A

BRM Project Report

On
“A STUDY OF FACTORS DETERMINING CHOICE FOR JOB OR
HIGHER EDUCATION AMONG UNDERGRADUATE TECHNICAL AND
MANMAGEENT STUDENTS”

IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE DEGREE OF
MASTER OF BUSINESS
ADMNISTRATION
(AFFILIATED TO A.K.T.U, LUCKNOW)
(Session 2017-19)

Submitted To Submitted By

Dr. Sarjue Pandita Nishant Kumar (1782070048)

Associate Professor Priyanka Dixit (1782070060)
AKGIM, Ghaziabad Priyansha (1782070061)
Pulkit Ahuja (1782070062)
Ranjan Singh (1782070063)
Richa Singh Tomar(1782070064)
Richa Srivastava (1782070065)
Rohit Deep Singh (1782070066)
Rohit Tyagi (1782070067)

AJAY KUMAR GARG INSTITUTE OF MANAGEMENT

27th K.M Stone, NH—24, Delhi Hapur Bypass Road
Adhyatmik Nagar, Ghaziabad- 201009
 INTRODUCTION

Career selection is one of the very important choice students will make to determining future
plan. This decision will impact them throughout their lives. The process of choosing a career as
one of estimating one’s ability and values estimating the skills and abilities required for access in
a given occupation and estimating the work values that will be satisfy by the various
occupational alternatives. This study would be focusing upon choice of career that management
and technical studies after graduation.

Employment is a critical factor in development general and specification social development. All
else constraint education is an important precursor to employment. However little has been
written an factor that positive influence employability of technical and management education
graduates. The purpose of this study is to evaluate factor determining choice for job or higher
education among undergraduates technical and management students.

Education is the one of basic need for human development and to escape from poverty. (Siva
Kumar Starvelings 2010 Pg.20)

It is necessary for national development and prosperous society. According to Rehmanuddin

(2009) education is the responsibility of the government and should be managed through national
resources. Furthermore higher education is most important for social and economic impact in
society (Bremen and Tetchier 2008).Thus; government and society have a interest in ensuring a
content flow of students in higher education.

Each year a large number of students go abroad for quality education from different developing
countries. The result is that a significant amount of money is spent outside the country resulting
in missed economic opportunity. We suggested that these local students can be retained and
foreign students can be attracted by identifying the confirmed quality education in local
universities and thus allowing increased
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When you start college it seems like you have an eternity to make up your mind about what you
will do after graduation. While some people might have known since fresher’s week where they
were going after college, many don’t begin to consider it until their final year.
There are plenty of options facing final-year students, from graduate programmers to working
abroad to further study. Whether you’ve always known what you want to do after finishing your
degree or are only recently thinking about it, it’s important to know what all your options are and
what will work best for you.
There is a basic choice: work or further study. But even within those you have a number of paths,
so it is important to figure out which fits with where you want to go in life.
Career guidance centers, graduate offices and career fairs, either on campus or organized by
groups such as Grad Ireland, are hugely useful. You should use them to talk to relevant people,
pick up information and figure out the best route for your preferred career path.
Talking to people who went on to work or study in the area you are interested in is also a good
way to try to plan the next step. Universities and colleges usually have former students they can
put you in touch with if you are considering further study, while many companies will be happy
to put you in contact with people from their graduate programmer to tell you about their
experience.
After three or four years of study, many students are happy to see the end of assignments, exams
and a diet made up of cereal and baked beans. For those, entering the world of work is the logical
route and it seems this is a good time to be a graduate looking for a job.
“I’m very optimistic for graduates at the moment,” says Ger Lardner, senior careers adviser with
Dublin City University’s Student Support & Development Centre.
Lardner has seen an increase in the number of companies recruiting graduates in the last number
of years, with “talent wars” between multinationals across all sectors.
“Companies are looking for the best and brightest students . . . There’s been a huge increase in
IT in the last two years, but finance and business are still very strong. There’s an increase in
companies looking for languages as well, but in general the companies want very good students
in all disciplines. They want a mix of creative and quantitative people, who can bring different
talents to the company,” Lardner says.
Along with companies meeting students at graduate fairs, they are also going into colleges to
recruit. DCU is already booked up with lunchtime recruitment sessions right into the middle of
its second semester. And while it might not be for everybody, there are certainly a lot of benefits
for fresh-faced graduates going straight into a job.
“One advantage is that you get to use your skills very quickly without them going to waste,” says
Lardner. “If you want to bed down in this country and establish yourself, you’re making your
network and your contacts at a very young age, which does benefit you.
“Also some students want to travel and they are plenty of large organizations in particular that
want their graduates to travel, it is part of the job. King span for example would say to graduates,
‘Don’t apply if you’re not willing to get on a plane’. Even though they are Cavan-based, they
operate in a global environment. So if you want to work and travel you can be smart about it and
do both.”
Going straight from your undergraduate course into employment also gives you the chance to
figure out your strengths and weaknesses. You will get the chance to identify if there’s a
particular part of the sector you might want to specialize in, or find out if it’s even the right type
of work for you. That’s something you can often only get with hands-on experience.
For those working there’s also the chance to continue studies with a part-time postgraduate
course, which may be funded by your work. Some people may even have their company pay for
their further education, along with getting study leave and bonuses for good performance in
exams

Conversion courses
Of course, after three or four years of college, some students may discover they want a complete
change from where their undergraduate degree was taking them. There is a growing number of
postgraduate conversion courses in colleges around the country. They offer a second chance for
graduates to take control of their career path and go in a totally different direction. They usually
last one to two years and can, for example, take science graduates into marketing, business and
arts graduates into law and engineering students into web design.
“When choosing a conversion course it’s key to ask the reason for doing so,” says Dave
Kilmartin, head of the Career Development Centre with Dublin Institute of Technology.
“Is it to change career path? Is it to enter a certain profession? Or is it just out of interest in the
academic area? Underpinning this is the question of the individual’s definitions of career
motivation, fulfillment and success. The course will ideally bring you closer to realizing these
core aspects of career decision-making.”
Kilmartin advises anyone considering a conversion course to speak to previous participants on
the course: find out what opportunities it opened to them and what the reputation of the course is
among employers. He also urges people to consider the financial aspect of a conversion course,
which can cost anything from €3,000 to €15,000 and more.
The biggest benefit of a conversion course is that it allows you to enter an area of work that you
are passionate about and truly interested in, rather than slogging away for years in an area or
profession you care nothing about.
Conversion courses are usually highly valued by employers as they often favour candidates with
a broad educational background.
Your degree will give you transferable skills that you can bring with you into your new area,
while the course itself will give you the skills necessary for the sector you want to enter.
Kilmartin says a change in career direction can ultimately represent personal strength and
determination, and can distinguish you from other graduates when applying for a job.

In existing literature, several studies have examined the higher education stream for different
reasons in different institutional settings. For instance, one group of scholars has mainly
emphasized the performance of higher educational institutions, private higher education, the
relationship between higher educational reforms and economic performance, curriculum
development, student assessment and the job market, among others. Another group of
researchers has particularly examined the internationalization of the higher education sector,
university rankings, building world-class universities, collaborative research centers, research
funding, and so forth. Specifically, some scholars have paid attention to assorted themes such as
the impact of individual researcher productivity on university performance, journal rankings,
bibliometrics of specific areas and journals, and related issues. Importantly, there is a growing
research interest in higher educational reforms, performance of higher educational institutions,
university systems, research assessments, and university rankings in emerging markets like Latin
American and the Asian continent, including the Russian Federation (e.g. Chinta et al., 2016;
Gonzalez-Brambila et al., 2016; Halai, 2013; Jiao et al., 2015; Kang et al., 2014; Liu et al.,
2015;). Though a small number of studies have analyzed the performance of the Indian higher
education sector – research performance and national university rankings to our knowledge, no
study has examined Indian and Chinese universities on educational performance metrics such as
high-impact research publications and world university rankings. Therefore, we attempt to fill
this knowledge gap and contribute to the literature on higher educational institutions in
developing countries.

At the outset, we wish to present some interesting observations about Indian higher education
that were highlighted in the print.

Too many of our higher education institutions are simply not up to the mark. Too many of them
have simply not kept abreast with changes that have taken place in the world around us…, still
producing graduates in subjects that job market no longer requires… Not one Indian university
today figures in top 200 universities of the world.

By 2030, India will be amongst the youngest nations in the world with nearly 140 million people
in the college-going age group, one in every four graduates in the world will be a product of the
Indian education system (Times of India, 2014), fifty percent of youth would be in the higher
education system, at least 23 Indian universities would be among the global top 200, six Indian
intellectuals would have been awarded the Nobel Prize, the country would be among top five
countries globally in cited research output, its research capabilities boosted by annual R&D
spends totaling over US$140 billion.

Business line (2014).

According to Aspiring Minds National Employability Report, which is based on a study of more
than 150,000 engineering students who graduated in 2015 from over 650 colleges, 80% of the
engineering graduates are unemployable.

Times of India (2016).

19,000 people applied for 114 posts as sweepers in Uttar Pradesh … of which some 6000
applicants are graduates in arts and sciences, post-graduates, even engineering graduates and
MBAs; likewise, 7
5,000 well trained people have applied for 30 peon jobs in Chhattisgarh; according to Census
2011, over 20% of Indian youth (between the age of 15–24) or 47 million Indians are jobless.

From the aforementioned comments, one would notice at least two opposing views associated
with the higher education system in India. On the one hand, we react to but disagree with the
progress of the higher education system, research output, and university rankings. At the same
time, we are dejected upon knowing the present job market in the country. This suggests how we
should establish well-structured, managed, and excellent higher educational systems while
removing contaminated procedures, controlling malpractice, and lessening political abuse, thus
placing a governance-based and an objective-oriented higher education structure on the world
map. On the other hand, the second comment seems to offer un(realistic) goals with some fancy
numbers and audaciousness whilst focusing more on protecting the self-respect of the ruling
political party. That being stated, one should aim high and work prudently for the development
of the country. Then, the outcome will have a positive impact on economic progress,
employment, foreign collaboration, capital mobilization, and entrepreneurship. In the context,
institutional environment, economic resources, and human resources are important drivers of
higher education and high-impact research.

Indian higher education has long been criticized for several reasons, including the poor quality in
course content, shortage of skilled teaching faculty, lack of research interest, inadequate
infrastructure facilities, scarce financial support, uneven industry-centric skills, poor
international collaborations, lack of motivation to compete internationally, meager research
output and number of citations, reluctance to establish global universities, and so forth. This is
because governments (central and state/province) have supreme power over administration,
admissions, examinations, recruitment, and assessment, particularly in the public university
system (central and state universities). Hence, a number of systems and practices in higher
education have been redefined, redesigned, and transformed since the entry of the private
university degree system and economic reforms in 1991.It can be inferred that economic
deregulation and integration policies not only influence the economic performance of the country
but also affect the human capital sector of higher education. Thus far, the government of India
has mainly targeted some areas in higher education such as setting up Institutes of National
Importance (e.g. Indian Institute of Technology (IIT), National Institute of Technology (NIT),
Indian Institute of Management (IIM)), financial assistance to public universities, teacher
training institutes, quality measures in admissions, job market assistance, and producing PhDs
for teaching requirements, among others. While economic reforms affect higher educational
performance metrics, Indian institutes hardly focus on industry collaboration, high-impact
research, and world university rankings. Yet they are assessed by autonomous organizations such
as the National Assessment and Accreditation Council (NAAC) and National Board of
Accreditation (NBA).

In recent years, admissions and job market numbers are becoming increasingly complex due to
structural problems in the governance system, incentives to bureaucrats, and political influence
(Times of India, 2015, 2016). An unforeseen point is that local institutes often thrive from
admissions, central government grants, pay scales and increments, and national accreditation.
Further, government and private universities are not able to focus on global university rankings
because of institutional problems, which include financial assistance, research infrastructure,
research skills, and teaching emphasis. Even more interestingly, one would notice an increasing
number of private universities over the past five years, quality and quantity contradictions,
unethical practices in the university assessment, outdated policies in technical education, and so
forth. On the other end, one may wish to compare Indian higher education and research
performance with Chinese higher educational research metrics. For instance, research output by
Chinese universities in the field of science and technology during 2000–2012 has shown an
impressive annual increase of 17% compared to 4% in the United States (cf. Leaves and Poon,
2015). In the case of high-impact economics research over 2001–2010, China's rank has moved
up from 33rd to 16th (Neri and Rodgers, 2015). Based on experiences and facts, India's newly
elected government aims to establish the best practices of excellence and inclusiveness, and
highest standards of ethics and accountability across university education, and work towards
placing local universities in the world university league tables (Businessline, 2014). This line
supports the objectives of the 12th Five-Year Plan (2012–2017), which emphasizes some key
areas to improve the standards in university education such as enhancing skills and employment,
technology and innovation, and improved access to quality education.

Indian higher education is the third-largest educational system in the world after the United
States and China, and has a great potential to compete with global universities. Main participants
in the system include Institutes of National Importance, central universities, state universities,
deemed-to-be universities, private universities, autonomous institutes, and supporting institutes.

These statistics allow us to infer that the government of India has mainly focused on the
development of higher education for benefitting a larger population. According to the UGC
annual report 2012–13 (March), the state of Tamil Nadu has registered with the highest number
of universities at about 79, followed by Uttar Pradesh at 56, Rajasthan at 56, and Andhra Pradesh
at 43, among others. Total student enrolment in all courses in the regular stream has reached
nearly 21.5 million (female students number 9.3 million (43.28%).

Indian higher education is in need of radical reforms. A focus on enforcing higher standards of
transparency, strengthening of the vocational and doctoral education pipeline, and
professionalization of the sector through stronger institutional responsibility would help in
reprioritizing efforts and working around the complexities. The rise of IT sector and engineering
education in India has boxed students into linear path without giving them a chance to explore
and discover their passions. Concerted and collaborative efforts are needed in broaden student
choices through liberal arts education.

Indian student choice in study in abroad

Post-graduate students from India are increasingly choosing to study abroad. The U.S. Council of
Graduate Schools’ new statistics show that offers of admission to Indian post-graduate students
are up 25 per cent for 2013-14 from the previous year, compared to a 9 per cent increase for all
countries. Numbers from China showed no increase compared to last year. While these statistics
are only for the U.S., India’s most popular destination, it is likely that other countries such as
Germany, Canada and the U.K. are also seeing significant increases from India.

Youth are the major seekers of employment as they traverse their journey of life from adolescent to
youth. A significant proportion of youth take over the business of their family as heir apparent, but the
major proportion of youth becomes the first time jobseekers and searches for economic opportunities
as existing in their country of residence. Employment market is a dynamic system where people keep
getting in and out of system. Unemployment though exists in every part /country of the world but the
rate of unemployment varies from country to country.

The global youth unemployment rate is 13.0 per cent for the period 2012 to 2014. Overall, two in five
(42.6 per cent) economically active youth are still either unemployed or working yet living in poverty. As
of 2014, 73.3 million youth were unemployed which accounted for 36.7 per cent of the global
unemployed. However, the youth share in total unemployment is slowly decreasing. Capacity of a
country to provide sufficient and appropriate employment to its population depends upon the strength
and nature of its economy and policy environment. Having sufficient employment in a country not only
boosts the economy, but also improves the social and economic well-being of its population. In contrast,
high unemployment rate is reported to have direct bearing on social and political unrest. Many political
upheavals across the globe have been attributed to high unemployment rate. High unemployment rate
can also lead to starvation, migration, criminal activity, suicidal tendencies, mental disorder etc.
Consequently, Nations endeavor to reduce or eliminate unemployment through policy measures and
interventional programs.

Youth employment is now a top policy priority in most countries across all regions. At the international
level, it is being translated into the development of a global strategy for youth employment and
embedded into the 2030 development agenda under Sustainable Development Goals. With a growing
multitude of country level initiatives involving many actors and institutions from the public and private
sectors, focus now turns to forging partnerships for policy coherence and effective coordination on
youth employment.

Student Enrollment in Higher Education:

The higher education system along with basic education system in India has grown at a fast pace to
become one of the largest systems in the world. From the student enrollment statistics given by All India
Survey on Higher Education (AISHE) 2014-15, the highest numbers of students are seen to be enrolled at
Under Graduate level. Out of the total students enrolled, 79% students are enrolled in Under Graduate
level. Second to the Under Graduate, 11% students (38.5 Lakh) are enrolled in Post Graduate level.

Employment
Youth are the major seekers of employment as they traverse their journey of life from
adolescent to youth. A significant proportion of youth take over the business of their family as
heir apparent, but the major proportion of youth becomes the first time jobseekers and
searches for economic opportunities as existing in their country of residence. Employment
market is a dynamic system where people keep getting in and out of system. Unemployment
though exists in every part /country of the world but the rate of unemployment varies from
country to country.

The global youth unemployment rate is 13.0 per cent for the period 2012 to 2014. Overall, two
in five (42.6 per cent) economically active youth are still either unemployed or working yet
living in poverty. As of 2014, 73.3 million youth were unemployed which accounted for 36.7 per
cent of the global unemployed. However, the youth share in total unemployment is slowly
decreasing. Capacity of a country to provide sufficient and appropriate employment to its
population depends upon the strength and nature of its economy and policy environment.
Having sufficient employment in a country not only boosts the economy, but also improves the
social and economic well-being of its population. In contrast, high unemployment rate is
reported to have direct bearing on social and political unrest. Many political upheavals across
the globe have been attributed to high unemployment rate. High unemployment rate can also
lead to starvation, migration, criminal activity, suicidal tendencies, mental disorder etc.
Consequently, Nations endeavor to reduce or eliminate unemployment through policy
measures and interventional programs.

Youth employment is now a top policy priority in most countries across all regions. At the
international level, it is being translated into the development of a global strategy for youth
employment and embedded into the 2030 development agenda under Sustainable
Development Goals. With a growing multitude of country level initiatives involving many actors
and institutions from the public and private sectors, focus now turns to forging partnerships for
policy coherence and effective coordination on youth employment.

Student Enrollment in Higher Education:

The higher education system along with basic education system in India has grown at a fast
pace to become one of the largest systems in the world. From the student enrollment statistics
given by All India Survey on Higher Education (AISHE) 2014-15, the highest numbers of students
are seen to be enrolled at Under Graduate level. Out of the total students enrolled, 79%
students are enrolled in Under Graduate level. Second to the Under Graduate, 11% students
(38.5 Lakh) are enrolled in Post Graduate level.

Labor Force

The youth labor force 16 to 24 year olds working or actively looking for work-grows sharply
between April and July each year. During these months, large numbers of high school and
college students search for or take summer jobs, and many graduates enter the labor market to
look for or begin permanent employment. This summer, the youth labor force grew by 2.4
million, or 11.6 percent, to a total of 23.1 million in July.

The labor force participation rate for all youth was 60.6 percent in July, little different from a
year earlier. (The labor force participation rate is the proportion of the civilian non institutional
population that is working or looking and available for work.) The summer labor force
participation rate of youth has held fairly steady since July 2010, after trending downward for
the prior two decades. The summer youth labor force participation rate peaked at 77.5 percent
in July 1989.

Employment

In July 2017, there were 20.9 million employed 16 to 24 year olds, slightly higher than the
summer before. Between April and July 2017, the number of employed youth rose by 1.9
million, in line with the change between April and July 2016. The employment-population ratio
for youth the proportion of the 16- to 24 year old civilian non institutional population with a job
was 54.8 percent in July 2017, an increase of 1.6 percentage points from the prior year.
RESEARCH OBJECTIVES

 To know the factors that determines willingness among undergraduate technical students
to go for job after graduation.
 To know the factors that determines willingness among undergraduate management
students to go for job after graduation.
 To analyze the factors that effect willingness among undergraduate technical and
management student to go for higher studies after graduation.
 To analyze factors that prevent undergraduate technical and management students to take
up job.
MANAGERIAL IMPLICATION

 Managers can get the information about how willing students are to take up job after the
studies.
 Through this research manager can know about the sticking rate of undergraduate
technical and management students in their organization.
 Managers will get to know about numbers they should tap on through campus
placements.
LITERATURE REVIEW

Arcelo.A. Adraino, Sanyal .c. Bihas 1987- This study revealed that young graduates
were having expectation related to income and employment both. It was also conducted that
situation of labor market also creates an impact in the minds of young graduates to take up the
job or to go for higher education.

Parscella and Tereuzini 2005- This study investigated that 40% of students enrolled in
colleges in the US are now attending community college thus community colleges are greatly
impacting career training and this includes training for a carrier in aviation.

Lynne Milward Diane Houston, Dora Brown 2006-This research showed that young
people hold very strong stereotype about the type of job and when it come to study further
student who were felt supported sufficiently neither family persuade studied over job.

AMY s . Hirschy , christiane D . Brerner , Marisa Castellano -This study revealed

career and technical education students pursuing occupational associates degrees or certificates
differ from students seeking academic majors. At two years institution in several way.

Yorke,M. (2005). defines employability as a graduate’s potential for obtaining and

succeeding in a graduate-level job placement. Others have defined employability skills as “the
skills almost everyone needs to do almost any job”(The UK commission for Employment and
skills 2009).

Arcelo.A. Adraino, Sanyal .c. bihas1987- this study revealed that young graduates were
having expectationsrelated to income and employment both it was also conduct that situation of labour
market also creates an impact in the minds of young graduates to take up the job or to go for higher
education. The purpose of the paper is to describe the rise in nontraditional enrollments and develop
conceptual model of attrition process for these students.

Sizong Wu (Shanghai Normal University)-The main result of this empirical result

suggested that higher education institution should develop more flexible approaches with focus
of different groups of student in accordance with their educational background.
4.John P. Bean, Barbara S. Metzner Dec 1 1985- This study revealed that older, part
time and commuter students have composed an increasingly large portion of college student
bodies.

Hillage& Pollard1998- Employability has been defined as an individual’s ability to gain and
maintain initial employment, move between roles within the same organization, obtain new
employment if necessary, and generally secure suitable and sufficiently fulfilling work .

Hillage& pollard, 1998; Martin et al., 2008; McQueen,R., Green, A.,

&Danson, M. (2005). Yorke,2005; Yorke&Knight,2006- Employability has an
important influence on any career, thus, investigation into the employability of graduates has
gained the attention of researchers, individuals graduates, institutions of higher learning and
employers. To this end,concern for graduate’s readiness for the world of work has led to research
interest in the concepts of graduates employability (Hillage& pollard, 1998; Martin et al., 2008;
McQueen,R., Green, A., &Danson, M. (2005). Yorke,2005; Yorke&Knight,2006.

William Whitley Thomas W Dougherty and George F. Dreher- This study examined
the relationship of career mentoring to the promotions and compensation received by 404 early
career managers and professionals working in a variety of organizations.

Moleke, 2010; Baldry, 2013; Oluwajoduet al., 2015; Walker, 2015- Graduate
unemployment has also been associated with higher studies institution (HSI) attended, as it was
determined that some employees prefer to higher graduates from certain universities because of
the trust and confidence they have in the education they provide. In the case of South Africa,
traditionally, formerly advantaged universities has been perceived to provide quality education
with higher standards than formerly disadvantaged universities, resulting in employers to hire
graduates from the former (Moleke, 2006; Baldry, 2013).

Pauwet al. (2008)- found that many employers do not approach formerly disadvantaged
universities for their recruitment initiatives as the quality of education at these institutions is for
the most part perceived to be lower and a large majority of its graduates do not have good
grades.
Nguyen & Bradley 2004- In another study, on Chinese graduates, Jun and Fan (2011)
argued that graduates from reputable educational institutions with higher standings find jobs
more easily. A similar study in England also suggested that the reputation of higher educational
institutions has substantial influence on graduate’s employment search.

Acquah (2009 and Walker 2015)- Graduates outcomes and pathways are also different
for various fields of study, with some graduates from certain fields taking longer to find a job
than other graduates. Asserted the science and engineering graduates have higher chances of
finding employment after graduation than graduates of qualifications of a more general nature
such as humanities and arts. Not all graduates will enjoy better job opportunities mainly because
of diverse situations and job misalliances that exit in the labour market.

According to the 2008 Global Employment Trends for Youth (henceforth referred
to as GET Youth, 2008) Report prepared by the ILO (2008), youth comprises approximately 40
percent of total unemployment worldwide although they only account for one quarter of the total
working age population (ages 15 and over). In the decade between 1997 and 2007,
unemployment of youth worldwide increased from 10.9 to 11.9 percent while the global adult
unemployment rate stayed at 4.2 from 1997 to 2007 (ILO 2008). “The youth are approximately
three times more likely to be unemployed than adults, youth-to-adult unemployment rate was 2.8
in 2007, up from 2.6 in 1997” (ILO, 2008, p. 3). O’ Higgins (2001, p. 11) noted that youth
unemployment rates are generally observed to be higher than adult unemployment rates for every
country for which statistics are available.

(Burdman, Pamela,2005)-In a standard life-cycle model, student debt has only an income
effect proportional to the ratio of debt to the present discounted value of total lifetime earnings
on career and other post college decisions. Another reasons, debt may nonetheless matter is that,
young people, particularly those from disadvantaged backgrounds may be debt averse

(Jesse Rothstein 2007). While much of the literature in education focuses on students’
access to credit before and during college credit constraints after college graduation can also
affect decisions. Young workers current annual incomes are typically much lower than their
permanent incomes, and many may prefer to borrow to finance current consumption. If recent
graduates are unable to do this, student debt will have first-order effects on early-career
consumption, and recent graduates may attempt to minimize these effects through their job
choices.

(Yorke and Knight, 2004). The term employability is used to mean a set of achievements
that comprise skills, understanding and personal attributes that make an individual more likely to
secure and be successful in his/her chosen occupation to the benefit of him/herself, the
workforce, the community and the economy.

(Cox and King, 2006- The literature suggests two aspects of employability as subject skills
and transferable skills. Transferable skills refer to certain personal abilities of an individual,
which can be taken from one job role to another, used within any profession and at any stage of
his/her career while subjects skills are more relevant to one’s career.

(Cox and King, 2006; Fallows and Steven, 2000; Harvey et al., 1997; Warn
and Tranter, 2001). Students usually leave university with good appreciation of their chosen
fields as they have studied those intensively during the degree program (Cottrell,2003).
However, in today’s challenging business environment the possession of subjects skills alone is
no longer sufficient for a new graduate in meeting employer requirements; increasingly it is
necessary for them to gain transferable skills which will enhance their prospects of employment

Permanence is no longer a significant feature: traditional career paths have disappeared and new
technologies have made established practice and experience irrelevant (Clarke, 2008; Fallows
and Steven, 2000). Hence, increasingly, graduate attributes are important than the specific
occupational skills (Busse, 1992; Cotton, 1993;Lees, 2002; LIRNEasia, 2006; Young, 1986).
For some employers, subjects studied during the degree program are employability skills 229 not
as the graduates’ ability to handle complex information and communicate it effectively (Knight

and Yorke, 2002b; LIRNEasia, 2006).

Harvey (2000) advocates the view that the primary role of higher education is to train students
by enhancing their knowledge, skills, attitudes and abilities, and to empower them as lifelong
critical and reflective learners. Similarly, several other studies also indicate that employability
skills are very amenable to taught during the undergraduate degree program (such as Cotton,
1993; Cox and King, 2006; NSF. n.d.; Pool and Sewell, 2007; Rae, 2007; Zinser, 2003). It is
identified that employability skills are most likely to be taught and learned when the acquisition
of them is explicitly stated along with other program goals in academic curricula across all
disciplines opposed to creating a separate “Employability course” ( Fallows and Steve, 2000).

Cotton, 1993; Zinser, 2003). This places employability skill developments on the same
level as subject skills thereby communicating to students that they are important and need to be
learned. However, exactly where in the curriculum these skills should be include has been
largely local decision (Zinser, 2003). Several studies purposes that universities should get
employers involved in the design, delivery and assignment of courses (Such as Cox and King,
2006; Hegarty and Johnston, 2008), while some other studies suggest that universities need to
demonstrate that their programs of study comply with requirements for benchmarking,
professional and statutory bodies, level descriptors, and academic review (such as Knight and
Yorke, 2002c). Stephens and Hamblin (2006) and Brine and Feather (2002, 2003) suggest that
students can document skills using personal development portfolios. Some other proposes
introduction workshop style courses that have additional benefits of networking and sharing of
good practices (Raybound and Sheedy, 2005).

Atkins, 1999; Knight and Yorke, 2002b;Lees, 2002; Raybound and Sheedy,
2005-
However, as there are difficulties in the skill transfer process, a strong emphasis upon practical
application of the learned skill in a variety of contexts has been particularly well received by
both graduates and employers, Therefore, it is difficult to rely on a single strategy for the
enhancement of employability skill, a mix of learning and development approaches would be
beneficial.

Hillage&Pollard1998- Employability has been defined as an individual’s ability to gain and

maintain initial employment, move between roles within the same organization, obtain new
employment if necessary, and generally secure suitable and sufficiently fulfilling work.
 RESEARCH METHODOLOGY
PRIMARY SOURCE

Primary source provides direct firsthand evidence. It is the eye witness account, results of
experiments and statistical data. The direct firsthand evidence about the Topic- The study of
factors determining the choice for job or higher education among technical and management
students has been collected as raw data in the form of questionnaire were the students has been
asked to fill or mark a set of 15 multiple choice questions. It helps in better understanding of the
student interest whether they are opting for a management course or for a technical course or for
future career growth and opportunities. Further it helps in developing better analysis of the
research data .Also, it helps in obtaining the reliable information in a raw form.

The primary data will be collected with the help of a structured questionnaire. The secondary
data was collected with the help of research papers in journals, newspapers, magazines and
websites.

 Research Design
In this study, the perception of youth towards employment as compared to higher studies is
analyzed.

 Sampling Technique

The sampling technique is convenient random sampling. The sample would be taken from
young graduates studying from various colleges and the sample size for this study would be
125.

 Sample size

Sample size will be taken as 125.

Sample area will be Ghaziabad.

 Research Instrument

The data will be collected using both by primary as well as secondary sources.

*Primary Data: Most of the information will be gathered through primary sources. The
methods that will be used to collect primary data are:

 Questionnaire

*Secondary Data: The secondary data will be collected through:

 Text Books

 Magazines

 Websites

 Research papers

 Data collection method

Data collection allows us to collect information that we want to collect about our study objects.

Data collection is done through:

*Questionnaires

TOOLS AND TECHNIQUES

QUESTIONNAIRE-

The primary tool is in the form of Questionnaire. A set of 15 multiple choice questions
are prepared for meeting the objective of the research process. Questions are prepared in
response for multiple choice questions is neutral as to intended outcomes.
 A biased question or questionnaire encourages respondent to answer one way rather than
other. Questionnaire is a structured technique for collecting a primary data during a
survey. It is prepared in written or verbal questions for which respondent provides
answers. Well designed Questionnaire motivates the respondent to provide complete and
accurate information. Structured Questions are a quantitative method for research which
was advocated by Emile Durkeim (1858-1917). It is a positivist research method. It
include low level of involvement of the researcher and high level of respondents(the
individual who answer the questions).

All 15 questions were based upon the objective of the research .Features of Simple
Questionnaire involved in research are-

SAMPLE SIZE-

The Sample Size for the research topic has been taken as the set of 125 samples for meeting the
prior objective of the research process. Sample size is determination is the act of choosing the
number of observations or replicates to include in a statistical sample. The sample size is an
important feature of any empirical study in which the goal is to make inferences about a
population from a sample.
FINDINGS AND CONCLUSION

 DATA ANALYSIS AND INTERPRETATION

1) Do you want to continue your studies after graduation?

RESPONSES
yes no CANT SAY

11%

30%

61%

INTERPRETATION

 About 61% of undergraduates want to continue their studies after their graduation and
about 30% undergraduates don’t want to continue their studies after graduation and rest
of about 11% undergraduates did not decided about their career. The population of
 continuing studies after graduation is large. According to data most of the students want
to continue their studies.

2) Do you want to take up a job after graduation?

cant say
RESPONSES
9%

no
29%

yes
62%

INTERPRETATION

 About 62% undergraduates want to take up a job after their graduation and about 29%
undergraduates don’t want to take up a job after their graduation and rest about 11%
students not decided about their career. Here according to collected data the number of
students who want to take up a job after graduation is more.

3) Will you prefer management course after graduation?

RESPONSES
cant say
12%

yes
38%

no
50%
INTERPRETATION

 About 38% undergraduates will prefer management courses if they choose higher studies
after their graduation and about 50% of undergraduates will not prefer management
courses if they choose higher studies after graduation and also some of them do no
choose even higher studies after graduation they will take up a job and rest of about 12%
undergraduates not decided what they will choose after their graduation.

4) Do you want to do job to fulfill your financial need?

 RESPONSES
cant say
10%

yes
no 52%
38%

INTERPRETATION

 About 52% undergraduates want to do job after their graduation to fulfill their financial
need. Only the reason most of undergraduates prefer a job due to their financial need and
about 38% undergraduate prefer job not for financial need it can be as per their interest
and rest about 10% undergraduates cannot take decision for their career.
 5) Do you think higher education is important after graduation for bright future?

RESPONSES

neutral
11%
cant say
12%
yes
55%
no
22%

INTERPRETATION

 About 55% undergraduates think higher education after graduation is important for bright
future and about 22% undergraduates do not think higher education after graduation is
important for bright future and about 12% undergraduates do not have any idea regarding
importance of higher education after graduation for bright future and rest about 11% are
totally neutral regarding this.
 6) Do you think higher education after graduation does not play any role for career
development?

RESPONSES

neutral yes
7% 16%
cant say
11%

no
66%

INTERPRETATION
 About 16% undergraduates think higher education after graduation do not play any role
for career development they think that higher education after graduation is not important
to develop career and about 66% undergraduates think that higher education play very
important role to develop career after graduation and about 11% undergraduates do have
no idea about importance of higher education after graduation and rest about 7%
undergraduate are neutral regarding this.

7) Do you want to do job to gain experience?

cant say
6%
RESPONSES

no
25%

yes
69%

INTERPRETATION
 About 69% undergraduates want to do job after graduation to gain experience they want
only to increase their experience on job and about 25% undergraduates don’t want to do
job only for experience there are many reason or as per their interest and rest about 6%
undergraduates don’t have any idea regarding this.

8) Do you want to do job after graduation to fulfill your family need?

cant say RESPONSES

9%

no
28%

yes
63%
INTERPRETATION

 About 63% undergraduates want to do job after graduation to fulfill their family need and
also due to financial need as well and about 28% undergraduates don’t want to do job
after graduation for their their family need it can be as per their interest and rest about 9%
undergraduates have no any idea regarding this.

9) What will you choose if you go for higher studies?

 RESPONSES
online course
12%

distance
learning
26%

regular
62%

INTERPRETATION

 About 62% undergraduates will go for regular studies if they will choose higher studies
after graduation and about 26% undergraduates will go for distance learning education if
they will choose higher studies after graduation because they want to do their higher
studies with their job and rest about 12% undergraduates don’t have any idea regarding
this.
 10) Will you go for higher studies after having some experience of job?

RESPONSES

cant say yes

33% 44%

no
23%

INTERPRETATION

 About 44% undergraduates will go for higher studies after having some job experience
and some will do their higher studies with their and about 23% undergraduates will not
go for higher studies after having some job experience they will continue their without
their higher studies and rest about 33% undergraduates not decided what they will do if
will take up job.
 11) Will you do preparation for government job after graduation?

RESPONSES
not decided
15%

yes
47%

no
38%

INTERPRETATION
  About 47% undergraduates will do preparation of government job after graduation and
about 38% undergraduates will not do preparation of government job after graduation and
rest about 15% undergraduates have no idea regarding this.

12) Do you want to do job because you don’t have interest in higher studies?

RESPONSES

cant say NO
8% 54%

YES
38%

INTERPRETATION
 About 38% undergraduates want to do job after their graduation because they don’t have
any interest in higher education and about 54% undergraduates want to do job no
according to interest but for various reason and rest about 8% undergraduates have no
any idea related to this.

13) Do you want to persue higher education just to have a PG degree?

cant say
RESPONSES
9%

yes
28%

no
63%
INTERPRETATION

 About 28% undergraduates want to do higher education after graduation just to have a
PG degree not for any other reason and about 63% undergraduates want to do higher
education not only for PG degree but also for various reason like career growth, bright
future etc and rest about 9% undergraduates don’t have any idea about this.

14) Do you think higher education after graduation can provide better platform to
work in abroad or MNC’s?
 RESPONSES
CANT SAY
11%

no
22%

yes
67%

INTERPRETATION

 About 67% undergraduates think that higher education after graduation can provide
better platform for career development and also can give chance to work on MNC’s and
abroad and about 22% undergraduates do think like that and rest about 11% do not have
any idea regarding this.

15) Will you prefer higher studies after graduation to gain more knowledge in a
particular course?
 RESPONSES
cant say
11%

no
25%

yes
64%

INTERPRETATIONS

 About 64% undergraduates will prefer higher education after graduation to gain more
knowledge on a particular course with increase more knowledge and enhance the skill for
career development and about 25% undergraduates will not prefer higher education after
graduation and rest about 11% undergraduates have no any idea regarding this.
LIMITATION OF STUDY

The results from this study do come with a few limitations that should be taken into
consideration. Our study was limited first off by the number of participants we got to take the
survey, due to time restraints there was not enough time to get more people to take the survey
with only 125 people completing the questionnaire there was not enough individuals in some
categories, including people with large amounts of debts, and high averages this limited our
ability to find strong concrete results for these categories. Another restraint like in other studies
of career expectations was the data were self reported, which may give rise to social desirability
& response set biases. For example people may not want to put down their proper grade if they
believe it is low and may feel embarrassed. Lastly the study was based on a convenient sample,
and different types of sampling would be needed to hit a more wide range of individuals.

1) Problems were been faced during collection of data as due to time constraints no one was
ready to provide the accurate detail for further research study.

2) Time constraints was there.

Conclusion

There are several factors that determine the choice of technical and management students while
opting for job or higher education. The factors influencing this process differ from one individual
to another, but there are also several factors common for many individuals .After analyzing the
literature given above it is apparent that the skills and abilities that allow you to be employed
also play a vital role in the choice making. Producing graduates equipped for their future, is a
key part of higher education. The importance of employability to students is of much importance
in particularly the contemporary scenario where it is equally important to have talent along with
the degree. A set of achievements, understandings and personal qualities such as negotiation,
communication skills, writing skills, persuading capacity, ability to analyze, plan, organize, co-
operate and the leadership skill are certain factors that make individuals more likely to gain
employment and to be successful in their chosen field. While selecting the option it becomes one
of the most influencing factors among all the related factors. And positive approach on the part
of the parents and mentor is one of most influencing factors in the selection of the choice in the
regard. Suggestions and inspiration from friends and family have also influence on the selection
decision. Career goal of the student also happens to be one of the influencing factors in the
selection of the career. Experience of the faculty is one of the most influencing factors among the
faculty related factors. Guidance from the counselor can also help the student. Specialization
offered and course provided by the college are the most influencing factor among all the
academics related factors. Practical knowledge is one of the most influencing factors at the time
of selection. Placement record also has the most prominent influence on the student. Financial
support and the anticipated benefits stimulate the students’ career choice, with the potential for
personal growth and development, in the anticipation for future high earnings and for promotion
to the top of the organization are the most important among these. There are factors of
institutional nature that influence the student’s decision making process and has identified
various independent variables such as: geographical location of the institution, the study
programs, the reputation of the higher education institution, the existence of different educational
facilities, the level of the tuition fees, the employment opportunities, the employed promotion,
the promotion by university representatives, the possibility to visit the campus, the possibility to
gain financial support by the system.

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