jantofg_TcBlog3_MOOC_7

MOOCs: The Global Employer Perception

Graduate Recruiter October 2014 cover

The Association of Graduate Recruiters(AGR) is an employer-led membership organisation, whose goal is to ensure that all member organisations can recruit and develop the best student talent for their needs and the needs of the UK economy.

With a diverse network of over 700 members, they work closely with employers, the education sector, and supplier partners to represent big employers in the UK.

They invited me to contribute to a special piece on their magazine on the latest IT used in the world of graduate recruitment: Graduate Recruiter. This magazine is published every two months, and is considered as “an essential guide to the latest developments and innovations in graduate recruitment”.The article is published in the October issue of 2014. Here is the original article submit.

You can read the online version of the magazine here. It is on page 22-23. There is a scanned version of the page.

employer page 29-30 MOOCS

According to the latest research from QS, out of 4897 employers 71% said they were not familiar with MOOCS That the QS Global Employer Survey covers nearly 28, 000 employers from 24 major industries within 134 countries the world over, the findings point to a challenging scenario and signal that the growth curve of MOOCS within the mind of industry is yet to occur. More detailed on the survey responses can be obtained by emailing Dr. Christina Yan Zhang, China Director, QS Intelligence Unit at Christina@qs.com.

The findings further revealed that:

1. On average, currently only 29% (less than 1/3) of employers surveyed are aware of or familiar with MOOCs.

Figure 1: Of all the employers who responded to the question “Are you aware of/ familiar with MOOCs”, more than 2/3 responded negatively.
MOOC figure 1

2. Employers consider MOOCS as a valid form for professional development.

Indeed, here the figures yield more promise in that 82% of the 884 employers surveyed globally view MOOCs to be a valid platform of professional development(Figure 2).

Figure 2: detailed breakdown of different regions of the world where employers consider

MOOCs to be a valid form for professional development.
MOOCs figure 2

3. Most employers would encourage their staff to take MOOCs.

84% of 722 employers surveyed would encourage their staff to take MMOCs. (Figure 3).

Figure 3: Employers who support or encourage staff to take MOOCs

MOOCs figure 3

4. MOOCs completion on a CV is widely considered by employers as a positive factor in recruiting.

As shown in Figure 4, 71% of 875 surveyed employers consider MOOCs completion on a CV as a positive factor in recruiting

Figure 4: Employers who consider MOOCs completion on a CV as a positive factor when recruiting.

MOOCs figure 4

5. Of 887 respondents who answered the question “What are the main areas you would like to see MOOCs developed?” the breakdown was as follows (figure 5):

Figure 5: employers who consider the main areas where they would like to see MOOCs
Developed in line with the needs of respective corporate scenarios:

MOOCs figure 5

Of those selecting ‘other’ – a significant proportion cited areas related to human resources.

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Employers Global Salary Trends

Graduate Recruiter October 2014 cover

The Association of Graduate Recruiters(AGR) is an employer-led membership organisation, whose goal is to ensure that all member organisations can recruit and develop the best student talent for their needs and the needs of the UK economy.

With a diverse network of over 700 members, they work closely with employers, the education sector, and supplier partners to represent big employers in the UK.

They invited me to contribute to a special piece on their magazine on the latest IT used in the world of graduate recruitment: Graduate Recruiter. This magazine is published every two months, and is considered as “an essential guide to the latest developments and innovations in graduate recruitment”.The article is published in the October issue of 2014. Here is the original article submit.

You can read the online version of the magazine here.

It is on page 28-29. Here is a scanned view of the two pages here.
employer 7 page 22-23

Employers Global Salary Trends

By Ms. Susan Gatuguta Gitau, Analyst & Project Manager;

& Dr. Christina Yan Zhang, China Director QS Intelligence Unit

salary-survey-2014

The QS Global Employer Survey has been running for the past ten years. In 2014, nearly 29,000 employers from 24 main industries in 134 countries completed the survey, providing invaluable data for the Employer Reputation component of the QS World University Rankings® as well as strategic insight into current recruiter trends.

The value of basic compensation offered by employers in Eastern Europe and Latin America falls below $20,000 per annum. This outcome is mirrored by the findings from the Global Cost of Talent Index from Universum. Students from some countries within these respective regions displayed low salary expectations. The Asia Pacific, Western Europe and US & Canada compensation is valued above the global average while Africa & Middle East falls 5% below the global average.

Chart 1 – Average graduate compensation offered by national, regional and global recruiters

employer 1

The global average salary has steadily increased since 2011 signalling a steady recovery from the deep global recession. The fastest rate of growth was experienced in 2012, this, symptomatic in the uptake of confidence in the global economy.

Chart 2 – Global average salary in US dollars (USD)

employer 2

Northern European employers are seen to offer the highest compensation on the whole, with Denmark and Norway offering the highest salaries. Southern Europe, by contrast, draws the lowest salaries. Countries classified within this sub region i.e. Cyprus, Greece, Italy, Malta, Spain and Turkey have fared poorly in the global recession and are laden with heavy government debt that has had a domino effect on business viability, at the local and national level. Switzerland ($92,550) offers the highest salaries in Western Europe with Swiss respondents displaying a greater preference for Masters Candidates. Swiss employers, furthermore, display steady year on year compensation.

Chart 3 – Average salary in Western Europe

employer 3

Australasian employers (Australia and New Zealand) offer the highest salaries in the Asia Pacific region, approximately$19,000 above the regional average. According to the Australian Graduate Survey, the median starting salary for new bachelor degree graduates aged less than 25 and in their first full-time employment in Australia is AUD $52,450 . At $11,230, Central Asia (Azerbaijan, Kazakhstan and Kyrgyzstan) falls far below the regional average salary.

Chart 4 – Average salary in Asia Pacific

employer 4

Comparing local and international employer compensation

The gap between domestic and multinational recruiters is most significant in the Asia Pacific at 27%, equating to a shortfall of $10,000. Comparatively, Western Europe boasts the narrowest gap with local pay at 6% less than their intentional counterparts. Eastern European domestic recruiters exhibit the second highest pay gap at 20% below international recruiters.

Globally, a 35% gap exists between domestic and international employers – however this gap is seen to shrink over time. Multinational companies coordinate recruitment on a global level, and do not want to drive top candidates away from key geographies because of a salary differential. As international companies set up operations in emerging markets, they are increasingly willing to pay more for candidates who they see as critical to establishing a foothold in each region. Over time, it is likely that differentials with local companies will diminish, as they respond by trying to attract talent for equivalent positions globally with more competitive salaries and bonuses.

Chart 5 – Salary differentials between local and multinational employers by region

employer 5

Salaries by industry

The Pharmaceutical sector is the highest paying sector with an average salary of $34,880 and offers the highest average Postgraduate salary at $40,590 (offered by national, regional and global employers). It is the financial industry, who follows a close second in terms of postgraduate salaries, whilst leading with the highest Undergraduate salaries at $31,690. The average starting salary for the Pharmaceutical sector, at $31,570, a mere $120 behind.

In comparison to postgraduate candidates, the highest compensation gap exists in Pharmaceuticals at 29%. A postgraduate degree is equally a favourable option in Consulting, Finance and Other industries, all of whom post an average compensation gap over 20%. Undergraduate and postgraduate salaries are drawn closer in Technology with a 15% compensation gap.

Table 6 – Average salary by industry sector

employer 6

Employers

Interested employers could contact us at Dr. Christina Yan Zhang, China Director, QS Intelligence Unit at Christina@qs.com for other detailed information about various reports QS produced to support employers to identify the best graduates globally.

RMB

Internationalisation of Chinese RMB: Opportunities for universities?

What has been one of the most interesting discussions in the financial world of London, it must be all the buzz on the internationalisation of the Chinese currency RMB.

Since 2003, China has initiated various policies to internationalize its currency. London has been very lucky to become an important host as a centre for renminbi (RMB) business outside China, since its launching on 18 April 2012.

Based on the press release from the HM Treasury and The Rt Hon George Osborne MP, In October 2013, London accounts for 62% of global RMB trading conducted outside of China and Hong Kong, and 28% of all international RMB payments, more than Singapore. The Guardian reported that the daily trade of RMB in London was about £3.1bn since 2012.

rise of RMB
(The rapid rise of using the Chinese currency to settle international trade and other financial accounts around the world since the start of the internationalisation of the RMB in the 2000s)

Obviously, this is such a big deal for people who are working in the financial sector in the UK, as well as overseas. But what does this mean to universities around the world? To manage such a massive transition in the financial sector around the world also means the huge demand of new talents needed. That is how some universities respond to this big opportunity, such as Nottingham University in the UK.

Dr. Christina Yan Zhang, China Director, QS Intelligence Unit was invited to join leaders of Nottingham University for a visit in China to witness the official launch The Guangdong Nottingham Advanced Finance Institute on 15th April 2014.

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Between 2003-2010, there is a phenomenal growth in the Chinese financial market, which see the rapid rise of need to cultivate talents specialised in international finance from 2.8 million to 3.7 million, with an increase of 29%.

To meet this demand on talent cultivate, this institution was formed as a collaborative provision between the UK’s Nottingham University, Guangdong Provincial Government, China’s Guangdong University of Finance. The accounting and finance course in Nottingham University is also included in the QS World University Ranking by Subjects 2014. You could click here to find out more information.

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(Professor Sir David Greenaway, the sixth Vice-Chancellor of The University of Nottingham spoke at the official launch of this joint-venture)

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(Dr. Lu Lei, President, Guangdong University of Finance spoke at the launch of the joint UK-China Financial Institute. Dr. Lu Lei was the youngest president of this university and he was later promoted to become the youngest ever Head of the Research Bureau of the People’s Bank of China, “the brain” which decides the key policies of the central Bank of China).

This Institute aims to:
1. Build a platform to transfer advanced financial knowledge between the UK and China;
2. Access to London’s leading financial expertise and talent pool;
3. Develop multilevel talent for China, especially South China for its financial service sector;
4. Establish a cutting edge knowledge and expert base to advance research and development in financial innovations.

The majority of students this institute would be targeting are on-the-job training and higher level professional development working in the financial sectors in South China, with top lecturers drawing from China, UK and beyond.

At the end of the official launch, senior representatives from Nottingham University(Professor Sir David Greenaway, Vice-Chancellor; Professor Hai-Sui Yu, Pro-Vice-Chancellor for Internationalisation; Professor Nick Miles; Pro-Vice-Chancellor and Provost, University of Nottingham Ningbo China; Professor Chris Rudd, Pro-Vice-Chancellor for External Engagement ), British Embassy in Guangzhou(Alastair Morgan, Consular-General, British Consulate-General Guangzhou);Dr. Lu Lei, President, Guangdong University of Finance; and representatives from the Guangdong Provincial Government.

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International students consider both institutional and subject rankings when choosing a school

By John O’Leary

A university’s performance in subject rankings is second only in importance to the level of tuition fees it charges, according to a new survey of international students’ decision-making.

The findings, in a poll of 13,800 students applying to universities in the UK and Australia, underline the value of the 30 QS subject rankings published in February. No other organisation publishes international rankings for individual subjects.

The survey was carried out by Hobsons, the education software and services company, to follow up on the findings of similar research published last year, which found that teaching quality was the prime consideration for international students. The researchers wanted to establish how applicants judged this.

Duncan Findlater, Hobsons’ Director of Client and External Relations, outlined the findings at a conference in London this month. He said that 77 per cent of international students reported using both institutional and subject rankings in choosing a course.

However, when asked to name the most important factor in reaching a final decision, the level of tuition fees was cited by the largest number of applicants – 24.6 per cent. Subject rankings came next, at 22.8 per cent, just ahead of university rankings at 20.9 per cent. Other significant factors were the proportion of graduates in employment and the number of hours of teaching.

Student satisfaction, which carries the heaviest weighting in domestic rankings in the UK, was cited as the most important factor by only 7.6 per cent of respondents. Mr Findlater said the findings suggested that universities should lead their marketing with the rankings in their strongest subjects.

The research also showed that small movements up or down rankings had little effect on applicants’ perception of universities or courses. But universities would find it difficult to recruit in some parts of the world unless they ranked in the top 20 per cent.

The findings were released little more than a month after QS published the 30 subject rankings for 2014. Nearly 1 million people accessed the rankings website in the week of publication, including more than 200,000 on the day of their release. Three quarters were new visitors to the site.

Subject rankings have become increasingly popular since they were first published by QS four years ago. Harvard and the Massachusetts of Technology were the most successful universities in the latest rankings, but others with particular areas of excellence also shone. New York University topped the philosophy table, for example, while the University of California, Davis, emerged as the world’s leading institution for agriculture.

 

 

 



 

UCL

University College London to host IREG-7 conference

By Martin Ince

The IREG-7 conference in London, organised by QS and its partner organisations, is now only a few weeks away. It will be held at University College London, the fourth-ranked institution in the World University Rankings.

The theme for this conference is Employability and Academic Rankings, although there will be sessions on a full range of rankings topics.

To help us think about the link between university rankings and graduate employability in the global market, we have a distinguished panel of speakers from employers including Airbus, Siemens and others. Contributors from universities, and external observers from bodies such as the World Bank, will look at employability and skills as a new measure of higher education performance. This issue has emerged in recent year as a major concern for universities around the world.

There are also to be strong sessions on current and future rankings systems, globally and increasingly regionally, for example in the Middle East and the BRICS nations. An especially strong set of presentations will look at developments in Russia and Eastern Europe. In addition, the QS Asian University Rankings for 2014 will be released on May 13, immediately before the opening of the conference.

We very much hope to see you at IREG-7. The full programme is here and you can register here.

 

 

qanda

Reimagining Education: Wharton and QS join forces to identify innovation in higher education teaching

By Martin Ince

What does the world’s most innovative higher education teaching look like in 2013? And how can it be brought to a wider student audience?

QS is aiming to answer this question, in collaboration with the Wharton School of Pennsylvania University, one of the world’s best-reputed business schools.

The two organisations are launching a unique competition, Reimagine Education, to find new approaches to teaching that meet the needs of today’s hyper-connected and demanding students.

Jerry Wind, director of the SEI Centre for Advanced Studies in Management at Wharton, is a member of the Academic Advisory Board for the QS World University Rankings, and Reimagining Education was his idea. He says that despite innovations such as MOOCs or the Khan Academy’s bite-sized learning modules, even the most prestigious of universities tend to rely on top-down and traditional approaches to teaching, with too little regard for the learning that might result.

He adds that new approaches to learning are also needed because of the growing diversity of the student body. They can be of almost any age, and their motivations for study might be anywhere on the spectrum from professional advancement to the pure love of knowledge.

Reimagining Education is intended to recognise educators who have thought of new approaches to pedagogy in higher education. We are looking for novel teaching with demonstrable results in terms of improved learning.

The distinguished judging panel for Reimagine Education will award prizes for distance, presence and mixed forms of learning. One of these three will also be the overall winner. There may also be awards, if entries of sufficient merit come in, for the best innovative pedagogy in each of the five faculty areas of the QS rankings: the natural sciences, the social sciences including business, biomedicine, technology and engineering, and the arts and humanities. There may be further prizes too, maybe on a regional basis.

The first Reimagine Education prizes will be awarded at a major conference on innovative pedagogies which we are holding at the Wharton School on December 8-10. Professor Wind intends it to be the first activity of many for spreading new practice in higher education learning.

Full details of the competition, the judges, the judging criteria and the thinking that lies behind the idea are at http://reimagine-education.com. Entries have to be submitted by the end of August. Please do think of entering, and encourage others to do so.

 

 

light bulb

MOOCs: Employers view, a brief snapshot

Discussions surrounding Massive Open Online Courses (MOOCs) have increased with an international momentum attracting both proponents and opponents. Perceived as a response to an ever digital and highly connected world, MOOCS are a platform for thousands of courses offered by world class institutions. This global platform continues to grow in popularity expanding far beyond the US. Multilingual platforms are now available in China and France, while Latin American and Middle Eastern initiatives are underway.

MOOCS, however, are still in their infancy and yet to glean global recognition from recruiters.

In order to measure employers’ perspectives, QS Intelligence Unit canvassed recruiters and their position on MOOCs in the annual QS Global Employer Survey.

Recruiters were asked whether they were familiar with MOOCs and of the 4,654 employers who responded, 71% said that they were not.

Perhaps what was most interesting was the regional distribution of responses. The highest proportions of recruiters with awareness or familiarity of MOOCS were based in Eastern Europe and US & Canada, from Kazakhstan, Russia and the United States. Latin America and Western Europe evidenced the greatest proportion of graduate recruiters who were unaware of MOOCs. A greater proportion of recruiters from Africa & Middle East displayed a  familiarity in comparison to their Asia Pacific counterparts.

A regional breakdown is presented below:

 

moocs1

 

 

Those sectors to which  respondents responded positively were Consulting (24%), closely followed by Technology (22%) and Industry (17%).

 

moocs2

 

Tracking a quickly evolving initiative such as MOOCs would be essential for higher education sectors and potential students alike. We at QS will continue to monitor the evolution of this phenomenon with the aim of maintaining a pulse on the market.

women-in-science-logo

L’Oréal-UNESCO For Women in Science UK & Ireland Fellowships

 

There has been a lot of discussion to support more students to study STEM subjects in the UK and Ireland, as a special efforts to support long term economic growth. It is the same with many other countries around the world.

However, how to support women to play a more active role in STEM subjects never seems to be easy.

I used to sit on the Education Committee of the UK National Commission For UNESCO. I recently come across this prestigous international fellowship to women in science. I thought I should do a short blog about it so that people who are interested in it could find out more.

Hope you will find it useful.

Best regards,

Dr. Christina Yan Zhang

 

 

2014 L’Oréal-UNESCO UK and Ireland Fellowships For Women In Science

1.      Introduction
The L’Oréal-UNESCO UK and Ireland Fellowships For Women In Science are awards offered by a partnership between L’Oréal UK & Ireland, the UK National Commission for UNESCO and the Irish National Commission for UNESCO, with the support of the Royal Society, to promote, enhance and encourage the contribution of women pursuing their research careers in the UK or Ireland in the fields of the life and physical sciences.

The National Fellowships are offered under the umbrella of the L’Oréal-UNESCO For Women In Science Programme, which has promoted women in scientific research on a global scale since 1998.

Four Fellowships will be awarded in 2014 to outstanding women scientists in the early stages of their career to enable and/or facilitate promising scientific research. The Fellowships are tenable at any UK or Irish university or research institute to support a 12-month period of postdoctoral research in any area of the life or physical sciences.

The value of each fellowship is £15,000 (equivalent € for candidates in Ireland). The Fellowships are designed to provide flexible support. The prize money can be spent in innovative ways to enable women scientists to pursue and continue their research careers – such as buying equipment, paying for childcare or funding travel costs to an overseas conference.

 

 

2.  Who is Eligible?

 

  • Candidates must be female postdoctoral level researchers who have already been awarded their research doctorate in the fields of life or physical science.
  • Candidates must have no more than 10 years’ active full-time equivalent postdoctoral experience (discounting career breaks, but including teaching experience and/or time spent in industry).
  • Candidates must not currently hold a permanent academic post, or have ever held a permanent academic post in the past, or have received, before the start date of the award, the promise of a permanent academic post.
  • Candidates must be undertaking research in the life or physical sciences. Computer science, engineering, mathematics, psychology, science education and social sciences are not eligible for this Fellowship.
  • Candidates must be conducting their research at a UK or Irish university or research institute.
  • Candidates must be a citizen of the European Economic Area (EEA), or a Swiss citizen, or have permanent residence status in the UK or Ireland; and must be residing in the UK or Ireland at the time of application.
  • Applications are welcomed from candidates who wish to establish/re-establish themselves after a career break or other period of absence from active research or where the candidate is establishing a research career as a mature entrant or after experience in other fields.

 

 

3.     Application and Deadline
We can only accept applications made online. You will need to visit www.womeninscience.co.uk to create an account and complete an application.

Closing date: 14th March 2014 at midnight (BST)

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4. Criteria are as follows:
1) Intellectual merit of candidate
· Academic records
· Ability to interpret and communicate research findings
· Evidence of originality, initiative and productivity
· Strong recommendation in reference letters (two requested)

2) Clearly articulated research proposal
· The relevance of the research and its impact
· The originality of the research proposal
· The proposal should be presented in a clear and compelling way

3) How the fellowship will enhance the candidate’s career and/or assist with a successful return to scientific research
· Whether the candidate has made a convincing case for the difference that this fellowship will make to her.

 

 

5.  Key Dates
· Applications website will be open from the 1st February – 14th March 2014 (Midnight)
· Reader assessment of applications takes place between 28th March – 8th May 2014
· Jury assessment of applications takes place between 9th May – 29th May 2014
· Shortlisted candidates will be contacted by phone and by email on Friday 30th May 2014
· Assessment day and awards ceremony takes place on Thursday 19th June 2014
2014 L’Oréal-UNESCO UK and Ireland Fellowships For Women In Science Application Terms & Conditions

 

 

6. Further Information
For further information, visit www.womeninscience.co.uk or email fwis@unesco.org.uk

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Global Internet

Massive Online Open Courses – Changing the face of online education

The Massive Online Open Courses – MOOCs have made a spectacular entry into the world of education. Well known platforms such as Coursera and Udacity are reshaping the outlook of online education. Offering a multitude of courses and in some cases in more than one language, the content is coming from global partners, US state institutions and other key educational players. The numbers suggest that this is a successful experiment[1], with more than 4.0 million students enrolled in Online open courses as of 2013. The type of subjects is diverse and the outlook of the student population is varied, ranging from high school graduates to accomplished professionals.

Their popularity and their extensive reach have made them an interesting field for traditional education providers as well. Harvard and MIT are behind the edX platform which offers 157 courses and attracted over 1.6 million students[2]. Sooner or later other institutions could join the process, forming their own platforms, especially when their content bears a strong brand image, or offer courses via collaborative media.
Read more

Subject Trends & International Student Mobility

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Students looking for postgraduate courses are considering a wider range of countries than ever before, according to surveys of those attending QS recruitment events all around the world.

As in 2009, the United States and the United Kingdom were, by some distance, the preferred destinations of students at QS World Grad School Tour events in 2013. But both had declined in popularity, while Continental European countries, led by Germany, were options for many more applicants.

QS surveyed more than 4,000 students in 2012-13, compared with almost 3,500 in 2008-9.  The questions covered graduate-level study plans, preferred study destinations, priorities when deciding where to study, and future salary and career expectations.

The latest responses showed a shift towards STEM (science, technology, engineering and mathematics) subjects, with almost 21 per cent of students seeking courses in these areas, compared with less than 17 per cent previously. But the FAME (finance, accounting, management and economics) group still attracted twice as many of those attending the fairs, despite a decline of 8 percentage points since 2009.

The lure of US universities showed a similar decline – 6.6 percentage points down over the same period – but still almost 60 per cent of students were considering courses there. The drop for UK universities was 8 per cent, but the proportion considering them, at 53.4 per cent, was twice that for Canada, the next most popular destination.

German universities enjoyed the biggest increase in popularity, growth of almost 9 per cent taking the country into fourth place, above Australia. Switzerland, the Netherlands and Sweden also saw substantial increases, although France remained a more popular destination, with 22.7 per cent of attendees considering studying there.

Study costs, financial aid and post-graduation employment prospects are becoming increasingly important factors, the survey showed. But international recognition remains the single most important criterion for those choosing to study abroad.

Those responding to the 2013 survey had high expectations for career development and salaries.

The majority saw themselves in 10 years’ time either running their own business (24 per cent), director of a large company (17 per cent) or a chief executive (15 per cent). Almost 18 per cent were hoping for a salary of more than US$100,000 by then.

The report is intended to assist universities in targeting their recruitment efforts. Interviews carried out during the survey process suggested that many applicants found it difficult to access the information they needed to make their decisions. Universities’ online resources were often perceived as unclear, confusing, incomplete or unreliable.

The complete report can be downloaded here: http://www.topuniversities.com/student-info/qs-guides/trends-International-Student-Mobility-2014