Introduction
People always equate advanced achievement with higher education, especially at the university level. This perception is due to the education’s effect of social and economic changes of a given country on the accomplishment of various individual goals. However, most graduates only think about personal benefits such as financial growth and prosperity instead of social benefits that they owe to the community. For instance, if education was to be valued in terms of personal achievement, does an individual need a degree to become a top achiever in life? It does not necessarily mean that individuals who are highly educated or have acquired relevant skills and expertise through training at higher education levels are achievers. The subject is whether the current higher learning institutions produce qualified personnel who are competent in the management of contemporary businesses at both local and international arenas. Due to such alarming issues, many employers have been forced to seek employees who have at least gained adequate experience since the market is currently congested with incompetent graduates. The question of whether current graduates can effectively perform their roles in society has been left unanswered. This essay seeks to demonstrate the role of graduates in society, their future employability, and social contribution in a connected, digital world.
Higher Education and Graduate Skills
In the contemporary world, many universities endeavour to equip graduates with skills that enable them to suit a variety of career fields in the labour market. Workshops and other programs that encourage creativity, collective responsibility, excellent communication, and teamwork are integrated into the courses that are offered to enable them to match the relentlessly developing digital world. Through these strategies, students become innovative and creative in the world of business; hence, most of them become entrepreneurs rather than employment seekers. As a result, society benefits from the improvement of the economy that arises due to increased investment (Saichaie & Morphew 2014).
Most universities, especially those that are specialised in business and management disciplines, further incorporate the creativity and profession of a student in their various curriculums to enhance their training. This situation ensures their relevance in a world that is faced with dynamically competitive demands (Carcasson & Sprain 2012).
Various studies on higher learning show that even the elderly people who are more experienced still further their skills through remedial classes, seminars, and workshops to acquire upper achievements. Advanced education enables them to initiate societal change through entrepreneurship and/or employment creation, among others (Saichaie & Morphew 2014). This statement clearly depicts that higher learning leads to the creation of knowledge economies.
Carcasson and Sprain (2012) reveal that education trends of the current society are majorly influenced by political and economic factors. Effective bridging of the two aspects in higher institutions of learning is required for effective production of quality graduates who are competitive in global labour markets. Such combination makes many scholars conclude that universities play a major role in the production of knowledge and innovation that are relevant to the political and economic development (Saichaie & Morphew 2014).
Politics and Higher Education Experience
Internationally, governments are concerned with the education systems that are adopted in their countries. Apt curriculums are vital for meeting the demands of the ever-changing labour market and management systems. As a result, countries are faced with a constant need of ensuring that the various structures and systems of education provide quality knowledge that suits the current trends of digitalisation and economy of the twenty-first century. Indeed, most governments have strived to inculcate a hands-on culture in trainees or students by not only encouraging the use the skills that are gained through academics for examinations purposes but also applying them in making good decisions are related to economic, social, and societal development among others. This practice enables them to improve the livelihoods of their citizens (Tandberg 2013).
Higher education experiences are also influenced by politics through the development of goals, processes, strategies, and progresses that align with present-day changes in the world of business. To accomplish the objective, governments develop policies that benefit the citizens at local, regional, and global. Matters that affect the syllabus are also reviewed after a specified period to ensure concurrency with the current trends. Therefore, graduates who are trained become assets of the national society (Tandberg 2013).
Moreover, higher learning institutions that are supported by the government are beneficial in various ways that include improved research and innovation, entrepreneurship, and increased investments, among others (Tandberg 2013). The other side of the coin is also felt by inadequately prepared who flood the labour markets. This phenomenon is experienced globally. According to Ewa and Palmer (2014), managers of various companies who opt to employ personnel that are more experienced reject most of the incompetent graduates. Government disinvestment in higher learning institutions leads to more problems. As a result, undiscovered skills and innovations in young individuals are not nurtured (Ewa & Palmer 2014). Education in such countries is mainly conducted for examination purposes rather than focus on future innovation and practical experience. The governments of such countries further risk a loss of intellectual capital and dwindling economic growth. This situation can pose a crisis to such countries. Therefore, universities play a critical role in reviving a country’s economy through the quality of knowledge that is passed to the graduates (Ewa & Palmer 2014).
Politics also play a major role in discriminating a higher learning experience. This situation is experienced through a decreased interest in providing support to higher learning institutions. As a result, the development of education programs in public schools is thwarted (Claxton et al. 2013). Only the well-off families can afford the education that is offered in private learning institutions; hence, the poor people remain hopeless. This state of affairs has resulted in educational disparity. Interruption of the scheduled system of education in higher learning institutions leads to reduced time that is required to cover vast syllabuses (Hinchliffe & Jolly 2011).
A weakness of government in the higher education sector is seen in its inability to regulate the hiking costs of education effectively. Many students have attested that most of the 4-year higher education systems are overpriced. According to them, the pricing does not match the learning outcome. Most of the graduates are currently languishing in tremendous debts. Although most governments in the developing countries strive to regulate costs of higher education, the effects are only felt minimally in public institutions. The education charges are unquestionably higher in the private sector (Williams 2014).
Economics and Higher Education Experience
Society significantly feels the effects of higher education. Graduates act as intermediaries between communities, business leaders, and other organisations. This state of affairs creates a desire amongst business leaders to initiate projects in the locality. However, numerous studies have shown that such actions are minimal due to production of incompetent graduates. As a result, there has been development of laxity to hire graduates among business leaders. The driving force to such negligence is fear of underperformance. According to Kupfer (2011), various stakeholders have strived to find out better ways of improving the quality of education in an attempt to deliver competitive graduates to the labour market.
Most economists and managers explain higher education from a personal viewpoint. Usually, they relate the workability of employees to the level of education and experience that they have acquired owing to immense competition and innovation in the global market. Managers pay close attention to skills and experiences of new employees who are mostly fresh graduates. According to Teichler (2007), this perception explains why many businesspersons only employ experienced staff rather than fresh graduates. Economists have personal perceptions of higher education, especially when hiring employees. Their experiences enable them to select qualified and experienced graduates who are relevant to the economic activities that they undertake in their businesses (Teichler 2007).
Knowledge about employees is gathered through ways such as engagement of graduates in various activities in companies that support higher learning institutions. According to Ziguras and McBurnie (2015), curriculums that are adopted in higher education should be designed in a way that prepares students for real life situations in the workplace. For instance, fresh graduates should be actively involved in internship programmes to nurture the skills that they gain from the classroom environment. The companies in which the students are attached should be encouraged to absorb them upon completion of their education. This situation leads to maximised use of resources rather than picking mere graduates whose backgrounds are unknown. Through these approaches, higher education can be viewed as a source of economic boost (Cai 2012).
In a personalised perspective, higher education is a nation’s economic driver. It can be seen as crucial tool that heightens a country’s competition in the global business. It leads to development of knowledge economies. Therefore, developing countries should put more emphasis on the competitiveness and quality of higher education. Brown and Hesketh (2004), individuals who are well educated are eligible for good jobs and bigger salaries upon successful completion of the various courses that match their careers. This situation can boost revenues of countries that invest heavily in higher learning institutions due to increased production and innovation (Brown & Hesketh 2004).
However, controversial debates that pertain to the benefits of higher education have been noted amongst many professionals since the labour market is congested with many unemployed graduates. People do not necessarily acquire some skills such as carpentry and plumbing among others from higher education. This situation has significantly reduced such skills since majority of people run for degrees in higher institutes of learning (Burlutskaia 2014).
Poor regulation of high costs that are incurred in higher education can tremendously affect the economy of a country. Farkas (2011) reveals that most governments have made higher education mandatory. This state of affairs leads to increased costs since the government has to allocate money for education annually. In an individualised view, higher education should be business-oriented. In this case, education should be sold to students rather than just offering mere training for quality skills. Most of the graduates, especially those who school in private universities, have accumulated debts that are yet to be settled. A study that was conducted by Farkas (2011) reveals that such graduates have not acquired their degree certificates; hence, seeking employment has become cumbersome at times. This situation has a negative impact on the economy of a country since the number of graduates who have unpaid education loans is still on the increase. These students take a longer time to recover such money as they service their loans instead of investing; hence, the rate of wealth creation is lowered (Farkas 2011).
According to Farkas (2011), many business experts and managers have noted an increase in talent shortages in areas that pertain to sciences and technology. Many employers seek talented graduates to fill positions in their organisations. However, the unavailability of such people leaves a question whether higher learning institutions perform the required duties to equip graduates with relevant skills. Most graduates have nurtured talents and skills that do not match the standards of contemporary labour markets. My viewpoint as an international student is that factors such as communication, character, and interpersonal skills among others are wanting among graduates of the twenty-first century. These skills are part of the requirements that are needed as a person seeks employment. Consequently, deficiency of such skills can lead to dwindling economies in a country (Farkas 2011).
Numerous economists and managers have noted that higher education sectors are not pro-change to suit the current trends regardless of many changes that are happening in the world of business. This situation is evident among the graduates that enter the labour market. Furthermore, managers who conduct businesses in collaboration with institutions of higher learning find the institutions too rigid to implement changes. Their systems are difficult to run since most of them are old-fashioned; hence, productivity is hindered. The effects of such systems reveal through the graduates who join the labour market (Farkas 2011).
Good performance in various sectors is vested on accountability and transparency that are regarded as part of the organisational culture. This state of affairs has enabled many managers to strive to surpass the expectations of the organisation. As a result, I concur with managers who relate low quality (or undercooked) graduates to lack of accountability in the workplace. Most of the institutions are incompetent and lack innovation because none of the staff strives to discover and nurture talents of the students. Therefore, it is true that higher education experience serves as a crucial tool in development of economic knowledge (Farkas 2011).
Future Employability and Social Contribution in a Connected, Digital World
The world has greatly developed due to increased technology that has resulted in a global digital revolution. Much attention has been paid to the effects of analogue to digital migration on education, career, and employability of graduates. Numerous researchers note that the digital revolution has been associated with pros and cons that affect the social responsibilities and employability of graduates in various forms. An example is evident where inequality is realised in the social development. Studies indicate that digital behaviours that graduates exhibit have tremendously increased due to the need to acquire international education and positive registration of academic performances. In terms of social behaviours and responsibility, graduates who have schooled internationally score higher as compared to those who study in their own country. This situation can be explained by the fact that rich international relations and varied technologies in foreign countries lead to acquisition of more experience than in one particular nation. Although such improvements are experienced globally, a problem of developing strategies and ways to balance social responsibilities and career opportunities for students in international institutions is still at progress in many nations (Li & Ranieri 2013).
Employment Situations of International Students
Graduates who are well equipped with skills such as problem solving, independency, communication, leadership, inter-cultural competency, research skills, experience, and teamwork among others are usually in a better position of seeking jobs since most employers need such skills in their organisations. Such expertise can easily be boosted through digital knowledge where one does not necessarily need to seek assistance from a tutor (Triventi 2013). However, current statistics indicate that international students are employed at lower rates. Furthermore, the trend is ever increasing due to globalisation; hence, it leads to an improvement in social responsibility (Cal 2012).
Digitalisation and Citizenship among Students
International students greatly benefit from the digital age since most of them conduct their learning activities on online platforms. As a result, a great deal of time is spent serving the internet. These students communicate with fellow students and managers among others. In my opinion, digitalisation enables sharing of rich ideas that result in development of rapport among students, instructors, and other stakeholders. As a result, most graduates present themselves maturely and become sensible citizens who can influence economic development. Digitalisation has also heightened a command of respect, critical thinking, and tamed behaviours that nurture good characters. This situation does not only benefit the individual but also the global online community to nurture good behaviours. Citizenship is also encouraged through proper empowerment at both the individual and society levels. The outcome is seen in the employment scenario where a graduate can interact well with foreign citizens or adopts foreign environments easily when employed abroad. Digital knowledge enhances such activities at the global level (Simsek & Simsek 2013)
Employability of graduates is currently hectic due to competition. Different countries have unique ways of absorbing graduates in the labour market concerning social benefits. A comparison of contextual and microanalysis of graduate employability due to digital effects show that those who are conversant with present-day digital technology benefit most. Most institutions, especially international-based institutions that admit global students strive to include current changes in technology to suit the needs of changing societal landscapes. Upon gaining immense experience, such students remain competitive in the job markets in both local and international levels (Tholen 2014).
Employability entails finding an occupation and maintaining the engagement status with respect to the relevant hard and soft skills, competencies, and character among other aspects that are required in a company. A negative impact of digital behaviour is realised among the international students who spend most of their times serving the internet. This type of education highly focuses on the general competency instead of practical-based application. Various researches also indicate that there is a drastic decline in technical skills and vocational training in most institutions due to digital progress. Many people consider such skills less relevance to employability. The effects of such trends lead to economic declines in various industries that are in need of such skills (Nilsson 2010).
Many people appreciate the changes in technology that result from digital migration. However, there is still a need encourage trainers, lecturers, and other stakeholders who are reluctant to ensure accomplishment of sound educational goals. Graduates who come from such institutions where laxity exists are depressed and dissatisfied because of lower quality training. Nilsson (2010) posits that many students are concerned with competencies of their tutors; hence, they seek institutions that are deemed to have proficient instructors. This situation is an indication of competency that is brought about by digital technology (Nilsson 2010).
Higher Education, Digitalization and Employment
Most of the international students find it difficult to seek employment in various countries, especially where they schooled (Eriksson & Giacomello 2007). To curb such problems in a competitive world of employment, international students have to develop various talents through development digital knowledge. For example, students can strive to develop and manage their reputation using online platforms. Each moment a student visits an online link, a trace is left; hence, employers are able to find more information about such graduates. This situation enables them to inquire more info about their personal life, social behaviours, and characters among other factors prior actual interviews. Graduates who have excellent reputations online find themselves useful to employers since such information elaborates on professionalism and commitment to the courses that one undertakes. Employers of various companies globally straightforwardly hire these students (Eriksson & Giacomello 2007).
Barriers to International Students’ Employability
Most international students are incompetent due to inability to master languages of the countries where they acquire their higher learning skills. According to Crossman and Clarke (2010), they also experience lack of access to networks, availability of minimal opportunities, and marginal labour market in the host countries. In addition, they suffer from discrimination, inability to access crucial information, inadequate career advancement, and permit restrictions among others. However, most of the services are available to students who are conversant with digital knowledge. Such information is currently available in online media; hence, their employability is increased (Crossman & Clarke 2010).
International students who are not conversant with digital knowledge face stiffer competition than those who have awareness of current technology. These students find it difficult to secure internships in various companies. They also face a hard time while accessing the labour market in search of employment. Digital knowledge plays a critical role in positioning the student role in the society with reference to the jobs that they acquire. In summary, digital information improves one’s employment ability in terms of networking among others (Crossman & Clarke 2010).
Culture and Digital Knowledge among International Graduates
Most employers do not take note of the advantages of international students who are currently conversant with current digital technology. Most researchers note that managers who employ foreign graduates do so as part of the integral program or seeking for specific skills or talents that are only possessed by the foreign graduate. These students provide cross-cultural exchange. They also serve as marketing tools for such companies abroad. New ideas that are implemented in other countries are also applied in the company; hence, such knowledge enhances flexibility. This situation improves appreciation of novelty of the cultures in different parts of the world (Takayama 2013).
Digital in Enhancing Working Language at Global Level of an International Student
Companies with foreign graduates have a competitive advantage over compared with their competitors that only rely on the local citizens. Employment of international students who have knowledge about current technology enables articulation of official business languages that serve as links for easy interpretation. The employability of such graduates is enhanced through acquisition of digital knowledge. Most companies also benefit immensely because of excellent advertisements that are designed to boost their sales and production with respect to digital behaviour. International graduates who have acquired such technology skills also find it easier to obtain employment through online platforms as many companies currently recruit prospective employees through their portals (Marquardt 1999).
Digital and Job Seeking Means of an International Student
Most international students currently find it difficult to secure jobs when they are not conversant with digital technology. As a result, there is a need to reduce the levels of their expectations during job search. Many jobs are posted on online websites. Technology plays a critical role in enhancing the search methods. Therefore, employability is enhanced through technological advancement through digital innovations (Song 2004).
How Current Higher Learning Institutions equip their Graduates in context of the Digital World
The problem of employability amongst international graduates is increasing in the labour market. Therefore, most of the higher learning institutions have strived to incorporate current technology in their learning programs to boost quality and value. Potential employers immensely require these higher quality skills; hence, graduates should integrate them in progressive learning (Scott 2005).
Some researchers have noted that graduates who have attended good schools and have furthered their education in higher institutions that possess facilities that are concurrent with current digital technology get well-paying jobs internationally. Although digital technology plays a critical role in their job and academic life, a greater credit is given to higher education that has emphasis on social and cultural life that the students gain (Andrews & Higson 2008). International students who schooled in developed nations where digital technology is enhanced are perceived to be more relevant in job seeking since their courses and experiences tend to match the prospective jobs (Andrews & Higson 2008). This situation indicates that higher education that is geared towards technological advancement is advantageous in matters that pertain to search for employment.
Higher learning institutions have also developed various internship methods whereby most of the institutions form collaborations with companies that pick various students who undertake courses that are related to their activities. The companies then train them further to make them conversant with the current technology that is in place. Such students benefit from improvement of skills and talents that are necessary in the labour market (Brooks & Everett 2008).
Conclusion
The essay has highlighted the various roles of graduates in the society, their future employability, and contribution to the digital world by examining the impacts of higher education on political and economic development. It has explained how education plays a critical role as a source of knowledge economy. Other issues that are discussed include the role of digital technology in harnessing future employability and social contribution in the digital world. It is clear that graduate employability covers both positive and negative dynamics. Therefore, higher education is paramount to acquisition of good employment through coupling it with modern-day technology and positively supported by political governments and stakeholders from various international businesses. The essay has also highlighted the roles that are played by international students upon employment. It is clear that increased employability of such students brings about increased social contribution to the community.
References
Andrews, J & Higson, H 2008, ‘Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study’, Higher Education in Europe vol. 33 no. 4, pp. 411-22.
Brooks, R & Everett, G 2008, ‘The predominance of work-based training in young graduates’ learning’, Journal of Education & Work vol. 21 no. 1, pp. 61-73.
Brown, P & Hesketh, A 2004, The Mismanagement of Talent: Employability and Jobs in the Knowledge-Based Economy, Oxford University Press, Oxford, UK.
Burlutskaia, M 2014, ‘Higher Education as a Means of Upward Social Mobility: The Expectations of Graduates and the Realities of Present-Day Society’, Russian Education and Society vol. 56 no. 4, pp. 52-63.
Cai, Y 2012, ‘International graduates from Finland: Do they satisfy the needs of Finnish employers abroad’, Journal of Research in International Education vol. 11 no. 1, pp. 19-31.
Carcasson, M & Sprain, L 2012, ‘Deliberative Democracy and Adult Civic Education’, New Directions for Adult and Continuing Education vol. 135 no. 1, pp. 15-23.
Claxton, D, Kopp, R, Skidmore, L & Williams, K 2013, ‘Physical Education, Politics, and SPEAK Out! Day’, Journal of Physical Education, Recreation & Dance vol. 84 no. 3, pp. 54-58.
Crossman, J, E & Clarke, M 2010, ‘International experience and graduate employability: stakeholder perceptions on the connection’, Higher Education vol. 59 no. 5, pp. 599-613.
Eriksson, J & Giacomello, G 2007, International Relations and Security in the Digital Age, Routledge, London.
Ewa, L & Palmer, L 2014, ‘International Students as a Resource for Internationalisation of Higher Education Urban’, Journal of Studies in International Education vol. 18 no. 4, pp. 305-24.
Farkas, S 2011, Hiring and Higher Education: Business Executives Talk about the Costs and Benefits of College, Web.
Hinchliffe, G & Jolly, A 2011, ‘Graduate identity and employability’, British Educational Research Journal vol. 37 no. 4, pp. 563-84.
Kupfer, A 2011, ‘Towards a theoretical framework for the comparative understanding of globalisation, higher education, the labour market and inequality’, Journal of Education and Work vol. 24 no. 1, pp. 185-207.
Li, Y & Ranieri, M 2013, ‘Educational and Social Correlates of the Digital Divide for Rural and Urban Children: A Study on Primary School Students in a Provincial City of China’, Computers & Education vol. 60 no. 1, pp. 197-209.
Marquardt, M 1999, The global advantage: How world-class organisations improve performance through globalisation, Routledge, London.
Nilsson, S 2010, ‘Enhancing Individual Employability: The Perspective of Engineering Graduates’, Education & Training vol. 52 no. 6, pp. 540-51.
Saichaie, K & Morphew, C 2014, ‘What College and University Websites Reveal About the Purposes of Higher Education’, Journal of Higher Education vol. 85 no. 4, pp. 499-530.
Scott, P 2005, ‘Universities and the knowledge economy’, Minerva vol. 43 no. 3, pp. 297-309.
Simsek, E & Simsek, A 2013, ‘New Literacies for Digital Citizenship’, Online Submission vol. 4 no. 3, pp. 126-37.
Song, Y 2004, ‘International business students: a study on their use of electronic library services’, Reference Services Review vol. 32 no. 4, pp. 367-73.
Takayama, K 2013, ‘OECD, ‘Key competencies’ and the new challenges of educational inequality’, Journal of Curriculum Studies vol. 45 no. 1, pp. 67-80.
Tandberg, D 2013, ‘The Conditioning Role of State Higher Education Governance Structures’, Journal of Higher Education vol. 84 no. 4, pp. 506-43.
Teichler, U 2007, ‘Does higher education matter? Lessons from a comparative survey’, European Journal of Education vol. 42 no. 1, pp. 11-34.
Tholen, G 2014, ‘Graduate Employability and Educational Context: A Comparison between Great Britain and the Netherlands’, British Educational Research Journal vol. 40 no. 1, pp. 1-17.
Triventi, M 2013, ‘The role of higher education stratification in the reproduction of social inequality in the labour market’, Social mobility and inequality in the life course: Exploring the relevance of context, Research in Social Stratification and Mobility
Williams, P 2014, ‘What’s Politics Got to Do with It? “Power” as a “Threshold” Concept for Undergraduate Business Students’, Australian Journal of Adult Learning vol. 54 no. 1, pp. 8-29.
Ziguras, C & McBurnie, G 2015, Governing Cross-border Higher Education In: Internationalization in Higher Education, Routledge, London.