Employment of Economics Graduates: Does Gpa Matter?

Mehmetaj, Nevila; Alili, Merita Zulfiu

doi:10.7906/indecs.19.2.3

Cited by 6 publications

(6 citation statements)

References 15 publications

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“…Contrary to the finding of Mehmetaj and Zulfiu [11]; Eyland and Johnson [36]; Lassibille et al [37]; and Genda and Kurosawa [38], the waiting time for male graduates was 43.7% ((0.563-1) * 100) and was higher than that of female graduates. Females had a high probability of being employed compared to their male counterparts.…”

Section: Discussioncontrasting

confidence: 66%

“…Despite the low job market demand for graduates having been identified as a major reason for the low employment of graduates, evidence indicates insufficient information regarding job vacancies had a nonnegligible impact on graduates' employment [11]. is means that there is a link between job search methods and graduates' employment.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding determinants that contributed to waiting time, Niragire and Nshimyiryo [10] in Rwanda documented that the cumulative grade point average (CGPA) of the graduates plays an insigni cant role in their employability. However, a study conducted by Mehmetaj and Zulfiu [11] documented the opposite. Furthermore, these inconclusive empirical investigations associated with average waiting time, as well as possible determinants, the prevalence of unemployment, and its associated factors in Ethiopia are not well known, and university graduates are unemployed longer.…”

Section: Introductionmentioning

confidence: 95%

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Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Yismaw

2022

Education Research International

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Most students considered that having a university degree is sufficient to be employed. However, obtaining a job after graduation becomes challenging, especially in developing countries. As a result, some graduates have to wait a considerable amount of time to get their first job. We estimated the average waiting time for first employment for 2019 first-degree graduates from Debre Markos University (Burie campus), Ethiopia. The median waiting time for the first employment of graduates was 35 weeks, showing that 50% of graduates managed to secure their first job 35 weeks after graduation. In addition, Cox proportional hazard and log-normal accelerated failure time models were fitted to model waiting time for first employment with various factors. It was found that cumulative grade point average, gender, internship, and age of the graduates were significant factors that affect the waiting time for first employment of graduates. Finally, we documented that though cumulative grade point average is important to pass the first phase of elimination criteria, it is not the only metric that employers consider.

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Section: Discussioncontrasting

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

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Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Yismaw

2022

Education Research International

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“…Although similar studies among college students are limited, our study noted that not only are food insecure participants experiencing higher everyday discrimination, but such discrimination often occurs in areas where students are aiming to gain professional experiences (work, internships, volunteer work), which, in turn, negatively influences their self-efficacy in work performance. Given that food insecurity is known to lower academic performance [ 35 , 36 ], which, in turn, negatively impacts future employment [ 37 ], our results highlight that to optimize workforce development, employer training on discrimination practices based on socioeconomic status remains imperative.…”

Section: Discussionmentioning

confidence: 99%

“We’ve Always Been Kind of Kicked to the Curb”: A Mixed-Methods Assessment of Discrimination Experiences among College Students

Mahoney

Becerra

Arias

et al. 2022

IJERPH

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Background: Experiences of discrimination are prevalent among minority populations, although often empirical evidence does not provide depth into the source and types of discrimination, such as racial/ethnic, gender-based, age, etc. The goal of this study was to assess the unique patterns, types, and sources of discrimination experiences that college students face and explore the role these experiences play in their mental health. Methods: An explanatory sequential mixed-methods study was utilized. Quantitative assessment of college students from a Hispanic and minority-serving institution was conducted to evaluate experiences of discrimination and its association to physical health and mental health (including psychological distress), as well as food insecurity, a marker for poverty. Next, qualitative data were thematically analyzed to further provide an in depth understanding on the sources of such experiences, types of discriminations, as well as the impact on mental health. Results: Results of the quantitative assessment highlight that discrimination was prevalent among the population with a higher everyday discrimination score significantly associated with serious psychological distress, low mental health status, low physical health status, and being food insecure. Further, most of the participants reported that they felt discriminated due to their appearance, with race/ethnicity and skin color as next most commonly cited reasons. Qualitative assessment further demonstrates distinct types of discrimination experiences from a variety of sources. Within a family, colorism and having an American accent while speaking a native language was a predominant source, while among peers, having a non-American accent was a primary source of discrimination experiences. Such experiences based on elitism, gender, and age (being younger) from the workplace were prevalent among the target population. Finally, feelings of isolation, not belonging, as well as negative impact on self-efficacy and self-worth were noted. Conclusion: Experiences of discrimination are prevalent among college students, including from within family and peers. To improve mental health outcomes of such a population, campus-based measures are needed to promote resiliency and social support, as well as community-based initiatives to promote workplace training to create inclusive environments for younger generations entering the workforce.

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“…It is also considered to be an accurate representation of a student's performance and potential. This is supported by a number of studies that identify a strong link between first-year GPA and end of studies performance [4,5] or end of studies GPA with professional success [6] or success in graduate studies [7][8][9][10][11], although studies also exist that question the strength of such links [12][13][14].…”

Section: Introductionmentioning

confidence: 91%

First Grade GPA as a Predictor of Later Academic Performance in High School

Papadogiannis,

Poulopoulos,

Platis

et al. 2023

Knowledge

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The GPA is a universally recognised and utilised metric of academic performance that is considered to also measure a student’s potential for academic performance in the future. In this short communication we examine to what extent the GPA of the first grade of high school predicts performance in the later grades of high school, either generally (as classified in an excellent student, strong student, weak student, or very weak student) or more accurately (as indicated by the exact GPA in the next grade). We also put to the test the widely held notion that it might be best if core courses such as language and mathematics contributed more to the calculation of the GPA compared to secondary courses such as physical education or music. Our findings confirm the predictive properties of the GPA but strongly rebut the notion that a weighted GPA might achieve a better reflection of students’ potential. The study is based on the academic records of every student in Greece that progressed from the first to third grade of high school in the 2016–2019 period. This dataset contains records of more than 85,000 students, making it one of the most extensive studies ever conducted on the topic of the properties of the GPA.

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Employment of Economics Graduates: Does Gpa Matter?

Cited by 6 publications

References 15 publications

Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

“We’ve Always Been Kind of Kicked to the Curb”: A Mixed-Methods Assessment of Discrimination Experiences among College Students

First Grade GPA as a Predictor of Later Academic Performance in High School

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