SURVEY RESULTS

Whenever appropriate, differences between responses from the 1993 survey and the current survey were calculated. Significant differences are reported in Appendix A*. It should be noted, however, that in an effort to obtain more meaningful data, some of the items from the 1993 Employer Survey were either deleted or modified in the 1994 survey. Therefore, comparisons could not be made for all items.

Relevancy of the Graduate's UNR Education or Major to Employment

Minimal Educational Level Required: The majority (84%) of employers indicated that the minimal educational requirement for the graduate's position was a four year degree or higher. A high school diploma was the minimal level required of 5% of the positions; 7% required at least some college; and 3% required at least a 2 year degree or a degree from technical college. Thus, only 16% of our graduates entered the work force apparently "under employed". While 75% of the employers considered the graduate to be in an entry-level position, 67% of employers considered the position to be a training position with opportunities for advancement.

Importance of Education to Decision to Hire: When making the decision to hire, 52% of employers reported that the graduate's university education was a "very important" consideration. Forty-three percent rated the university education as "important" or "somewhat important." Only 5% of employers reported that the graduate's university education was of "no importance" in the decision to hire that graduate.

When employers were asked if the graduate's specific field of study (or major) was an important factor in the hiring decision, 53% of employers felt that it was a "very important" consideration. Forty-two percent of employers reported that the graduate's major was "important" or "somewhat important" to the hiring decision. As with the importance of the graduate's general education, only 5% believed it to be "not important".

Most Valuable Knowledge Areas, Skills, and Experiences

Three areas directly related to undergraduate education were rated by over 90% of the employers as being "very valuable" to work performance : oral communication, listening skills, and problem-solving and critical thinking (see Table 1). Further, three quarters of the employers rated ability to understand written information, reading skills, and writing skills as being "very valuable." Employers also rated areas that could be considered more practical applications of the graduate's education and general life experiences as being "very valuable." For instance, interpersonal skills, dependability, handling multiple tasks, and ability to work under pressure were rated as "very valuable" by over 90% of the employers surveyed. Interestingly, most employers (87%) rated the ability to apply knowledge to the job as being "very valuable"; while substantially fewer employers rated internships (63%), general work experience (54%) , and specific work experience (37%) as "very valuable."

Employer Perceptions of Graduates' Preparation in Specific Skill Areas

Based on observations of the graduates' job performance, employers were asked to rate the preparation received by the graduate in a number of skill areas (see Table 2). The majority of employers rated graduates' preparation in all skill areas as "good" or "excellent." The skills most related to personal characteristics (dependability, interpersonal skills, ability to work independently) were among some of the most highly rated. Skills in some of the areas most directly related to educational outcomes (library research skills and computer experience) were among those with somewhat lower ratings. It should be noted, several areas were rated "fair" or "poor" by more than 20% of employers: leadership skills, computer experience, planning projects, and specific work experience. Since the employers' responses tended to be positive in almost all areas, these areas should be of some concern and tracked closely over future surveys.

Given that the overall ratings were generally positive, a more useful perspective may be to compare the ratings of graduate preparation in a specific skill area to the value employers place on that particular skill. These comparisons comprise Table 3 and are illustrated in Charts 4 and 5. The skills that were ranked lower in regard to a graduate's preparation were generally the same skills employers did not consider valuable for their particular work situation.

Overall Effectiveness of Education in Meeting the Needs of the Work Force

Employers indicate that the University of Nevada, Reno, is effectively meeting the needs of the work force. The vast majority of employers rated the overall university education received by the graduate favorably, with 20% rating it as "excellent" and 59% rating it as "good." A smaller percentage of employers (17%), rated the graduate's education as "fair", and only 3% rated it as "poor."

Employers also rated the education received by the graduate in his or her area of specialization or major favorably. Twenty-nine percent rated it as "excellent", 50% of the employers rated the graduate's quality of education in his or her major as "good", 13% rated the graduate's education as "fair", and 2% rated it as "poor."

When asked how the graduate's educational preparation for the job compared with graduates from other colleges and universities, 18% indicated that UNR graduates were "better prepared" than graduates from other universities or colleges, 57% rated the UNR graduatesas "equally prepared." Only 12% rated UNR graduates as "less prepared" compared to graduates from other universities or colleges. The graduate's educational preparation was rated as "not relevant" to the graduate's current position by 13% of the employers surveyed.

When asked to rate the effectiveness of the university in meeting Nevada's educational needs, most employers were positive. One quarter (25%) of employers felt that the university was "very effective" in meeting Nevada's educational needs. One half (50%) of the employers rated the university as "somewhat effective", indicating that there is room for improvement. However, 19% felt the university was doing a "somewhat ineffective" job and 7% felt that the university was doing a "very ineffective" job.

Employer Expectations of UNR Graduates

When asked whether the graduate possessed the expected characteristics of a college graduate, 30% indicated that the graduate exceeded their expectations. Sixty-five percent of the employers indicated that the graduate met the employer's expectations.

Employers were also given an opportunity to provide comments in open-ended question format. Specifically, employers were asked: what suggestions they had for ways the university could assist them in finding appropriate students to meet their employment needs; to provide suggestions for improving the education of UNR graduates; and what additional skills or areas of knowledge they would like to see in graduates.

Suggestions for Improving Education as it Relates to Employment. When employers were asked about ways that the university could aid them in finding appropriate employees, the focus tended be on ways the university could better prepare their graduates for the work place. The most consistent suggestion made by employers was that UNR graduates receive more "hands-on" experience. Employers expressed a concern that while graduates are well-versed in theory, their ability to apply theory to the work situation is limited. Suggestions aimed at correcting this deficiency included increased emphasis on practical implementations of theory in course content, seminars conducted by individuals working in the field, and internships.

While employers consistently suggested that the university encourage participation in internships as a method for accomplishing the link between theory and practice, they did so with certain qualifications. It was considered vital that if an internship program is implemented that there be more follow-through with the employers as to the progress of the student. Many employers that have had interns expressed disappointment in the lack of communication with the university regarding that student. In this same vein, several employers mentioned the importance of a mentoring program, especially for areas where internships are not available or practical. This concern for "real world" experience emerged across all colleges and majors.

Employers also voiced concern regarding job placement services for both graduates and business. It was suggested that the university Career Development Office or some related office focus solely on doing job placement of graduates. Several employers also requested that resume banks of upcoming graduates be made available to local businesses. While these services, or similar services, are currently available on campus, many employers are either not aware of them, or do not know how to contact the appropriate office in order to utilize such services.

Additional Skills or Knowledge Areas Graduates Should Have in Order to Qualify for Jobs. Three of the most frequently mentioned skills that employers are looking for in potential employees were: technical and business writing skills, interpersonal relations skills, and computer skills. Leadership and planning skills were also considered important qualities of future employees.

* Appendix A is available only in the non-web version. Please write our office if you would like more details.

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