Showcasing the Skilled Business Graduate: Expanding the Tool Kit

Abstract

To aid in selecting employees, recruiters use such tools as the interview, resume, academic portfolio, and videos. However, these tools are not equally effective in helping job candidates showcase specific skills during the hiring process. In a survey, we asked recruiters about the skills they seek in applicants and the best method for students to demonstrate those skills. The top five skills sought, not unexpectedly, are 1: communication (oral and written); 2. computer literacy ; 3. interpersonal/social; 4. critical thinking/leadership (tied); and 5. teamwork.Recruiters still favored the resume and interview as methods for demonstrating these skills, but they also felt a portfolio was useful in providing evidence of these skills in context. None recommended video presentation. Based on this study, we suggest that instructors provide students with explicit instruction on developing resumes and portfolios and in performing well in interviews. remain time-honored and effective methods for a job candidate to communicate his or her skills, whether the candidate is a new graduate or a seasoned professional. Additional tools like academic portfolios and videos have been recommended to aid ' recruiters in the analysis of the applicant's qualifications and to demonstrate the applicant's skills.

Perception versus Reality—Determining Business Students’ Computer Literacy Skills and Need for Instruction in Information Concepts and Technology

“…This recommendation concurs with other researchers (Moody, Stewart, and Bolt-Lee, 2002) that found that computer literacy is a necessary skill set for business graduates as noted in their study of corporate recruiters. Likewise, McDonald (2004) concluded that "institutions of higher education as well as organizations must provide relevant, structured computer software instruction for students and employees."…”

“…In addition, the authors found that recruiters wanted concrete evidence of student achievement. (Moody, Stewart, and Bolt-Lee, 2002) Dickerson (2004) agrees that employees need computer skills and that it is outside the realm of overextended Information Technology (IT) departments to provide training on basic computing skills. In his article titled, "Why Can't Johnny Compute?," he states that in a business world where computers are essential tools, basic computer literacy should evolve into a more general human resource concern, both in hiring new employees and training existing ones.…”

Employing graduates: Selection criteria and practice in New Zealand

“…From a philosophical standpoint it conveys that a sense of balance has been achieved in one's life (Hurka, 1987), and in a more general sense, it is described in the literature as a person who has developed a multi-faceted set of skills and capacities. Similar to our study results, Moody, Stewart, & Bolt-Lee (2002), in their study of graduate competencies, find graduate well-roundedness is able to be demonstrated with a portfolio approach. This approach entails students showcasing their competencies across all the ensuing criteria: communication capacity, computer literacy, interpersonal/social skills, critical thinking/leadership and teamwork.…”

“…First, the criteria are much less refined with a more holistic picture, often derived from the graduate's life experiences, being sought (similar to the concept of motivation discussed previously); and second, the criteria for assessment is not uniform but instead it appears to be tailored to the organisation. Unlike the work of Moody, Stewart, & Bolt-Lee (2002), our concept does not reflect a core or a standardised set of characteristics. Rather, the criteria for a well-rounded graduate appear tacit, comprising a more fluid and, we believe, organisationally oriented measure.…”

Reflections on student‐university interactions for next generation learning

“…-Insert Table 1 here -Early studies in the use of technology in learning have found flexibility to be a key benefit (Malhotra, 2002), but with this flexibility, the result was also a loss of interaction between students and instructors (Kriger, 2001;Clark, 2000). Subsequently, this had prompted authors such as Paladino (2008), and Mood, Stewart and Bolt-Lee (2002) to consider how technology may be successfully incorporated in traditional classroom environments. However, new features of e-learning technology incorporating Web 2.0 tools now have a real potential to replace traditional classrooms.…”