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BIOSTATISTIC BIOMEDIC GROUP 5

BIOSTATISTIC BIOMEDIC GROUP 5. Title. Possession of the transferrable skills on employability among first year undergraduates of FSK, FFAR, and FGG of UKM. Introduction. Introduction What is transferable skills? What is the importance in employability?.

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BIOSTATISTIC BIOMEDIC GROUP 5

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  1. BIOSTATISTICBIOMEDIC GROUP 5

  2. Title • Possession of the transferrable skills on employability among first year undergraduates of FSK, FFAR, and FGG of UKM.

  3. Introduction

  4. IntroductionWhat is transferable skills?What is the importance in employability? Known as key skills, generic skills, core skills, soft skills or so on Skills which are required in almost any job (Stewart et al. 2000) There are groups of skills requirements for employability such as communication skills, team working, problem-solving skills, leadership qualities and interpersonal skills. (Petrova 2001)

  5. Transferable skills have a higher rank when hiring fresh university graduates as compared to academic background, proficiency in the English language, performance in interview, adaptability to company culture and experience of internship. (Ranjit & Wahab 2008).

  6. Research Justification • To evaluate the possession of transferable skills on employability among students in UKM. • Graduate employers seek a range of transferable skills and qualities that students need to be able to demonstrate in selection processes (CAES, 1997; Harvey et al., 1997; Williams and Owen, 1997) • Most of the employers now are expecting students to possess the transferable skills rather than results with flying colours. • Reveal that whether third year students in UKM KL is competent enough in terms of employability.

  7. RESEARCH QUESTION • Is there any difference in the possession of transferrable skills among third year undergraduate students from the Faculty of Health Sciences, Faculty of Dental and Faculty of Pharmacy in Universiti Kebangsaan Malaysia (UKM)?

  8. GENERAL OBJECTIVE • To study the possession of transferrable skills among the third year undergraduate students from Faculty of Health Sciences (FSK), Faculty of Dental (FGG) and Faculty of Pharmacy (FFAR) in Universiti Kebangsaan Malaysia, Campus Kuala Lumpur.

  9. Specific Objectives • To explore the possession of transferrable skills for employability among the 3rd year undergraduate students of FSK,FGG and FFAR. • To get to know wether the 3rd undergraduate students know what transferrable skills are all about. • To educate the 3rd year students the importance of transferrable skills for employability

  10. To compare the possession of transferrable skills among the 3rd year undergraduate students of FSK,FGG and FFAR. • To see the relationship of transferrable skills in employability

  11. Research Hypothesis • Ho : The possession of transferrable skills among 3rd year undergraduate students of FSK, FGG and FFAR were not different Ho : µ1=µ2=µ3 • HA: The possession of transferrable skills among 3rd year undergraduate students of FSK, FGG and FFAR were different

  12. Conceptual framework Extracurricular activities Working Experience Race Professors Addressing Skills in Class Gender Possession of Transferable skills Faculty Employability of Graduates Hint: Strong Weak Uncertain

  13. materials and methods

  14. Materials and Method • Demographic Profile • Name • Age • Gender: Male and Female • Race: Malay, Chinese, India, and other • Faculty: Dentistry, Pharmacy, Health Science • Program: Biomedical Science, Nutrition, Environmental Health and Optometry • Working experience: duration • Involvement of co-curriculum activities

  15. Duration of study • Two weeks for data collection • Questionnaires are distributed among third year students • Proportional sampling method • Simple random sampling method • Two week for data analysis. • Descriptive statistics • Statistical analysis • Two week for writing report • Result recorded

  16. Study Population • Third year undergraduates from: - Faculty of Health Science: - Biomedical Science - Optometry - Environmental Health - Nutrition - Faculty of Dentistry - Faculty of Pharmacy

  17. Sampling method • Proportional random sampling method

  18. Inclusion / exclusion factors • Inclusive criteria: - Third year undergraduates from courses of Faculty of Health Sciences: i. Biomedical Science ii. Nutrition iii.Optometry iv.Environmental Health Science -Third year undergraduates from Faculty of Dentistry -Third year undergraduates from Faculty of Pharmacy

  19. Exclusive criteria Third year undergraduates of : • Biomedical Science students from Biostatistic Group 5 • Occupational Therapy • Diagnostic Imaging and Radiotherapy • Speech Therapy • Audiology • Forensic Science • Physiotherapy • Dietetic

  20. Sample Size Calculation • Formula used to calculate sample size for selected population with known population size :

  21. We estimate there will be 10% drop out of the questionnaire. Hence, 10% is added to the sample size of 170 • Thus, a total of 187 persons will be chosen for our study from third year undergraduates of Faculty of Health Science, Faculty of Dentistry and Faculty of Pharmacy

  22. Sample Size for Each Population

  23. Dummy Table Questionnaire

  24. Gantt chart

  25. Reference • 1. Bennett, N., et al. (2000) Skills development in higher education and employment. The Society for Research into Higher Education and Open University Press • 2. Atkins, M. J. (1999). Oven-ready and self-basting: Taking stock of employability skills. Teaching in Higher Education, 4(2), 267-280. • 3. Billing, D. (2003). Generic cognitive abilities in higher education: An international analysis of skills sought by stakeholders. Compare, 33(3), 335-350. • 4. Hofstrand, R. (1996). Getting all the skills employers want. Techniques: Making Education & Career Connections, 71(8), 51. • 5. Crebert, G., Bates, M., Bell, B., Patrick, C-J, & Cragnolini, V. (2004a). Ivory tower to concrete jungle revisited. Journal of Education and Work, 17(1), 47-70.

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  28. 16. R. Dearing (1997). Higher Education in a Learning Society, HMSO, London. National Committee of Inquiry into Higher Education • 17. Harvey, L., & Knight, P. T. (1996). Transforming higher education. Buckingham: Society for Research into Higher Education & Open University Press (October). • 18. Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany State: University of New York Press. • 19. Pascarella, E.T. & Terenzini, P.T. (2005). How college affects students. San Francisco: Jossey-Bass. • 20. Kezar, A. (2006) Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development, 47, 149-172.

  29. 21. Brian A. Burt, Donald D. Carpenter, Cynthia J. Finelli & Trevor Scott Harding (2011) Outcomes Of Engaging Engineering Undergraduates In Co-curricular Experiences. American Society for Engineering Education. • 22. Cruez, A. F. 2003. Jobless graduates lack critical skills. New Straits Times, 20 August: 9. • 23. Dodrige, M., 1999. Generic Skill Requirements for Engineers in the 21st Century, 29th ASEE/IEEE Frontiers inEducation Conference. San Juan, Puerto Rico. November 10 – 13 • 24. Gretar T. & Diran A., 2006. Re-Engineering Engineering Education for the Challenges of the 21st Centur. Journal of EngineeredMaterials (JOM) :14 • 25. Hassan,B et. al. 2007. The Future of Engineering Education in Malaysia. Department of Institutions of Higher Education Management, Ministry of Higher Education, Malaysia.

  30. 26. Kalaimagal Ramakrishnan & Norizan Mohd Yasin. 2011. Employment issues among Malaysian Information and Communication Technologies (ICT) graduates: A case study. African Journal of Business Management 5(26):10855-10861 • 27. Mark Winterbotham, et.al., 2007. National employers skills survey 2007: main report. Coventry: Learning and Skills Council • 28. Mohd.Sahandri Gani Hamzah & Saifuddin Kumar Abdullah. 2009. Generic Skills in Personnel Development. European Journal of Social Science 11(4):684-689 • 29. Nguyen Danh Nguyen, Yanagawa Yoshinari and Miyazaki Shigeji, 2005. University education and employment in Japan Students’ perceptions on employment attributes and implications for university education. Emerald Group Publishing Limited 13(3): 202-218. • 30. Philip Curry & Rhona Sherry. 2004. The hidden value of higher education learning. Dublin: Trinity College Dublin, Dublin City University & Waterford Institute of Technology

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  33. Thank you

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