% 6,3% 0,0% 16


43,8% 31,3% 18,8% 0,0% 6,3% 0,0% 16


68,8% 31,3% 0,0% 0,0% 0,0% 0,0% 16


62,5% 25,0% 6,3% 0,0% 6,3% 0,0% 16


56,3% 25,0% 12,5% 0,0% 6,3% 0,0% 16


50,0% 31,3% 6,3% 0,0% 6,3% 6,3% 16


50,0% 37,5% 12,5% 0,0% 0,0% 0,0% 16


62,5% 18,8% 12,5% 6,3% 0,0% 0,0% 16

Table 80: Relevance of specific competences (Serbia: Ceramic Engineering - alumni) (original Illustration)




career development.

Generic competences




156




87,5% 12,5% 15




81,3% 18,8% 15


75,0% 25,0% 15


81,3% 18,8% 15



Table 81: Generic competences in specific situations (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)


percentages ranged from 100% (“Analyse and describe a problem” and “Write a report”) to

75% (Take a leading or coordinating role in a team).





Response Count


42,9% 42,9% 14,3% 0,0% 14



43,8% 50,0% 6,3% 0,0% 15


50,0% 28,6% 21,4% 0,0% 15


25,0% 58,3% 16,7% 0,0% 12


30,8% 53,8% 15,4% 0,0% 15


46,7% 33,3% 20,0% 0,0% 13

Write a report 43,8% 50,0% 6,3% 0,0% 15

Table 82: Degree of satisfaction in specific situations (Serbia: Ceramic Engineering - alumni) (original Illustration)





157



(Table 82)






Response Count

1. Creativity 68,75% 18,75% 6,25% 0,00% 6,25% 0,00% 15

2. Flexibility 62,50% 31,25% 6,25% 0,00% 0,00% 0,00% 15


75,00% 18,75% 6,25% 0,00% 0,00% 0,00% 15



75,00% 18,75% 0,00% 6,25% 0,00% 0,00% 15

6. Leadership 43,75% 37,50% 12,50% 0,00% 6,25% 0,00% 15


56,25% 31,25% 6,25% 6,25% 0,00% 0,00% 15

8. Presentation 56,25% 25,00% 12,50% 0,00% 6,25% 0,00% 15

9. Communication 62,50% 18,75% 18,75% 0,00% 0,00% 0,00% 15

Table 83: Usefulness of generic competences (Serbia: Ceramic Engineering - alumni) (original Illustration)








Response Count

1. Creativity 37,50% 37,50% 25,00% 0,00% 0,00% 0,00% 15

2. Flexibility 37,50% 50,00% 12,50% 0,00% 0,00% 0,00% 15


50,00% 37,50% 6,25% 6,25% 0,00% 0,00% 15



43,75% 43,75% 6,25% 6,25% 0,00% 0,00% 15

6. Leadership 37,50% 31,25% 25,00% 6,25% 0,00% 0,00% 15


46,67% 46,67% 6,67% 0,00% 0,00% 0,00% 15

8. Presentation 50,00% 31,25% 18,75% 0,00% 0,00% 0,00% 15

9. Communication 50,00% 43,75% 0,00% 6,25% 0,00% 0,00% 15



158


Table 84: Competence in generic competences (Serbia: Ceramic Engineering - alumni) (original Illustration)




development?




Response Count

1. Creativity 62,50% 25,00% 12,50% 0,00% 0,00% 0,00% 15

2. Flexibility 62,50% 31,25% 6,25% 0,00% 0,00% 0,00% 15


62,50% 37,50% 0,00% 0,00% 0,00% 0,00% 15



62,50% 37,50% 0,00% 0,00% 0,00% 0,00% 15

6. Leadership 56,25% 37,50% 6,25% 0,00% 0,00% 0,00% 15


62,50% 37,50% 0,00% 0,00% 0,00% 0,00% 15

8. Presentation 50,00% 37,50% 12,50% 0,00% 0,00% 0,00% 15

9. Communication 56,25% 43,75% 0,00% 0,00% 0,00% 0,00% 15

Table 85: Relevance of generic competences (Serbia: Ceramic Engineering - alumni) (original Illustration)


career development of the interviewed alumni.

Internship


25% of the interviewed alumni said that they had an internship, while 75% said that they did

not have an internship. (Figure 108)



159


Figure 108: Fraction of alumni with Internship / work placement (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)


situation?

25,0%

75,0%


Yes

No



160


Figure 109: Usefulness of Internship / work placement (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)



know. (Figure 109)




75,0%

25,0%


Yes

No

Don't know



161


Figure 110: Fraction of alumni in extra-curricular activities (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)

Half of all interviewed alumni (50%) stated that they were involved in extra-curricular

activities, 50% were not involved. (Figure 110)

75% of the interviewed alumni perceived that extra-curricular activities were useful for their

current job situation, while 25% think they were not. (Figure 111)


50,0%50,0%


Yes

No



162


Figure 111: Usefulness of extra-curricular activities (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)


Regarding your study program Ceramic Engineering knowledge foundation, how satisfied

are you with its overall level of quality?

75,0%

25,0%


Yes

No

Don't know



163


Figure 112: Degree of satisfaction with study programme knowledge foundation (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)


or satisfied (68,8%) with the quality of their study program knowledge foundation. No one is



the job market?

18,8%

68,8%

12,5%

Regarding your study program Ceramic Engineering knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



164


Figure 113: Preparation for succeeding in the job market (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)



unprepared.


25,0%

56,3%

18,8%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



165


Figure 114: Satisfaction with job performance in general (Serbia: Ceramic Engineering - alumni questionnaire) (original illustration)


(18,8%) or satisfied (56,3%) with their own job performance in general, while 6,3% were very

dissatisfied.





18,8%

56,3%

18,8%

6,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



166


Figure 115: Degree of satisfaction with work performance (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)


X’s work performance, the remaining 60% are satisfied. (Figure 115)



40,0%

60,0%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



167


Figure 116: Recommending study programme (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)

40% of the interviewed employers say that he or she feels very comfortable to recommend

employee X for another job, 50% feel comfortable and the remaining 10% feel neutral.

(Figure 116)


requirement?

40,0%

50,0%

10,0%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



168


Figure 117: Requirement of study programme for Jobs (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)

70% of the interviewed employers said that employee’s X Ceramic engineering degree was

considered a job requirement when applying, while 30% stated that it was not. (Figure 117)






Neutral Disagree

Don’t know

Response Count


11,1% 22,2% 44,4% 11,1% 11,1% 9


44,4% 33,3% 11,1% 0,0% 11,1% 9


44,4% 33,3% 11,1% 0,0% 11,1% 9


33,3% 22,2% 22,2% 11,1% 11,1% 9


66,7% 22,2% 0,0% 11,1% 0,0% 9


77,8% 0,0% 0,0% 11,1% 11,1% 9

70,0%

30,0%


Yes

No



169



22,2% 44,4% 22,2% 0,0% 11,1% 9


11,1% 33,3% 33,3% 11,1% 11,1% 9


33,3% 22,2% 22,2% 11,1% 11,1% 9


44,4% 44,4% 0,0% 0,0% 11,1% 9


44,4% 11,1% 11,1% 22,2% 11,1% 9


55,6% 11,1% 11,1% 11,1% 11,1% 9


22,2% 22,2% 22,2% 22,2% 11,1% 9


66,7% 22,2% 0,0% 0,0% 11,1% 9


11,1% 44,4% 33,3% 0,0% 11,1% 9


55,6% 33,3% 0,0% 0,0% 11,1% 9


55,6% 11,1% 22,2% 0,0% 11,1% 9


55,6% 11,1% 22,2% 0,0% 11,1% 9


22,2% 55,6% 0,0% 11,1% 11,1% 9


33,3% 33,3% 22,2% 11,1% 0,0% 9


22,2% 66,7% 0,0% 11,1% 0,0% 9


44,4% 11,1% 22,2% 11,1% 11,1% 9

Table 86: Usefulness of specific competences (Serbia: Ceramic Engineering - employer) (original Illustration)









Neutral Disagree

Don’t know

Response Count


11,1% 33,3% 33,3% 11,1% 11,1% 9


11,1% 44,4% 33,3% 0,0% 11,1% 9


11,1% 55,6% 22,2% 0,0% 11,1% 9

4. Recognising physical and chemical characteristics (quality specifications and technical characteristics) of organic compounds, synthesis and mechanisms of chemical reactions of functionary

22,2% 33,3% 22,2% 11,1% 11,1% 9



170


groups,


55,6% 33,3% 0,0% 11,1% 0,0% 9


55,6% 22,2% 11,1% 0,0% 11,1% 9


22,2% 11,1% 44,4% 11,1% 11,1% 9


0,0% 22,2% 33,3% 33,3% 11,1% 9


0,0% 44,4% 33,3% 11,1% 11,1% 9


44,4% 22,2% 11,1% 11,1% 11,1% 9


33,3% 11,1% 22,2% 11,1% 22,2% 9


22,2% 55,6% 0,0% 0,0% 22,2% 9


11,1% 33,3% 11,1% 22,2% 22,2% 9


66,7% 11,1% 11,1% 0,0% 11,1% 9


11,1% 22,2% 55,6% 0,0% 11,1% 9


33,3% 33,3% 11,1% 0,0% 22,2% 9


55,6% 22,2% 0,0% 0,0% 22,2% 9


44,4% 22,2% 11,1% 11,1% 11,1% 9


11,1% 22,2% 33,3% 22,2% 11,1% 9


11,1% 11,1% 55,6% 22,2% 0,0% 9


12,5% 37,5% 0,0% 50,0% 0,0% 8


22,2% 22,2% 22,2% 11,1% 22,2% 9

Table 87: Competence in specific competences (Serbia: Ceramic Engineering - employer) (original Illustration)


regarding the specific competences of Ceramic Engineering. The specific competences are

again ranked very differently. A deeper analysis shows that some competences (e.g. No. 8,

9, 15, 20, 21) are not adopted by some of the employees X.





Neutral Disagree

Don’t know

Response Count


33,3% 11,1% 33,3% 11,1% 11,1% 9


66,7% 22,2% 0,0% 0,0% 11,1% 9


55,6% 11,1% 22,2% 0,0% 11,1% 9



171



33,3% 33,3% 22,2% 0,0% 11,1% 9


88,9% 11,1% 0,0% 0,0% 0,0% 9


66,7% 0,0% 11,1% 11,1% 11,1% 9


33,3% 33,3% 22,2% 0,0% 11,1% 9


11,1% 33,3% 22,2% 22,2% 11,1% 9


22,2% 55,6% 11,1% 0,0% 11,1% 9


66,7% 22,2% 0,0% 0,0% 11,1% 9


44,4% 11,1% 11,1% 22,2% 11,1% 9


44,4% 22,2% 11,1% 11,1% 11,1% 9


22,2% 22,2% 22,2% 22,2% 11,1% 9


66,7% 0,0% 22,2% 0,0% 11,1% 9


22,2% 55,6% 11,1% 0,0% 11,1% 9


44,4% 44,4% 0,0% 0,0% 11,1% 9


66,7% 11,1% 11,1% 0,0% 11,1% 9


55,6% 11,1% 11,1% 11,1% 11,1% 9


33,3% 33,3% 0,0% 22,2% 11,1% 9


44,4% 44,4% 0,0% 11,1% 0,0% 9


55,6% 33,3% 0,0% 11,1% 0,0% 9


44,4% 11,1% 0,0% 33,3% 11,1% 9

Table 88: Relevance of specific competences (Serbia: Ceramic Engineering - employer) (original Illustration)




X.

Generic competences





172






88,9% 11,1% 9


77,8% 22,2% 9


88,9% 11,1% 9



Table 89: Generic competences in specific situations (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)


The percentages ranged from 100% (“Work closely with a team” and “Write a report”) to

77,8% (Take a leading or coordinating role in a team).





Response Count








Write a report 44,4% 44,4% 11,1% 0,0% 0,0% 9

Table 90: Degree of satisfaction in specific situations (Serbia: Ceramic Engineering - employer) (original Illustration)





situations.



173







Response Count

1. Creativity 77,8% 22,2% 0,0% 0,0% 0,0% 0,0% 9

2. Flexibility 88,9% 11,1% 0,0% 0,0% 0,0% 0,0% 9




6. Leadership 77,8% 11,1% 11,1% 0,0% 0,0% 0,0% 9


8. Presentation 77,8% 11,1% 11,1% 0,0% 0,0% 0,0% 9

9. Communication 88,9% 0,0% 11,1% 0,0% 0,0% 0,0% 9

Table 91: Usefulness of generic competences (Serbia: Ceramic Engineering - employer) (original Illustration)


for job activities of employees graduated in Ceramic Engineering. A huge majority of


competence. Leadership is the least required competence.


his job?




Response Count

1. Creativity 44,4% 22,2% 33,3% 0,0% 0,0% 0,0% 9

2. Flexibility 33,3% 55,6% 0,0% 11,1% 0,0% 0,0% 9




6. Leadership 33,3% 44,4% 11,1% 11,1% 0,0% 0,0% 9


8. Presentation 55,6% 33,3% 0,0% 11,1% 0,0% 0,0% 9

9. Communication 55,6% 33,3% 11,1% 0,0% 0,0% 0,0% 9

Table 92: Competence in generic competences (Serbia: Ceramic Engineering - employer) (original Illustration)



174



coming from Ceramic Engineering degree programme are competent when using the generic



of Employee X?




Response Count

1. Creativity 77,8% 22,2% 0,0% 0,0% 0,0% 0,0% 9

2. Flexibility 77,8% 22,2% 0,0% 0,0% 0,0% 0,0% 9




6. Leadership 55,6% 44,4% 0,0% 0,0% 0,0% 0,0% 9


8. Presentation 77,8% 11,1% 11,1% 0,0% 0,0% 0,0% 9

9. Communication 100,0% 0,0% 0,0% 0,0% 0,0% 0,0% 9

Table 93: Relevance of generic competences (Serbia: Ceramic Engineering - employer) (original Illustration)



Ceramic Engineering.

Internship


program?



175


Figure 118: Fraction of alumni with Internship / work placement (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)

66,7% of the respondents answered that their employee X had an internship / work

placement during their study time, while 33,3% did not have. (Figure 118)

All respondents said that the internship / work placement was relevant for the current job

situation of employee X. (Figure 119)



66,7%

33,3%


Yes

No



176


Figure 119: Usefulness of Internship / work placement (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)




100,0%


Yes

No

Don't know



177


Figure 120: Fraction of alumni in extra-curricular activities (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)

77,8% of all respondents stated that they know, if employee X was involved in extra-


Figure 121 shows the degree of usefulness of extra-curricular activities. 85,7% perceived

that extra-curricular activities were useful for employee’s X current job situation, while the

remaining 14,3% of the respondents stated that they did not know.


situation?

77,8%

22,2%


Yes

No



178


Figure 121: Usefulness of extra-curricular activities (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)


85,7%

14,3%


Yes

No

Don't know

Regarding employee X’s Ceramic Engineering knowledge foundation, how satisfied are you




179


Figure 122: Degree of satisfaction with study programme knowledge foundation (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)

Figure 122 shows that a vast majority of the interviewed employers are very satisfied (33,3%)



33,3%

44,4%

22,2%

Regarding employee X’s Ceramic Engineering knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





180


Figure 123: Preparation for succeeding in the job market (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)




22,2%

55,6%

22,2%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




181


Figure 124: Satisfaction with job performance in general (Serbia: Ceramic Engineering - employer questionnaire) (original illustration)


(44,4%) or satisfied (44,4%) with job performance of employee X in general. 11,1% feel

neutral about the job performance.

Psychology

35 alumni completed the Psychology questionnaire. On the other hand 32 employers of

Psychology alumni filled the questionnaire.





44,4%

44,4%

11,1%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



182


Figure 125: Degree of satisfaction with work performance (Serbia: Psychology - alumni questionnaire) (original illustration)


performance, 70,6% are satisfied, 11,8% answered that they feel neutral and 11,8% were

dissatisfied. (Figure 125)


11,8% of the respondents stated that they feel very comfortable in recommending their study

programme to a close friend, 35,3% feel comfortable, 44,1% feel neutral 2,9% feel

uncomfortable and 5,9 feel very uncomfortable. (Figure 126)

5,9%

70,6%

11,8%

11,8%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



183


Figure 126: Recommending study programme (Serbia: Psychology - alumni questionnaire) (original illustration)



All respondents said that their Psychology degree was considered a job requirement when

applying. (Figure 127)

11,8%

35,3%44,1%

2,9%

5,9%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



184


Figure 127: Requirement of study programme for Jobs (Serbia: Psychology - alumni questionnaire) (original illustration)


Yes

No



185


Figure 128: type of psychologist

The occupations for psychologists were subdivided into clinical psychologists, school

psychologists and industrial and organisational psychologists who all had different specific

competence areas. 97,1% of the respondents stated that they school psychologists and one

respondent said that he or she was industrial and organisational psychologist. Due to this

fact only the answers for school psychologists are analysed. (Figure 128)






Response Count

1. Estimation of professional interests

50,0% 40,6% 9,4% 0,0% 0,0% 0,0% 32

2. Psychological assessment of intelligence

62,5% 34,4% 3,1% 0,0% 0,0% 0,0% 32

3. Psychological assessment of personality

56,3% 37,5% 6,3% 0,0% 0,0% 0,0% 32

4. Counselling in parental problems

50,0% 34,4% 12,5% 0,0% 3,1% 0,0% 32

5. Counselling in behavioural disorders

53,1% 34,4% 12,5% 0,0% 0,0% 0,0% 32

6. Counselling in educational problems

75,0% 18,8% 6,3% 0,0% 0,0% 0,0% 32

97,1%

2,9%

I am working as....

clinical psychologist.

school psychologist.

industrial and organisational psychologist.



186


7. Counselling in juvenile delinquency

46,9% 31,3% 18,8% 3,1% 0,0% 0,0% 32

8. Organization of activities for prevention of mental health

56,3% 37,5% 6,3% 0,0% 0,0% 0,0% 32

9. Mediation for conflict resolution

56,3% 31,3% 12,5% 0,0% 0,0% 0,0% 32

10. Research techniques, statistics and data management

25,0% 40,6% 18,8% 9,4% 6,3% 0,0% 32

11. Teaching of Psychology in high schools

37,5% 28,1% 18,8% 6,3% 3,1% 6,3% 32

Table 94: Usefulness of Specific competences (Serbia: Psychology - alumni) (original Illustration)


performance in their current job activity. The specific competences taught in the Psychology

study programme are valued relatively differently by alumni, but in general they are

perceived as useful.


competence areas?




Response Count


31,3% 28,1% 18,8% 15,6% 6,3% 0,0% 32


59,4% 34,4% 6,3% 0,0% 0,0% 0,0% 32


46,9% 46,9% 6,3% 0,0% 0,0% 0,0% 32


31,3% 25,0% 37,5% 0,0% 6,3% 0,0% 32


31,3% 28,1% 25,0% 12,5% 3,1% 0,0% 32


46,9% 43,8% 6,3% 0,0% 3,1% 0,0% 32


21,9% 28,1% 28,1% 15,6% 6,3% 0,0% 32


28,1% 40,6% 28,1% 3,1% 0,0% 0,0% 32


31,3% 28,1% 28,1% 9,4% 3,1% 0,0% 32


15,6% 40,6% 18,8% 18,8% 6,3% 0,0% 32


46,9% 34,4% 15,6% 3,1% 0,0% 0,0% 32

Table 95: Competence in specific competences (Serbia: Psychology - alumni) (original Illustration)


competences of the degree programme Psychology. The specific competences are again



187









Response Count


59,4% 28,1% 9,4% 3,1% 0,0% 0,0% 32


62,5% 34,4% 3,1% 0,0% 0,0% 0,0% 32


59,4% 31,3% 9,4% 0,0% 0,0% 0,0% 32


53,1% 37,5% 9,4% 0,0% 0,0% 0,0% 32


59,4% 25,0% 15,6% 0,0% 0,0% 0,0% 32


71,9% 21,9% 6,3% 0,0% 0,0% 0,0% 32


43,8% 40,6% 9,4% 3,1% 3,1% 0,0% 32


59,4% 28,1% 12,5% 0,0% 0,0% 0,0% 32


59,4% 31,3% 9,4% 0,0% 0,0% 0,0% 32


34,4% 31,3% 21,9% 6,3% 3,1% 3,1% 32


50,0% 12,5% 28,1% 3,1% 3,1% 3,1% 32

Table 96: Relevance of Specific competences (Serbia: Psychology - alumni) (original Illustration)




career development.

Generic competences




188




87,1% 12,9% 15




90,3% 9,7% 15


93,5% 6,5% 15


77,4% 22,6% 15



Table 97: Generic competences in specific situations (Serbia: Psychology - alumni questionnaire) (original illustration)


percentages ranged from 96,8% (“Write a report”, “Analyse and describe a problem” and

"present something to an audience”) to 77,4% (Work outside your own field of specialisation).





Response Count


12,9% 67,7% 9,7% 9,7% 14



30,0% 53,3% 16,7% 0,0% 15


21,4% 60,7% 14,3% 3,6% 15


16,7% 60,0% 20,0% 3,3% 12


7,1% 53,6% 25,0% 14,3% 15


23,3% 46,7% 20,0% 10,0% 13

Write a report 35,5% 51,6% 12,9% 0,0% 15

Table 98: Degree of satisfaction in specific situations (Serbia: Psychology - alumni) (original Illustration)




(Table 98)



189







Response Count

1. Creativity 45,16% 41,94% 12,90% 0,00% 0,00% 0,00% 15

2. Flexibility 61,29% 38,71% 0,00% 0,00% 0,00% 0,00% 15


74,19% 22,58% 3,23% 0,00% 0,00% 0,00% 15



67,74% 29,03% 0,00% 3,23% 0,00% 0,00% 15

6. Leadership 29,03% 48,39% 19,35% 3,23% 0,00% 0,00% 15


66,67% 30,00% 3,33% 0,00% 0,00% 0,00% 15

8. Presentation 51,61% 41,94% 3,23% 3,23% 0,00% 0,00% 15

9. Communication 90,32% 6,45% 3,23% 0,00% 0,00% 0,00% 15

Table 99: Usefulness of generic competences (Serbia: Psychology - alumni) (original Illustration)








Response Count

1. Creativity 16,13% 64,52% 12,90% 3,23% 3,23% 0,00% 15

2. Flexibility 48,39% 38,71% 9,68% 3,23% 0,00% 0,00% 15


45,16% 48,39% 3,23% 3,23% 0,00% 0,00% 15



25,81% 38,71% 32,26% 0,00% 3,23% 0,00% 15

6. Leadership 12,90% 32,26% 45,16% 9,68% 0,00% 0,00% 15


41,94% 51,61% 6,45% 0,00% 0,00% 0,00% 15

8. Presentation 26,67% 33,33% 23,33% 13,33% 3,33% 0,00% 15

9. Communication 38,71% 35,48% 22,58% 0,00% 3,23% 0,00% 15

Table 100: Competence in generic competences (Serbia: Psychology - alumni) (original Illustration)



190


Table 100 shows that an immense part of the interviewed alumni feels that they are

competent when using the generic competences mentioned above at their job.


development?




Response Count

1. Creativity 67,74% 32,26% 0,00% 0,00% 0,00% 0,00% 15

2. Flexibility 70,97% 29,03% 0,00% 0,00% 0,00% 0,00% 15


70,97% 29,03% 0,00% 0,00% 0,00% 0,00% 15



70,97% 29,03% 0,00% 0,00% 0,00% 0,00% 15

6. Leadership 41,94% 45,16% 12,90% 0,00% 0,00% 0,00% 15


70,97% 25,81% 3,23% 0,00% 0,00% 0,00% 15

8. Presentation 70,00% 23,33% 6,67% 0,00% 0,00% 0,00% 15

9. Communication 80,65% 16,13% 3,23% 0,00% 0,00% 0,00% 15

Table 101: Relevance of generic competences (Serbia: Psychology - alumni) (original Illustration)


future career development of the interviewed alumni.

Internship


58,1% of the interviewed alumni said that they had an internship, while 41,9% said that they




191


Figure 129: Fraction of alumni with Internship / work placement (Serbia: Psychology - alumni) (original Illustration)


situation?

58,1%

41,9%


Yes

No



192


Figure 130: Usefulness of Internship / work placement (Serbia: Psychology - alumni) (original Illustration)







55,6%

22,2%

22,2%


Yes

No

Don't know



193


Figure 131: Fraction of alumni in extra-curricular activities (Serbia: Psychology - alumni) (original Illustration)




current job situation. 7,1% did not know, if they were useful. (Figure 132)


41,9%

58,1%


Yes

No



194


Figure 132: Usefulness of extra-curricular activities (Serbia: Psychology - alumni) (original Illustration)


Regarding your study program Psychology knowledge foundation, how satisfied are you


92,9%

7,1%


Yes

No

Don't know



195


Figure 133: Degree of satisfaction with study programme knowledge foundation (Serbia: Psychology - alumni) (original Illustration)


or satisfied (58,1%) with the quality of their study program knowledge foundation. 6,5% are

dissatisfied and no one is very dissatisfied.


the job market?

6,5%

58,1%

29,0%

6,5%

Regarding your study program Psychology knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



196


Figure 134: Preparation for succeeding in the job market (Serbia: Psychology - alumni) (original Illustration)

Figure 134 displays that 50% of the respondents feel very well prepared or well prepared for

succeeding in the job market and 10% feel unprepared.


3,3%

46,7%40,0%

10,0%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



197


Figure 135: Satisfaction with job performance in general(Serbia: Psychology - alumni) (original Illustration)


(9,7%) or satisfied (74,2%) with their own job performance in general, while 6,5% were

dissatisfied.





9,7%

74,2%

9,7%

6,5%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



198


Figure 136: Degree of satisfaction with work performance (Serbia: Psychology - employer questionnaire) (original illustration)


X’s work performance, 19,4% are satisfied and 9,7% feel neutral about it. (Figure 136)



71,0%

19,4%

9,7%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



199


Figure 137: Recommending study programme (Serbia: Psychology - employer questionnaire) (original illustration)


employee X for another job, 33,3% feel comfortable and 30% feel neutral, 3,3%

uncomfortable and 10% very uncomfortable. (Figure 137)


requirement?

23,3%

33,3%

30,0%

3,3% 10,0%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



200


Figure 138: Requirement of study programme for Jobs (Serbia: Psychology - employer questionnaire) (original illustration)

100% of the interviewed employers said that employee’s X psychology degree was

considered a job requirement when applying. (Figure 138)


Yes

No



201


Figure 139: Types of Psychologist

The occupations for psychologists were subdivided into clinical psychologists, school

psychologists and industrial and organisational psychologists who all had different specific

competence areas. 96,9% of the respondents stated that they have employed a school

psychologists and one respondent said that he or she has emlpoyed industrial and

organisational psychologist. Due to this fact only the answers for school psychologists are

analysed. (Figure 139)






Neutral Disagree

Don’t know

Response Count

1. Estimation of professional interests 50,0% 40,0% 3,3% 6,7% 0,0% 30


66,7% 30,0% 3,3% 0,0% 0,0% 30


70,0% 23,3% 6,7% 0,0% 0,0% 30

96,9%

3,1%

I have employed a....

clinical psychologist.

school psychologist.

industrial and organizational psychologist.



202


4. Counselling in parental problems 56,7% 30,0% 6,7% 6,7% 0,0% 30

5. Counselling in behavioural disorders 63,3% 30,0% 3,3% 3,3% 0,0% 30

6. Counselling in educational problems 86,7% 13,3% 0,0% 0,0% 0,0% 30

7. Counselling in juvenile delinquency 63,3% 20,0% 13,3% 3,3% 0,0% 30


60,0% 40,0% 0,0% 0,0% 0,0% 30

9. Mediation for conflict resolution 66,7% 30,0% 3,3% 0,0% 0,0% 30


36,7% 30,0% 16,7% 13,3% 3,3% 30


50,0% 23,3% 16,7% 6,7% 3,3% 30

Table 102: Usefulness of specific competences (Serbia: Psychology - employer) (original Illustration)









Neutral Disagree

Don’t know

Response Count



70,0% 26,7% 0,0% 3,3% 0,0% 30


73,3% 23,3% 0,0% 3,3% 0,0% 30






60,0% 30,0% 6,7% 0,0% 3,3% 30



43,3% 26,7% 10,0% 13,3% 6,7% 30


56,7% 20,0% 3,3% 13,3% 6,7% 30

Table 103: Competence in specific competences (Serbia: Psychology - employer) (original Illustration)


regarding the specific competences of Psychology. The specific competences are again

ranked very differently, but in general employee X is perceived as competent for each of

them.



203






Neutral Disagree

Don’t know

Response Count



80,0% 13,3% 3,3% 3,3% 0,0% 30


80,0% 13,3% 3,3% 3,3% 0,0% 30






66,7% 26,7% 3,3% 3,3% 0,0% 30



43,3% 26,7% 16,7% 13,3% 0,0% 30


53,3% 23,3% 6,7% 16,7% 0,0% 30

Table 104: Relevance of specific competences (Serbia: Psychology - employer) (original Illustration)

Table 104 shows how the employers rate the relevance of specific competences for the

future career development of employee X Again there is a wide range between each of the

specific competences, but the overall impression is that each competence are relevant for

employee X.

Generic competences







88,9% 11,1% 9


77,8% 22,2% 9

Work outside his own field of 88,9% 11,1% 9



204


specialisation



Table 105: Generic competences in specific situations (Serbia: Psychology - employer questionnaire) (original illustration)


The percentages ranged from 100% (“Work closely with a team” and “Write a report”) to

77,8% (Take a leading or coordinating role in a team).





Response Count








Write a report 65,5% 24,1% 6,9% 3,4% 0,0% 29

Table 106: Degree of satisfaction in specific situations (Serbia: Psychology - employer) (original Illustration)





situations.






Response Count



205



for job activities of employees graduated in Psychology. A huge majority of respondents

agrees or strongly agrees to the question mentioned above for each generic competence.


his job?




Response Count

1. Creativity 70,0% 26,7% 3,3% 0,0% 0,0% 0,0% 30

2. Flexibility 70,0% 26,7% 3,3% 0,0% 0,0% 0,0% 30




6. Leadership 46,7% 23,3% 26,7% 3,3% 0,0% 0,0% 30


8. Presentation 63,3% 26,7% 10,0% 0,0% 0,0% 0,0% 30

9. Communication 80,0% 13,3% 6,7% 0,0% 0,0% 0,0% 30

Table 108: Competence in generic competences (Serbia: Psychology - employer) (original Illustration)


coming from Psychology degree programme are competent when using the generic


1. Creativity 70,0% 30,0% 0,0% 0,0% 0,0% 0,0% 30

2. Flexibility 73,3% 26,7% 0,0% 0,0% 0,0% 0,0% 30




6. Leadership 53,3% 33,3% 13,3% 0,0% 0,0% 0,0% 30


8. Presentation 73,3% 23,3% 3,3% 0,0% 0,0% 0,0% 30

9. Communication 83,3% 16,7% 0,0% 0,0% 0,0% 0,0% 30

Table 107: Usefulness of generic competences (Serbia: Psychology - employer) (original Illustration)



206



of Employee X?




1. Creativity 73,3% 20,0% 3,3% 3,3% 0,0% 0,0% 30

2. Flexibility 76,7% 16,7% 3,3% 3,3% 0,0% 0,0% 30




6. Leadership 46,7% 40,0% 6,7% 6,7% 0,0% 0,0% 30


8. Presentation 69,0% 27,6% 0,0% 3,4% 0,0% 0,0% 29

9. Communication 83,3% 13,3% 0,0% 3,3% 0,0% 0,0% 30

Table 109: Relevance of generic competences (Serbia: Psychology - employer) (original Illustration)



Psychology.

Internship


program?



207


Figure 140: Fraction of alumni with Internship / work placement (Serbia: Psychology - employer) (original Illustration)



56,3% of the respondents said that the internship / work placement was relevant for the

current job situation of employee X, while 6,3% stated that it was not relevant. 37,5% of

respondents answered that they do not know. (Figure 141)



50,0%50,0%


Yes

No



208


Figure 141: Usefulness of Internship / work placement (Serbia: Psychology - employer) (original Illustration)




56,3%

6,3%

37,5%


Yes

No

Don't know



209


Figure 142: Fraction of alumni in extra-curricular activities (Serbia: Psychology - employer) (original Illustration)

40% of all respondents stated that they know, if employee X was involved in extra-curricular

activities, 60% did not know. (Figure 142)

Figure 143 shows the degree of usefulness of extra-curricular activities. 69,2% perceived

that extra-curricular activities were useful for employee’s X current job situation, 7,7% stated

that it was not useful, while the remaining 23,1% of the respondents stated that they did not

know.


situation?

40,0%

60,0%


Yes

No

Don't know



210


Figure 143: Usefulness of extra-curricular activities (Serbia: Psychology - employer) (original Illustration)


69,2%

7,7%

23,1%


Yes

No

Don't know

Regarding employee X’s Psychology knowledge foundation, how satisfied are you with its




211


Figure 144: Degree of satisfaction with study programme knowledge foundation (Serbia: Psychology - employer) (original Illustration)

Figure 144 shows that a vast majority of the interviewed employers are very satisfied (60%)



60,0%

33,3%

6,7%

Regarding employee X’s Psychology knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





212


Figure 145: Preparation for succeeding in the job market (Serbia: Psychology - employer) (original Illustration)




50,0%

36,7%

13,3%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




213


Figure 146: Satisfaction with job performance in general (Serbia: Psychology - employer) (original Illustration)


(70%) or satisfied (26,7%) with job performance of employee X in general. 3,3% feel neutral


Bosnia & Herzegovina

In Bosnia & Herzegovina 131 questionnaires were filled in total. In both studies (Economics

and Mechanical Engineering) 71 questionnaires for employers were completed, while 60

questionnaires were filled by alumni.

Economics

30 alumni completed the Economics questionnaire. On the other hand 30 employers of

Economics alumni filled the questionnaire.

70,0%

26,7%

3,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



214






Figure 147: Degree of satisfaction with work performance (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)


performance, 46% are satisfied and only 2,4% answered that they feel neutral. No one was

dissatisfied or very dissatisfied. (Figure 147)


Only the two options “Very Comfortable” (46,3%) and “Comfortable” (53,7%) were selected.

Thus the interviewed alumni say that he or she feel comfortable to recommend the study

programme to close friends. (Figure 148)

51,2%46,3%

2,4%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



215


Figure 148: Recommending study programme (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)



46,3%

53,7%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



216


Figure 149: Requirement of study programme for Jobs (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)

95% said that their degree was considered a job requirement when applying, while 5% said

no. (Figure 149)







Response Count

1. Sales management 73,3% 16,7% 6,7% 3,3% 0,0% 0,0% 30

2. Market research 63,3% 33,3% 3,3% 0,0% 0,0% 0,0% 30

3. To manage promotional activities

33,3% 63,3% 3,3% 0,0% 0,0% 0,0% 30

4. To plan and manage foreign trade exchange

30,0% 63,3% 3,3% 3,3% 0,0% 0,0% 30

5. To evaluate enterprise performance

43,3% 50,0% 6,7% 0,0% 0,0% 0,0% 30

6. To evaluate enterprise performance efficiency

53,3% 40,0% 6,7% 0,0% 0,0% 0,0% 30

7. To evaluate enterprise performance profitability

63,3% 30,0% 6,7% 0,0% 0,0% 0,0% 30

8. To analyze micro economic flows

70,0% 20,0% 10,0% 0,0% 0,0% 0,0% 30

95,1%

4,9%

As far as you are aware, when you applied for this job, was your study program - economics degree or qualification considered a job requirement?

Yes

No



217


9. To manage and project organizational systems

60,0% 30,0% 10,0% 0,0% 0,0% 0,0% 30

10. To analyze enterprise environment and manage accommodation

50,0% 40,0% 10,0% 0,0% 0,0% 0,0% 30

11. To be able to develop total quality management concept

40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 30

12. To be able to restructure enterprise and solve crises situations

33,3% 56,7% 10,0% 0,0% 0,0% 0,0% 30

13. To apply tax and financial regulations

46,7% 46,7% 6,7% 0,0% 0,0% 0,0% 30

14. Process oriented approach to analyzing of business processes

60,0% 33,3% 6,7% 0,0% 0,0% 0,0% 30

15. Applied usage of financial figures and indicators

66,7% 26,7% 6,7% 0,0% 0,0% 0,0% 30

16. Analytical approach in registering operations and financial reporting

43,3% 43,3% 13,3% 0,0% 0,0% 0,0% 30

Table 110: Usefulness of specific competences (Bosnia & Herzegovina: Economics - alumni) (original Illustration)


performance in their current job activity. The specific competences taught in the Economics

programme are valued relatively differently by alumni, but in general they are perceived as

useful.


competence areas?




Response Count


2. Market research 60,0% 33,3% 6,7% 0,0% 0,0% 0,0% 30


40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 30


36,7% 46,7% 16,7% 0,0% 0,0% 0,0% 30


46,7% 40,0% 13,3% 0,0% 0,0% 0,0% 30


43,3% 43,3% 13,3% 0,0% 0,0% 0,0% 30


46,7% 43,3% 10,0% 0,0% 0,0% 0,0% 30


40,0% 43,3% 16,7% 0,0% 0,0% 0,0% 30


46,7% 36,7% 16,7% 0,0% 0,0% 0,0% 30


63,3% 30,0% 6,7% 0,0% 0,0% 0,0% 30



218



46,7% 46,7% 6,7% 0,0% 0,0% 0,0% 30


50,0% 43,3% 6,7% 0,0% 0,0% 0,0% 30


55,2% 41,4% 3,4% 0,0% 0,0% 0,0% 30


46,7% 46,7% 3,3% 3,3% 0,0% 0,0% 30


43,3% 50,0% 3,3% 3,3% 0,0% 0,0% 30


46,7% 43,3% 6,7% 3,3% 0,0% 0,0% 30

Table 111: Competency in specific competences (Bosnia & Herzegovina: Economics - alumni) (original Illustration)


competences of the degree programme Economics. The specific competences are again








Response Count


2. Market research 50,0% 36,7% 13,3% 0,0% 0,0% 0,0% 30


43,3% 36,7% 20,0% 0,0% 0,0% 0,0% 30


53,3% 33,3% 13,3% 0,0% 0,0% 0,0% 30


53,3% 30,0% 16,7% 0,0% 0,0% 0,0% 30


40,0% 53,3% 6,7% 0,0% 0,0% 0,0% 30


43,3% 50,0% 6,7% 0,0% 0,0% 0,0% 30


53,3% 33,3% 13,3% 0,0% 0,0% 0,0% 30


30,0% 60,0% 10,0% 0,0% 0,0% 0,0% 30


30,0% 56,7% 13,3% 0,0% 0,0% 0,0% 30


43,3% 36,7% 20,0% 0,0% 0,0% 0,0% 30


53,3% 33,3% 13,3% 0,0% 0,0% 0,0% 30



219



46,7% 43,3% 10,0% 0,0% 0,0% 0,0% 30


46,7% 50,0% 3,3% 0,0% 0,0% 0,0% 30


56,7% 36,7% 6,7% 0,0% 0,0% 0,0% 30


43,3% 50,0% 6,7% 0,0% 0,0% 0,0% 30

Table 112: Relevance of specific competences (Bosnia & Herzegovina: Economics - alumni) (original Illustration)

Table 112 shows how relevant specific competences are for the future career development

of the respondents. Again there is a wide range between each of the specific competences,

but the majority of the respondents perceive the specific competences as relevant for the

future career development.

Generic competences


Answer Options Yes No Response

Count






Work outside your own field of specialisation 100,0% 0,0% 28



Table 113: Generic competences in specific situations (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)


percentages ranged from 80% (“Find a creative or innovative solution” and “Work outside

your own field of specialisation”) to 71,4% (Analyse and describe a problem).




220





Response Count


75,9% 10,3% 10,3% 3,4% 14

Work closely with a team

56,7% 40,0% 3,3% 0,0% 15


30,0% 63,3% 6,7% 0,0% 15


33,3% 63,3% 3,3% 0,0% 15


43,3% 56,7% 0,0% 0,0% 12


43,3% 50,0% 3,3% 3,3% 15


43,3% 50,0% 3,3% 3,3% 13

Write a report 46,7% 46,7% 6,7% 0,0% 15

Table 114: Degree of satisfaction in specific situations (Bosnia & Herzegovina: Economics - alumni) (original Illustration)




(Table 114)






Response Count

1. Creativity 73,33% 16,67% 10,00% 0,00% 0,00% 0,00% 15

2. Flexibility 60,00% 33,33% 6,67% 0,00% 0,00% 0,00% 15


36,67% 53,33% 10,00% 0,00% 0,00% 0,00% 15



13,33% 70,00% 16,67% 0,00% 0,00% 0,00% 15

6. Leadership 43,33% 43,33% 13,33% 0,00% 0,00% 0,00% 15


46,67% 30,00% 23,33% 0,00% 0,00% 0,00% 15

8. Presentation 60,00% 20,00% 20,00% 0,00% 0,00% 0,00% 15

9. Communication 46,67% 46,67% 6,67% 0,00% 0,00% 0,00% 15

Table 115: Usefulness of generic competences (Bosnia & Herzegovina: Economics - alumni) (original Illustration)



221









Response Count

1. Creativity 56,67% 33,33% 10,00% 0,00% 0,00% 0,00% 15

2. Flexibility 50,00% 43,33% 6,67% 0,00% 0,00% 0,00% 15


53,33% 36,67% 10,00% 0,00% 0,00% 0,00% 15



50,00% 40,00% 10,00% 0,00% 0,00% 0,00% 15

6. Leadership 63,33% 26,67% 10,00% 0,00% 0,00% 0,00% 15


66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15

8. Presentation 40,00% 46,67% 10,00% 3,33% 0,00% 0,00% 15

9. Communication 36,67% 46,67% 10,00% 6,67% 0,00% 0,00% 15

Table 116: Competence in generic competences (Bosnia & Herzegovina: Economics - alumni) (original Illustration)




development?




Response Count

1. Creativity 63,33% 26,67% 10,00% 0,00% 0,00% 0,00% 15

2. Flexibility 66,67% 26,67% 6,67% 0,00% 0,00% 0,00% 15


50,00% 46,67% 3,33% 0,00% 0,00% 0,00% 15



66,67% 33,33% 0,00% 0,00% 0,00% 0,00% 15

6. Leadership 56,67% 40,00% 3,33% 0,00% 0,00% 0,00% 15


46,67% 40,00% 13,33% 0,00% 0,00% 0,00% 15

8. Presentation 40,00% 53,33% 6,67% 0,00% 0,00% 0,00% 15

9. Communication 56,67% 43,33% 0,00% 0,00% 0,00% 0,00% 15

Table 117: Relevance of generic competences (Bosnia & Herzegovina: Economics - alumni) (original Illustration)



222




Internship


36,6% of the interviewed alumni said that they had an internship, while 63,4% said that they


Figure 150: Fraction of alumni with Internship / work placement (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)


situation?

36,6%

63,4%


Yes

No



223


Figure 151: Usefulness of Internship / work placement (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)







21,4%

64,3%

14,3%


Yes

No

Don't know



224


Figure 152: Involvement in extra-curricular activities (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)

39% of all responding alumni stated that they were involved in extra-curricular activities, 61%

were not involved. (Figure 152)

25% of the interviewed alumni perceived that extra-curricular activities were useful for their

current job situation, while 56,3% stated that they were not useful. 7,1% did not know, if they

were useful. (Figure 153)


39,0%

61,0%


Yes

No



225


Figure 153: Usefulness of extra-curricular activities (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)


Regarding your study program – Mechanical Engineering knowledge foundation, how


25,0%

56,3%

18,8%


Yes

No

Don't know



226


Figure 154: Degree of satisfaction with study programme knowledge foundation (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)

Figure 154 shows that the majority of the interviewed alumni of IIM are very satisfied (40%)

or satisfied (57,5%) with the quality of their study program knowledge foundation. No one is



the job market?

40,0%

57,5%

2,5%

Regarding your study program – Mechanical Engineering knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



227


Figure 155: Preparation for succeeding in the job market (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)



unprepared.


53,7%41,5%

4,9%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



228


Figure 156: Satisfaction with job performance in general (Bosnia & Herzegovina: economics - alumni questionnaire) (original illustration)

Figure 156 depicts that all of the respondents answered that they were very satisfied (48,8%)

or satisfied (51,2%) with their own job performance in general.





48,8%

51,2%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



229


Figure 157: Degree of satisfaction with work performance (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)


X’s work performance, the remaining 73,3%. (Figure 157)



26,7%

73,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



230


Figure 158: Recommending study programme (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)


employee X for another job, the remaining 40% feel comfortable. (Figure 158)



60,0%

40,0%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



231


Figure 159: Requirement of study programme for Jobs (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)

93,3% of the interviewed employers said that employee’s X economics degree was

considered a job requirement when applying, while 6,7% stated that it was not. (Figure 159)






Neutral Disagree

Don’t know

Response Count

1. Sales management 93,1% 6,9% 0,0% 0,0% 0,0% 29

2. Market research 72,4% 27,6% 0,0% 0,0% 0,0% 29

3. To manage promotional activities 37,9% 62,1% 0,0% 0,0% 0,0% 29

4. To plan and manage foreign trade exchange 34,5% 65,5% 0,0% 0,0% 0,0% 29

5. To evaluate enterprise performance 72,4% 27,6% 0,0% 0,0% 0,0% 29

6. To evaluate enterprise performance efficiency 89,7% 10,3% 0,0% 0,0% 0,0% 29

7. To evaluate enterprise 65,5% 34,5% 0,0% 0,0% 0,0% 29

93,3%

6,7%


Yes

No



232


performance profitability

8. To analyze micro economic flows 51,7% 41,4% 6,9% 0,0% 0,0% 29

9. To manage and project organizational systems 62,1% 34,5% 3,4% 0,0% 0,0% 29

10. To analyze enterprise environment and manage accommodation 51,7% 48,3% 0,0% 0,0% 0,0% 29

11. To be able to develop total quality management concept 65,5% 31,0% 3,4% 0,0% 0,0% 29

12. To be able to restructure enterprise and solve crises situations 58,6% 37,9% 3,4% 0,0% 0,0% 29

13. To apply tax and financial regulations 58,6% 41,4% 0,0% 0,0% 0,0% 29

14. Process oriented approach to analyzing of business processes 75,9% 17,2% 6,9% 0,0% 0,0% 29

15. Applied usage of financial figures and indicators 82,1% 21,4% 0,0% 0,0% 0,0% 28

16. Analytical approach in registering operations and financial reporting 85,7% 14,3% 0,0% 0,0% 0,0% 28

Table 118: Usefulness of specific competences (Bosnia & Herzegovina: Economics - employer) (original Illustration)










Response Count


2. Market research 85,7% 14,3% 0,0% 0,0% 0,0% 28





7. To evaluate enterprise performance profitability 85,7% 14,3% 0,0% 0,0% 0,0% 28


9. To manage and project 50,0% 50,0% 0,0% 0,0% 0,0% 28



233


organizational systems








Table 119: Competence in specific competences (Bosnia & Herzegovina: Economics - employer) (original Illustration)


regarding the specific competences of Hotel Management. The specific competences are

again ranked very differently, but in general employee X is perceived as competent for each

of them.






Response Count


2. Market research 89,3% 10,7% 0,0% 0,0% 0,0% 28





7. To evaluate enterprise performance profitability 50,0% 50,0% 0,0% 0,0% 0,0% 28


9. To manage and project organizational systems 60,7% 39,3% 0,0% 0,0% 0,0% 28




234








Table 120: Relevance of specific competences (Bosnia & Herzegovina: Economics - employer) (original Illustration)




employee X.

Generic competences








Work outside your own field of specialisation 100,0% 0,0% 28



Table 121: Generic competences in specific situations (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)


The percentages ranged from 100% (“Find a creative or innovative solution” and “Work

outside your own field of specialisation”) to 82,1% (Analyse and describe a problem).



235






Response Count






Work outside your own field of specialisation 57,1% 42,9% 0,0% 0,0% 0,0% 28


Write a report 78,6% 21,4% 0,0% 0,0% 0,0% 28

Table 122: Degree of satisfaction in specific situations (Bosnia & Herzegovina: Economics - employer) (original Illustration)


specific situation. It is remarkable that no one of the respondents stated that they feel neutral

and very dissatisfied with the performance in these specific situations. On the other hand

except for one option all respondents answered that they were “very satisfied” or “satisfied” in

all of the listed situations.






Response Count

1. Creativity 82,1% 17,9% 0,0% 0,0% 0,0% 0,0% 28

2. Flexibility 57,1% 42,9% 0,0% 0,0% 0,0% 0,0% 28




6. Leadership 53,6% 46,4% 0,0% 0,0% 0,0% 0,0% 28


8. Presentation 53,6% 42,9% 3,6% 0,0% 0,0% 0,0% 28

9. Communication 57,1% 42,9% 0,0% 0,0% 0,0% 0,0% 28

Table 123 Usefulness of generic competences (Bosnia & Herzegovina: Economics - employer) (original Illustration)



236



for job activities of employees graduated in Economics. A huge majority of respondents

agrees or strongly agrees to the question mentioned above for each generic competence.


his job?




Response Count

1. Creativity 82,1% 17,9% 0,0% 0,0% 0,0% 0,0% 28

2. Flexibility 60,7% 39,3% 0,0% 0,0% 0,0% 0,0% 28




6. Leadership 57,1% 42,9% 0,0% 0,0% 0,0% 0,0% 28


8. Presentation 53,6% 42,9% 3,6% 0,0% 0,0% 0,0% 28

9. Communication 46,4% 53,6% 0,0% 0,0% 0,0% 0,0% 28

Table 124: Competence in generic competences (Bosnia & Herzegovina: Economics - employer) (original Illustration)


coming from Economics degree programme are competent when using the generic



of Employee X?




1. Creativity 78,6% 21,4% 0,0% 0,0% 0,0% 0,0% 28

2. Flexibility 53,6% 46,4% 0,0% 0,0% 0,0% 0,0% 28






237


6. Leadership 46,4% 53,6% 0,0% 0,0% 0,0% 0,0% 28


8. Presentation 64,3% 32,1% 3,6% 0,0% 0,0% 0,0% 28

9. Communication 42,9% 57,1% 0,0% 0,0% 0,0% 0,0% 28

Table 125: Relevance of generic competences (Bosnia & Herzegovina: Economics - employer) (original Illustration)



Economics.

Internship


program?

Figure 160: Fraction of alumni with Internship / work placement (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)

20,0%

80,0%


Yes

No



238





employee X, while 60% stated that it was not relevant. 30% of respondents answered that

they do not know. (Figure 161)



Figure 161: Usefulness of Internship / work placement (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)




10,0%

60,0%

30,0%


Yes

No

Don't know



239


Figure 162: Fraction of alumni in extra-curricular activities (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)




extra-curricular activities were useful for employee’s X current job situation, 60% stated that it

was not useful, while the remaining 30% of the respondents stated that they did not know.


situation?

16,7%

83,3%


Yes

No



240


Figure 163: Usefulness of extra-curricular activities (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)


10,0%

60,0%

30,0%


Yes

No

Don't know

Regarding employee X’s Economics knowledge foundation, how satisfied are you with its




241


Figure 164: Degree of satisfaction with study programme knowledge foundation (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)

Figure 164 shows that a vast majority of the interviewed employers are very satisfied (40%)



40,0%

53,3%

6,7%

Regarding employee X’s Mechanical Engineering knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





242


Figure 165: Preparation for succeeding in the job market (Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)




51,7%37,9%

10,3%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




243


Figure 166: Satisfaction with job performance in general(Bosnia & Herzegovina: economics - employer questionnaire) (original illustration)


(36,7%) or satisfied (60%) with job performance of employee X in general. 3,3% feel neutral


Mechanical engineering

41 alumni completed the Mechanical engineering questionnaire. On the other hand 30

employers of Mechanical engineering alumni filled the questionnaire.




36,7%

60,0%

3,3%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



244



Figure 167: Degree of satisfaction with work performance (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)


performance, 43,3% are satisfied and only 10% answered that they feel neutral. (Figure 26)

No one was dissatisfied or very dissatisfied. (Figure 167)


Only three options “Very Comfortable” (33%) and “Comfortable” (53%) and “Neutral” (13%)

were selected. (Figure 168)

46,7%

43,3%

10,0%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



245


Figure 168: Recommending study programme (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)

As far as you are aware, when you applied for this job, was your study program economics

degree or qualification considered a job requirement?

All respondents said that their Mechanical Engineering degree was considered a job

requirement when applying. (Figure 169)

33,3%

53,3%

13,3%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



246


Figure 169: Requirement of study programme for Jobs (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)







Response Count

1. Methodological management approach in maintenance

48,8% 48,8% 2,4% 0,0% 0,0% 0,0% 41

2. Modern concepts of maintenance planning

46,3% 53,7% 0,0% 0,0% 0,0% 0,0% 41

3. To plan, project and organize production systems and processes

39,0% 56,1% 4,9% 0,0% 0,0% 0,0% 41

4. To be able to build and manage production and business systems in computer integrated production

46,3% 51,2% 2,4% 0,0% 0,0% 0,0% 41

5. Evaluate persistence of machining materials built-in machines and equipment

51,2% 46,3% 2,4% 0,0% 0,0% 0,0% 41

6. Usage of basic knowledge in mechanics (static and dynamic processes, machine and engineering balanced

41,5% 53,7% 4,9% 0,0% 0,0% 0,0% 41

100,0%

0,0%

As far as you are aware, when you applied for this job, was your study program - economics degree or qualification considered a job requirement?

Yes

No



247


conditions)

7. To be able to produce a product using production technologies

51,2% 46,3% 2,4% 0,0% 0,0% 0,0% 41

8. To be able to develop new production technologies

51,2% 39,0% 9,8% 0,0% 0,0% 0,0% 41

9. To be able to develop and manage engineering (modeling) of technical IT

46,3% 46,3% 7,3% 0,0% 0,0% 0,0% 41

10. To be able to develop new products

39,0% 56,1% 4,9% 0,0% 0,0% 0,0% 41

11. To manage environment reducing bad influences

36,6% 56,1% 7,3% 0,0% 0,0% 0,0% 41

12. To evaluate environment quality

46,3% 43,9% 9,8% 0,0% 0,0% 0,0% 41

13. To analyze, plan and solve problems in energy systems

43,9% 53,7% 2,4% 0,0% 0,0% 0,0% 41

14. To manage energy system condition

53,7% 36,6% 9,8% 0,0% 0,0% 0,0% 41

15. To use methods and equipment for measuring mechanical indicators in machine engineering

51,2% 41,5% 7,3% 0,0% 0,0% 0,0% 41

16. To apply state-to-art methods of product testing

47,5% 45,0% 7,5% 0,0% 0,0% 0,0% 40

Table 126: Usefulness of specific competences (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)


performance in their current job activity. The specific competences taught in the Mechanical

Engineering degree programme are valued relatively similar by alumni, but in general they



competence areas?




Response Count


43,9% 53,7% 2,4% 0,0% 0,0% 0,0% 41


46,3% 51,2% 2,4% 0,0% 0,0% 0,0% 41


41,5% 48,8% 9,8% 0,0% 0,0% 0,0% 41


41,5% 53,7% 4,9% 0,0% 0,0% 0,0% 41


43,9% 53,7% 2,4% 0,0% 0,0% 0,0% 41



248


6. Usage of basic knowledge in mechanics (static and dynamic processes, machine and engineering balanced conditions)

36,6% 58,5% 4,9% 0,0% 0,0% 0,0% 41


43,9% 41,5% 14,6% 0,0% 0,0% 0,0% 41


41,5% 56,1% 2,4% 0,0% 0,0% 0,0% 41


34,1% 58,5% 7,3% 0,0% 0,0% 0,0% 41


36,6% 53,7% 9,8% 0,0% 0,0% 0,0% 41


41,5% 51,2% 7,3% 0,0% 0,0% 0,0% 41


37,5% 52,5% 10,0% 0,0% 0,0% 0,0% 40


39,0% 53,7% 7,3% 0,0% 0,0% 0,0% 41


40,0% 50,0% 10,0% 0,0% 0,0% 0,0% 40


41,5% 53,7% 4,9% 0,0% 0,0% 0,0% 41


31,7% 58,5% 9,8% 0,0% 0,0% 0,0% 41

Table 127: Competence in specific competences (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)


competences of the degree programme Hotel Management. The specific competences are

again ranked relatively similar, but in general most of the interviewees feel competent







Response Count


51,2% 48,8% 0,0% 0,0% 0,0% 0,0% 41


48,8% 43,9% 7,3% 0,0% 0,0% 0,0% 41


39,0% 51,2% 9,8% 0,0% 0,0% 0,0% 41


39,0% 56,1% 4,9% 0,0% 0,0% 0,0% 41



249



46,3% 46,3% 7,3% 0,0% 0,0% 0,0% 41


43,9% 48,8% 7,3% 0,0% 0,0% 0,0% 41


41,5% 56,1% 2,4% 0,0% 0,0% 0,0% 41


48,8% 41,5% 9,8% 0,0% 0,0% 0,0% 41


41,5% 48,8% 9,8% 0,0% 0,0% 0,0% 41


39,0% 61,0% 0,0% 0,0% 0,0% 0,0% 41


43,9% 46,3% 9,8% 0,0% 0,0% 0,0% 41


39,0% 51,2% 9,8% 0,0% 0,0% 0,0% 41


39,0% 51,2% 9,8% 0,0% 0,0% 0,0% 41


36,6% 53,7% 9,8% 0,0% 0,0% 0,0% 41


41,5% 43,9% 14,6% 0,0% 0,0% 0,0% 41


48,8% 48,8% 2,4% 0,0% 0,0% 0,0% 41

Table 128: Relevance of specific competences (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)

Table 128 shows how relevant specific competences are for the future career development

of the respondents. The gap between each of the specific competences is quite close, but all

respondents perceive the specific competences as relevant for the future career

development.

Generic competences






Work self responsibly on a task or 78,0% 22,0% 41



250


project





Table 129: Generic competences in specific situations (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)


percentages ranged from 87,8% (“Work closely with a team”) to 75,6% (Write a report).





Response Count

Find a creative or innovative solution 43,9% 56,1% 0,0% 0,0% 41



Work self responsibly on a task or project 43,9% 51,2% 4,9% 0,0% 41

Take a leading or coordinating role in a team 58,5% 34,1% 7,3% 0,0% 41

Work outside his own field of specialisation 48,8% 43,9% 7,3% 0,0% 41


Write a report 43,9% 48,8% 7,3% 0,0% 41

Table 130: Degree of satisfaction in specific situations (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)

Looking at the results it is remarkable that no one of respondents was neutral or very


majority answered that they were “very satisfied” or “satisfied” for each specific situation.

(Table 130)






Response Count



251


1. Creativity 36,6% 58,5% 4,9% 0,0% 0,0% 0,0% 41

2. Flexibility 48,8% 43,9% 7,3% 0,0% 0,0% 0,0% 41




6. Leadership 41,5% 46,3% 12,2% 0,0% 0,0% 0,0% 41


8. Presentation 43,9% 46,3% 9,8% 0,0% 0,0% 0,0% 41

9. Communication 41,5% 53,7% 4,9% 0,0% 0,0% 0,0% 41

Table 131: Usefulness of generic competences (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)








Response Count

1. Creativity 41,5% 53,7% 4,9% 0,0% 0,0% 0,0% 41

2. Flexibility 41,5% 51,2% 7,3% 0,0% 0,0% 0,0% 41




6. Leadership 19,5% 68,3% 12,2% 0,0% 0,0% 0,0% 41


8. Presentation 46,3% 48,8% 4,9% 0,0% 0,0% 0,0% 41

9. Communication 48,8% 46,3% 4,9% 0,0% 0,0% 0,0% 41

Table 132: Competence in generic competences (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)






252


development?




Response Count

1. Creativity 41,5% 53,7% 4,9% 0,0% 0,0% 0,0% 41

2. Flexibility 53,7% 43,9% 2,4% 0,0% 0,0% 0,0% 41




6. Leadership 39,0% 51,2% 9,8% 0,0% 0,0% 0,0% 41


8. Presentation 43,9% 48,8% 7,3% 0,0% 0,0% 0,0% 41

9. Communication 46,3% 46,3% 7,3% 0,0% 0,0% 0,0% 41

Table 133: Relevance of generic competences (Bosnia & Herzegovina: Mechanical Engineering - alumni) (original Illustration)



Internship




253


Figure 170: Fraction of alumni with Internship / work placement (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)

20% of the interviewed alumni said that they had an internship, while 80% said that they did

not have an internship. (Figure 170)


situation?

20,0%

80,0%


Yes

No



254


Figure 171: Usefulness of Internship / work placement (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)



know. (Figure 171)




50,0%

25,0%

25,0%


Yes

No

Don't know



255


Figure 172: Fraction of alumni in extra-curricular activities (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)




current job situation, while 33,3% stated that they were not useful. 22,2% did not know, if

they were useful. (Figure 173)


23,3%

76,7%


Yes

No



256


Figure 173: Usefulness of extra-curricular activities (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)


Regarding your study program – Tourism or Hotel Management knowledge foundation, how


44,4%

33,3%

22,2%


Yes

No

Don't know



257


Figure 174: Degree of satisfaction with study programme knowledge foundation (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)


or satisfied (30%) with the quality of their study program knowledge foundation. No one is



the job market?

66,7%

30,0%

3,3%

Regarding your study program – Tourism or Hotel Management knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



258


Figure 175: Preparation for succeeding in the job market (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)



unprepared.


44,8%

48,3%

6,9%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared



259


Figure 176: Satisfaction with job performance in general (Bosnia & Herzegovina: Mechanical Engineering - alumni questionnaire) (original illustration)


satisfied(46,7%) or satisfied (46,7%) with their own job performance in general, while no one

was dissatisfied.




46,7%

46,7%

6,7%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied




260


Figure 177: Degree of satisfaction with work performance (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


X’s work performance, the remaining 62,1% are satisfied. (Figure 177)



37,9%

62,1%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



261


Figure 178: Recommending study programme (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


employee X for another job, the remaining 30% feel comfortable. (Figure 178)


requirement?

70,0%

30,0%


Very Comfortable

Comfortable

Neutral

Uncomfortable

Very Uncomfortable



262


Figure 179: Requirement of study programme for Jobs (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)

All of the interviewed employers said that employee’s X mechanical engineering degree was

considered a job requirement when applying. (Figure 179Figure 178)






Neutral Disagree

Don’t know

Response Count


76,7% 23,3% 0,0% 0,0% 0,0% 30


60,0% 33,3% 6,7% 0,0% 0,0% 30


6,7% 83,3% 10,0% 0,0% 0,0% 30


30,0% 50,0% 16,7% 3,3% 0,0% 30


43,3% 46,7% 10,0% 0,0% 0,0% 30

100,0%

0,0%


Yes

No



263



31,0% 58,6% 10,3% 0,0% 0,0% 29


43,3% 53,3% 0,0% 3,3% 0,0% 30


46,7% 43,3% 6,7% 3,3% 0,0% 30


33,3% 53,3% 10,0% 3,3% 0,0% 30


40,0% 53,3% 6,7% 0,0% 0,0% 30


30,0% 63,3% 6,7% 0,0% 0,0% 30

12. To evaluate environment quality 43,3% 36,7% 20,0% 0,0% 0,0% 30


30,0% 63,3% 0,0% 6,7% 0,0% 30


50,0% 40,0% 6,7% 3,3% 0,0% 30


40,0% 40,0% 20,0% 0,0% 0,0% 30


33,3% 53,3% 13,3% 0,0% 0,0% 30

Table 134: Usefulness of specific competences (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)









Neutral Disagree

Don’t know

Response Count


65,5% 27,6% 6,9% 0,0% 0,0% 29


41,4% 44,8% 10,3% 3,4% 0,0% 29


31,0% 58,6% 10,3% 0,0% 0,0% 29


31,0% 55,2% 13,8% 0,0% 0,0% 29


62,1% 31,0% 6,9% 0,0% 0,0% 29

6. Usage of basic knowledge in mechanics (static and dynamic

48,3% 44,8% 6,9% 0,0% 0,0% 29



264


processes, machine and engineering balanced conditions)


27,6% 51,7% 20,7% 0,0% 0,0% 29


27,6% 58,6% 13,8% 0,0% 0,0% 29


41,4% 37,9% 20,7% 0,0% 0,0% 29


24,1% 65,5% 10,3% 0,0% 0,0% 29


37,9% 58,6% 3,4% 0,0% 0,0% 29



51,7% 41,4% 6,9% 0,0% 0,0% 29


35,7% 50,0% 14,3% 0,0% 0,0% 28


41,4% 41,4% 13,8% 3,4% 0,0% 29


48,3% 41,4% 10,3% 0,0% 0,0% 29

Table 135: Competence in specific competences (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


regarding the specific competences of Mechanical Engineering. The specific competences

are again ranked very differently, but in general employee X is perceived as competent for

each of them.





Neutral Disagree

Don’t know

Response Count


56,7% 30,0% 13,3% 0,0% 0,0% 30


30,0% 56,7% 13,3% 0,0% 0,0% 30


36,7% 43,3% 20,0% 0,0% 0,0% 30


36,7% 56,7% 6,7% 0,0% 0,0% 30


40,0% 53,3% 6,7% 0,0% 0,0% 30


40,0% 50,0% 10,0% 0,0% 0,0% 30



265



36,7% 46,7% 13,3% 3,3% 0,0% 30


26,7% 56,7% 16,7% 0,0% 0,0% 30


36,7% 53,3% 10,0% 0,0% 0,0% 30


40,0% 50,0% 6,7% 3,3% 0,0% 30


40,0% 46,7% 10,0% 3,3% 0,0% 30



40,0% 40,0% 20,0% 0,0% 0,0% 30


20,0% 63,3% 16,7% 0,0% 0,0% 30


40,0% 43,3% 16,7% 0,0% 0,0% 30


46,7% 46,7% 6,7% 3,3% 0,0% 30

Table 136: Relevance of specific competences (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)




employee X.

Generic competences











Table 137: Generic competences in specific situations (Bosnia & Herzegovina: Mechanical Engineering - employer questionnaire) (original illustration)



266



The percentages ranged from 96,7% (“Find a creative or innovative solution”) to 66,7%

(“Work self responsibly on a task or project” and “Take a leading or coordinating role in a

team”).





Response Count








Write a report 40,0% 56,7% 3,3% 0,0% 0,0% 30

Table 138: Degree of satisfaction in specific situations (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


specific situation. It is remarkable that and no one of the respondents stated that they feel

neutral or very dissatisfied with the performance in these specific situations. On the other

hand a vast majority answered that they were “very satisfied” or “satisfied” in all of the listed

situations.






Response Count

1. Creativity 53,3% 40,0% 6,7% 0,0% 0,0% 0,0% 30

2. Flexibility 46,7% 50,0% 3,3% 0,0% 0,0% 0,0% 30





267



6. Leadership 33,3% 53,3% 10,0% 3,3% 0,0% 0,0% 30


8. Presentation 33,3% 53,3% 10,0% 0,0% 3,3% 0,0% 30

9. Communication 50,0% 43,3% 3,3% 3,3% 0,0% 0,0% 30

Table 139: Usefulness of generic competences (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


for job activities of employees graduated in Mechanical Engineering. A huge majority of


competence.


his job?




Response Count

1. Creativity 55,2% 37,9% 6,9% 0,0% 0,0% 0,0% 29

2. Flexibility 44,8% 44,8% 10,3% 0,0% 0,0% 0,0% 29




6. Leadership 20,7% 72,4% 3,4% 3,4% 0,0% 0,0% 29


8. Presentation 37,9% 48,3% 13,8% 0,0% 0,0% 0,0% 29

9. Communication 44,8% 41,4% 13,8% 0,0% 0,0% 0,0% 29

Table 140: Competence in generic competences (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


coming from Mechanical degree programme are competent when using the generic



of Employee X?



268





1. Creativity 56,7% 40,0% 3,3% 0,0% 0,0% 0,0% 30

2. Flexibility 40,0% 50,0% 10,0% 0,0% 0,0% 0,0% 30




6. Leadership 56,7% 36,7% 3,3% 3,3% 0,0% 0,0% 30


8. Presentation 33,3% 60,0% 3,3% 3,3% 0,0% 0,0% 30

9. Communication 36,7% 56,7% 3,3% 3,3% 0,0% 0,0% 30

Table 141: Relevance of generic competences (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)



Mechanical Engineering.

Internship


program?



269


Figure 180: Fraction of alumni with Internship / work placement (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)

Only 53,6% of the respondents answered that employee X had an internship / work

placement during their study time, while 46,4% did not have. (Figure 180)


of employee X, while 53,3% stated that it was not relevant. 33,3% of respondents answered




53,6%

46,4%


Yes

No



270


Figure 181: Usefulness of internship / work placement (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)




13,3%

53,3%

33,3%


Yes

No

Don't know



271


Figure 182: Fraction of alumni in extra-curricular activities (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)




extra-curricular activities were not useful for employee’s X current job situation, while the

remaining 50% of the respondents stated that they did not know.


situation?

42,9%

57,1%


Yes

No



272


Figure 183: Usefulness of extra-curricular activities (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)


50,0%50,0%


Yes

No

Don't know


level of quality?



273


Figure 184: Degree of satisfaction with study programme knowledge foundation (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)

Figure 184 shows that all interviewed employers are very satisfied (50%) or satisfied (50%)

with the quality of the study program knowledge foundation of employee X.

50,0%50,0%

Regarding employee X’s Economics knowledge foundation, how satisfied are you with its overall level of quality?

Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied





274


Figure 185: Preparation for succeeding in the job market (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)

Figure 185 displays that all of the respondents feel that their employee X is very well

prepared or well prepared for succeeding in the job market, while no one of the respondents

feel that they are unprepared.

67,9%

32,1%


Very well prepared

Well prepared

Neutral

Unprepared

Very Unprepared




275


Figure 186: Satisfaction with job performance in general (Bosnia & Herzegovina: Mechanical Engineering - employer) (original Illustration)

Figure 186 depicts that all of respondents answered that they were very satisfied (64,3%) or

satisfied (35,7%) with job performance of employee X in general.

64,3%

35,7%


Very satisfied

Satisfied

Neutral

Dissatisfied

Very Dissatisfied



276


Conclusion

The data of competence survey illustrates the importance of competence-based curricula

development in institutions of higher education. As the requirements for graduates are

always in a change process, effective labour market feedback systems are indispensable for

adjusting the eight curricula and programs from Macedonia, Montenegro, Serbia and Bosnia

& Herzegovina to meet the needs of society and industry.

The results show that the 8 participating degree programme are performing relatively well in

teaching competences that are demanded by the industry of their country. Almost every

alumnus is telling that during their study time they have acquired specific as well as generic

competences to fulfil the tasks in their jobs. The interviewed employers on the other hand

confirm this impression, telling the alumni working for them are prepared for the requirements

of their jobs.

The results from the alumni as well as from the employer surveys also propose that the

specific and the generic competences are essential for the future career development of the

alumni of the 8 degree programmes surveyed.

Thus the data suggest that the partaking institutions are performing well, but also that there

is space for improvement to reach the objective of offering excellence in teaching for their

students.


Competence Survey Report - Tempusprojects.tempus.ac.rs/attachments/project_resource/563/922_Survey... · Competence Survey Report 8 FH JOANNEUM: Rene Wenzel Bernadette Frech Rupert

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Competence Survey Report - Tempusprojects.tempus.ac.rs/attachments/project_resource/563/922_Survey... · Competence Survey Report 8 FH JOANNEUM: Rene Wenzel Bernadette Frech Rupert