Finance Graduates’ Knowledge and Skills Development: Graduate and Employer Perceptions in United Arab Emirates

Shayeb, Abdulrahman Mohamed Al

doi:10.1080/08832323.2012.715096

Cited by 9 publications

(17 citation statements)

References 19 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In summary, although there have been many studies (Adebakin et al 2015;Al Shayeb 2013;Andrews and Higson 2008;Bachynsky et al 2013;Coetzer and Sitlington 2014;Cook and Finch 1994;Collet et al 2015;Daud et al 2011;McMurray et al 2016;Hellier et al 2004;Husain et al 2010;Jackling and De Lange 2009;Kavanagh and Drennan 2008;Kirk and Chapman 1992;Klibi and Oussii 2013;Morley and Aynsley 2007;Norwood and Henneberry 2006;Ngoo et al 2015;Rassuli et al 2012;Rivera 2011;Sodhi and Son 2008;Sullivan 2012;Tanyel et al 1999;Thomas and Nicita 2003) on what employers need from new graduates, few focus on skills so much as qualities. A few studies (Adebakin et al 2015;Bachynsky et al 2013;Collet et al 2015;Hellier et al 2004;Husain et al 2010;Jackling and De Lange 2009;Klibi and Oussii 2013;Ngoo et al 2015;Rassuli et al 2012;Sodhi and Son 2008;Sullivan 2012;Tanyel et al 1999) concentrate on the specific skills employers need, but most of these explore the skills needed from graduates of specific degree programs, so they have an education-program focus.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These qualities include skills, and many other issues such as personality characteristics (Daud et al 2011;Norwood and Henneberry 2006), attitudes (Coetzer and Sitlington 2014;McMurray et al 2016;Kavanagh and Drennan 2008;Kirk and Chapman 1992), degrees earned (Norwood and Henneberry 2006), knowledge in various areas (Al Shayeb 2013;Coetzer and Sitlington 2014;Ras-suli et al 2012;Thomas and Nicita 2003), extracurricular activities, grades (McMurray et al 2016;Rivera 2011), previous work experience (Andrews and Higson 2008;Cook and Finch 1994;Kirk and Chapman 1992;Morley and Aynsley 2007), and the prestige of the candidate's alma mater (Morley and Aynsley 2007;Rivera 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Graduate skills requirements for effective performance in the banking sector

Cicekli

2016

Business: Theory and Practice

View full text Add to dashboard Cite

This paper aimed to explore the graduate skills requirements in the banking sector. Indepth interviews were carried out with twenty-five managers in ten companies in the banking industry in Turkey. The results show that 40 percent of managers thought universities do not provide their graduates with the skills necessary to be successful in their jobs. Soft skills (i.e. communication, interpersonal relationship, and teamwork skills) are particularly sought after, and managers would also like to see more training in analytical thinking skills. Researchers are recommended to study the subject in different counties using quantitative methods. Based on results, bank executives are advised to communicate and collaborate with educators to make sure their needs are known and met. This paper filled the gap in research on the skills the banking sector needs in new graduates.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Graduate skills requirements for effective performance in the banking sector

Cicekli

2016

Business: Theory and Practice

View full text Add to dashboard Cite

show abstract

“…Hard skills include the specific content knowledge bases and business-related abilities necessary to be successful specifically in the business sector, such as accounting or finance skills, in addition to teachable abilities that are easy to quantify such as typing skills, research skills, or critical thinking skills (Andrews & Higson, 2008;GMAC, 2011). Hard skills are understood as being integral to workplace success by both employers and business graduates (Al Shayeb, 2013;Andrews & Higson, 2008;English et al, 2012). Examples of hard, industry-driven skills that employers often look for from employees include computer skills, data analysis skills, and foreign language skills (Al Shayeb, 2013;Andrews & Higson, 2008).…”

Section: Hard Skillsmentioning

confidence: 99%

“…Hard skills are understood as being integral to workplace success by both employers and business graduates (Al Shayeb, 2013;Andrews & Higson, 2008;English et al, 2012). Examples of hard, industry-driven skills that employers often look for from employees include computer skills, data analysis skills, and foreign language skills (Al Shayeb, 2013;Andrews & Higson, 2008).…”

Section: Hard Skillsmentioning

confidence: 99%

“…Employers expect their employees to possess many "hard" or content specific business-related skills (Abraham & Karns, 2009;Al Shayeb, 2013;Andrews & Higson, 2008;Ghannadian, 2013;GMAC, 2011). Hard skills include the specific content knowledge bases and business-related abilities necessary to be successful specifically in the business sector, such as accounting or finance skills, in addition to teachable abilities that are easy to quantify such as typing skills, research skills, or critical thinking skills (Andrews & Higson, 2008;GMAC, 2011).…”

Section: Hard Skillsmentioning

confidence: 99%

See 1 more Smart Citation

Employer Perspectives on the Skills Needed by Business School Graduates: A Review of the Literature

Hodgman

2018

RBM

View full text Add to dashboard Cite

Business is consistently among the most popular college majors in the United States. In order to better understand the skills business employers believe recent business school graduates need to possess and the degree to which business graduates are prepared for the workplace, this study reviewed the literature pertaining to employers' perceptions of the skills needed by recent business school graduates and the degree to which business graduates possess these skills. This literature review provides insight into the skills business employers are considering when assessing business graduates for possible employment opportunities. Sources were reviewed and analyzed for reoccurring ideas or themes in the literature. Three themes emerged from the review: (a) the skills desired by business employers, (b) the skills gap between competencies required by business employers and those possessed by graduating business students, and (c) the need to align business school curricula with the needs of the workplace. Suggestions for institutions and future research are offered based on the emergent themes.

show abstract

State of business statistics education in MENA region

Hijazi

Zoubeidi

2017

JIEB

View full text Add to dashboard Cite

Purpose The purpose of this study is to investigate the state of undergraduate business statistics education in the Middle East and North Africa (MENA) and assess its alignment with the best practices in equipping business graduates with the knowledge and skills demanded by the labor market. Design/methodology/approach A survey of 108 instructors from 80 business schools in 17 MENA countries was conducted to gauge information on the delivery of business statistics courses. The survey results were benchmarked to a proposed framework for best practices in business statistics education. Findings The gap analysis identified deficiencies in the delivery of business statistics education in the region as compared to international best practices. This study revealed a need to revise statistics education as part of a comprehensive reform of business education with the aim to meet international quality standards in business education. Research limitations/implications The study relied on the self-reported responses of business statistics instructors in MENA. One hundred eight questionnaires were completed, corresponding to a response rate of 40 per cent. Moreover, the study did not measure the effectiveness of teaching and learning in business statistics courses. Practical implications Recommendations from the study are intended to guide business statistics instructors in improving the quality of business statistics education through adopting more effective ways to enhance student learning experience and graduate employability. Originality/value This study is the first of its kind to investigate and assess the business statistics education in the MENA region.

show abstract

Finance Graduates’ Knowledge and Skills Development: Graduate and Employer Perceptions in United Arab Emirates

Cited by 9 publications

References 19 publications

Graduate skills requirements for effective performance in the banking sector

Graduate skills requirements for effective performance in the banking sector

Employer Perspectives on the Skills Needed by Business School Graduates: A Review of the Literature

State of business statistics education in MENA region

Contact Info

Product

Resources

About