The Gap Between Educational System and Job Market in International Business Law: A Model of Specialization for Solving the Problem

Abstract

Abstract:One of the aims of higher education is obtaining advanced skills and specialty, and thereby offering better job opportunities after graduation. Examining the current educational system of Master level in Iran, we came to the conclusion that there is a lack of practice on necessary specialization in the domain of International Business Law. The train Master students receive is not directed towards their future profession, which leads to their being unable to have a good performance. In order to measure students' awareness of their academic and professional future and their attitude toward this major, a standard questionnaire was distributed to 34 female and male International Business Law students, admitted from 2009-2014. Since the students' attitude toward their job in the future showed they had a high expectation of their future occupation, and since the unemployment rate was reported to be 8.8%, there is a concern about the prospective profession of the graduate students in this major. A profession-oriented model has been developed in an attempt to eradicate the problem. In this model, the students will be categorized as 8 different sub-majors after completion of the first general semester. The students' entrance to these sub-majors is a matter of interest and talent, which will be assessed by a panel of experts from International Business Law, Psychology, and Educational Consulting. These 8 groups are Lawyers, Arbitrators/Judges, Businesspeople, Legislators, Researchers, Negotiators, Legal Advisers, and Professors which offer possible job opportunities for the graduates. Then the teaching methodology in each sub-major is in accordance with the prospective employment.

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“…The authors also observed that TIVET offers suitable interpersonal skills, sufficient competency in organisational, occupational health and safety, and basic accounting skills. Where academic instruction is not profession-based, findings show that students may excel in theory but fail in practical work [56]. This position influences employability of graduates because they do not meet the employer's expectation.…”

“…The level of theoretical knowledge exhibited by TIVET graduates have been acknowledged by employers as being satisfactory. The theory was not, however, matched by the practical know-how requisite at the workplace [56,57,39]. The authors also observed that TIVET offers suitable interpersonal skills, sufficient competency in organisational, occupational health and safety, and basic accounting skills.…”

“…The above cited problems are not only found in the VET context but also in other areas of studies. [56] in a studied educational system and job market in international business law and concluded that the trainings did not match employer's prospects: The authors developed a model of specialization to solve the problems found in this area of study. This study aims to follow these authors and others who have made attempts to improve trainings.…”

“…Training programs, content and priorities: The efficacy of a specific instructional technique is influenced by the content of training and learning principles identified [3]. Training should be aligned with the institutional or organisational strategic planning, while the training materials should be extracted from the professionals' experience arising from real work scenarios within organisations with the employees building on this content [56]. Training programs that are effective train for first the technical aspects of the industry; second basic literacy such as ability to read and write and computer literacy skills; and third interpersonal skills such as listening, good and clear communication, conflict management, problem solving and teamwork.…”