A comparative analysis of study satisfaction among young European higher education graduates

This article identifies those aspects of the academic environment that are associated with graduates' overall satisfaction with their higher education (HE) course. We use REFLEX data, which allow comparison among 14 European countries, based on a pooled sample and individual country regressions. Overall, the degree of satisfaction with HE studies appears to be driven to a great extent by the academic environment. The results also confirm the persistence of country-specific traits in different HE systems. This substantial variation among European countries in terms of learning environment may have an influence on subsequent employment experience. While some systems encourage independent learning through participation in research projects, others rely heavily on direct teaching as the main source of information.     

The relationship between life goals and fields of study among young European graduates

This paper analyses the relationships among life goals, job prospects and fields of study for a sample of young European higher education graduates. The results show that there is a characteristic pattern for each field of study with regard to the variables used. Graduates in a given field have similar life goals and job prospects, as well as a similar educational and social background, irrespective of cultural and labour market differences associated with their country of residence.     

Competencies for young European higher education graduates: labor market mismatches and their payoffs

Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies increase graduates’ job satisfaction.     

Examining benchmark indicator systems for the evaluation of higher education institutions

Higher Education Institutions are undergoing important changes involving the development of new roles and missions, with implications for their structure. Governments and institutions are implementing strategies to ensure the proper performance of universities and several studies have investigated evaluation of universities through the development and use of indicator systems. In this paper, we review some of the systems applied to the OECD countries, with special attention to Spain. We demonstrate the difficulty involved in establishing classification criteria for existing indicators, on which there is currently no consensus.     

The rewards of human capital competences for young European higher education graduates

Abstract

The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio‐emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participative and methodological competences are best paid; conversely, jobs with higher requirements of organisational, applying‐rules and physical competences are worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates’ satisfaction, the only exception being applying‐rules competences.     

European graduates’ level of satisfaction with higher education

In this paper we investigate satisfaction rates among young European higher education graduates with their tertiary level study. Ordered choice models are used to parse out those factors that influence study satisfaction, such as environmental factors, field of study, usefulness of study and other individual-specific characteristics. Results show that those graduates who were most satisfied with their course of study scored course content and social aspects very highly, while opportunity to participate in research projects and poor supply of teaching materials were among the main reasons for dissatisfaction with higher education studies.     

Decision support system through automatic algorithms and electronic request in diagnosis of anaemia for primary care patients

IntroductionAn appropriate management of anaemia laboratory tests is crucial for a correct diagnosis and treatment. A non-sequential “shotgun” approach (where every anaemia related test is ordered) causes workload and cost increases and could be potentially harmful. We have implemented a Decision Support System through our laboratory information system (LIMS) based on reflexive algorithms and automatic generation of interpretative reports specifically in diagnosis of anaemia for primary care patients.Materials and methodsWhen a request contained an “Anaemia Suspicion Study” profile, more than twenty automatic reflexive rules were activated in our LIMS based upon laboratory results. These rules normally involved the addition of reflexive tests. A final report was automatically generated for each interpretation which was always reviewed for their validity by two staff pathologists. We measured the impact of this system in the ordering of most common anaemia related tests and if a proper treatment was established based on the interpretive report.ResultsFrom all the studies performed, only 12% were positive being “iron deficiency” and “anaemia of chronic disease” the most frequent causes, 62% and 17%, respectively. Proper treatment was established in 88% of these anaemic patients. Total iron, transferrin, ferritin, folate and vitamin B12 demand decreased substantially after implementation representing a cost reduction of 40% only for these five tests.ConclusionsOur system has easily improved patient outcomes, advising on individual clinical cases. We have also noticeably reduced the number of over-requested tests and laboratory costs.