TKM International Journal of Research & Management: Special Issue -National education Policy, 2022
Abstract:
This study was conducted in 2015-2018. Sample was 1091 Undergraduate students from coll... more Abstract: This study was conducted in 2015-2018. Sample was 1091 Undergraduate students from colleges in- rural, semi-urban and urban areas in and around Bangalore, India. Traditionally education has been correlated with employability. Therefore, student response on what they perceived as important for employability was taken. Employability for this study means preparedness for employment. The Behavioral Attributes for Employability Scale (BAE Scale), which identifies the attributes of employability inherent in the student was administered for the purpose.
Students’ responses were categorized into 5 groups based on their mother’s level of education- students with mother not literate, students with mother 10th Class pass, students with mother completed PUC/12, students with mother under-graduate, students with mother post- graduate. ANOVA was done for hypothesis testing to determine the level of significance of difference in responses of the five groups.
Significant differences were found in the performance of students on 12 attributes based on the level of education of the mother (out of the 32 attributes perceived to be associated with employment preparedness as per the BAE Scale). Results showed students with mothers who had undergraduate qualifications were better prepared for employment on all the 12 attributes of employability. Students with mothers who were undergraduates came second, and students with mothers who were 10th pass or 12th pass/PUC were third. Students with mothers who had post graduate qualifications were found to be least prepared for employment.
This study has implications for public policy in India, given that 2020 was the year wherein India was projected to have maximum number of young under 30 across the world seeking employment. Recommendations were for national education policy to integrate mothers into their education process in various ways, to facilitate employment preparedness of the young.
TKM International Journal of Research and Management, 2021
Employability is increasingly perceived to be important in the education sector. The focus in emp... more Employability is increasingly perceived to be important in the education sector. The focus in employability is also shifting to intrinsic attributes or behavioral attributes perceived to influence employability, rather than to skillsets acquired in the subject specific discipline, or skills acquired through learning in other areas.
For this study, ‘employability’ means preparing for employment, or possessing attributes required for employment.
This study which was conducted in 2015-2016 in and around Bangalore, India. Data was collected from three categories of respondents who are all stakeholders in employment. They were (a) Academicians (b) Industry practitioners, (c) Undergraduate students. A collaborative effort by all three key stake holders is required for best results.
Responses were factor analyzed at each stage to get questionnaires pertaining to next stage. Implications of the study are that mapping of stake holders’ perceptions could help educational institutions to equip their students for employment. The Behavioral Attributes Scale (BAE Scale ), the first such scale on employability in India was developed based on these findings.
As India is set to become the world’s youngest country with 64 per cent of its population in the ... more As India is set to become the world’s youngest country with 64 per cent of its population in the working age group by 2020, the government and various agencies such as N S D C , N S Q F , S S C s, and British Council are preparing to employability They are working towards identifying skill gaps in functional, vocational and workplace skills with English featuring as an essential skill to complement the core domain. This study to test the influence of vernaculars vis a vis English- on employability, is also an effort in this direction. The study was based on the Harvey Model of Undergraduate Employability Development. It was quantitative and exploratory in nature. Employability for this study meant employment preparedness. Perceptions of three key stakeholders-Academicians (Principals/ Directors/ Placement Officers), Practitioners (Recruiters) and students in Undergraduate Colleges was taken for developing the scale used (BAE Scale) to study employment preparedness in this research. Study was conducted in 2015-2016, in and around Bangalore, India. 32 attributes identified to influence employability by the researchers were used as basis for the study, and testing tool used was the Behavioral Attributes for Employability Scale (B A E Scale ). Sample size was 1091 Undergraduate students. Influence of schooling in vernacular or in English up to 10th standard – on employability was tested. ANOVA for this study indicated no significant difference between students tutored up to 10th in vernacular and those tutored in English- on employability. Recommendations are for Common Indian Framework of Reference (C I F R) for training and assessment, NSQF and Need Assessment for E S P (English for Specific purpose).
India is set to become the world's youngest country with 64 per cent of its population in the wor... more India is set to become the world's youngest country with 64 per cent of its population in the working age group by 2020. Therefore, Employability is increasingly perceived very important in the education sector. The focus is also shifting increasingly to intrinsic attributes or behavioral attributes inherent in an individual, perceived to influence Employability. Behavioral attributes are unlike skillsets and the pursuant training, which were previously perceived to be important for Employability. This study, based on the Harvey model was conducted in 2015-2016, in and around Bangalore, India. Perception of importance of attributes of the three stake holders-academicians, industry practitioners, and students was taken. Mapping of these perceptions was done on the premise that it would assist educational institutions to equip their students to suit the industry. For this study, Employability means-Employment preparedness. Data was collected in four stages. Stage 1 involved identification of inherent behavioral attributes influencing Employability through survey and interview among 120 academicians, industry practitioners and students. 32 inherent behavioral attributes were found to influence Employability. Appropriate operational definitions were set for each behavior based on Behaviorally Anchored Rating Scale (BARS) guide. Questionnaires were designed by grouping of items that tracked each behavior. Each item was given rating (meets expectation-ME gets 0, Exceeds expectation-EE gets+1, Does not meet expectation-BE gets-1), for scoring and analysis. Perception of importance of each attribute was taken from 140 Academicians (Principals/ Directors/ Placement Officers) in Stage-2; 50 Industry Practitioners (Recruiters) in Stage-3, and 1091 students in Undergraduate Colleges in Stage-4 for scoring and analysis. Factor analysis was done after each stage, resulting in questionnaire for the next stage. Questionnaire in Stage-4 was used for development of the BAE Scale.
This paper examines how Academic Self Efficacy influences Self-Regulated Learning also conversely... more This paper examines how Academic Self Efficacy influences Self-Regulated Learning also conversely about how Self-Regulated Learning influences Academic Self-Efficacy among post graduate women students in Bangalore, India. It is a step in the direction of employment preparedness as an empowering learning process- as both Self-Regulated Learning and Academic Self-Efficacy influence Career Goal Clarity, which in turn affects employ-ability. Data collection was done using the Academic Self-Efficacy Questionnaire (Chemers et al, 1991) and the Self-Regulated Learning Questionnaire (Zimmerman et al, 1992).
The paper examines the differences in personality between the good and the poor groups in time ma... more The paper examines the differences in personality between the good and the poor groups in time management skills. Data on eight secondary order personality factors and in time management skills was obtained from 40 students of a business school,using 16 Personality Factors Test and Thomas Personal Profile Analysis respectively.The sample was divided into two groups,depending on the level of time management skills being poor or good (based on training needs report generated as a result of Thomas Personal Profile Analysis).'t' test on means was performed for each secondary order personality factor to detect significant differences between the two groups.It was found that the group poor in time management had higher anxiety and was more creative.
International Journal of Management and Behavioral Sciences (IJMBS) ISSN 2278-5671, 2014
This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity amo... more This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity among postgraduate women students in Bangalore. The data for the study is collected from a random sample of postgraduate women students in Bangalore. The instruments used for data collection included the Efficacy for Self-Regulated Learning (Chemers et al, 1991) and the Academic and Career Goal Clarity Scale.
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
This paper studies the impact of Academic Self-Efficacy on Academic and Career Goal Clarity among... more This paper studies the impact of Academic Self-Efficacy on Academic and Career Goal Clarity among postgraduate students of Bangalore. The data for the study is collected from a sample of postgraduate women students in Bangalore. The instruments used for data collection included the Academic Self-efficacy Questionnaire and the Academic and Career Goal Clarity Scale (Chemers et al, 1991).
Choice of career was influenced by the interest a student had on the subject major, while interest in getting information about statutory requirements for the course as well as of specialization, was determined by both methodical and systematic self-study as well as interest in the area of work. Preparation for the career was determined by systematic self-study methods.
This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity amo... more This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity among postgraduate women students in Bangalore. The data for the study is collected from a random sample of postgraduate women students in Bangalore. The instruments used for data collection included the Efficacy for Self-Regulated Learning (Chemers et al, 1991) and the Academic and Career Goal Clarity Scale.
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
TKM International Journal of Research & Management: Special Issue -National education Policy, 2022
Abstract:
This study was conducted in 2015-2018. Sample was 1091 Undergraduate students from coll... more Abstract: This study was conducted in 2015-2018. Sample was 1091 Undergraduate students from colleges in- rural, semi-urban and urban areas in and around Bangalore, India. Traditionally education has been correlated with employability. Therefore, student response on what they perceived as important for employability was taken. Employability for this study means preparedness for employment. The Behavioral Attributes for Employability Scale (BAE Scale), which identifies the attributes of employability inherent in the student was administered for the purpose.
Students’ responses were categorized into 5 groups based on their mother’s level of education- students with mother not literate, students with mother 10th Class pass, students with mother completed PUC/12, students with mother under-graduate, students with mother post- graduate. ANOVA was done for hypothesis testing to determine the level of significance of difference in responses of the five groups.
Significant differences were found in the performance of students on 12 attributes based on the level of education of the mother (out of the 32 attributes perceived to be associated with employment preparedness as per the BAE Scale). Results showed students with mothers who had undergraduate qualifications were better prepared for employment on all the 12 attributes of employability. Students with mothers who were undergraduates came second, and students with mothers who were 10th pass or 12th pass/PUC were third. Students with mothers who had post graduate qualifications were found to be least prepared for employment.
This study has implications for public policy in India, given that 2020 was the year wherein India was projected to have maximum number of young under 30 across the world seeking employment. Recommendations were for national education policy to integrate mothers into their education process in various ways, to facilitate employment preparedness of the young.
TKM International Journal of Research and Management, 2021
Employability is increasingly perceived to be important in the education sector. The focus in emp... more Employability is increasingly perceived to be important in the education sector. The focus in employability is also shifting to intrinsic attributes or behavioral attributes perceived to influence employability, rather than to skillsets acquired in the subject specific discipline, or skills acquired through learning in other areas.
For this study, ‘employability’ means preparing for employment, or possessing attributes required for employment.
This study which was conducted in 2015-2016 in and around Bangalore, India. Data was collected from three categories of respondents who are all stakeholders in employment. They were (a) Academicians (b) Industry practitioners, (c) Undergraduate students. A collaborative effort by all three key stake holders is required for best results.
Responses were factor analyzed at each stage to get questionnaires pertaining to next stage. Implications of the study are that mapping of stake holders’ perceptions could help educational institutions to equip their students for employment. The Behavioral Attributes Scale (BAE Scale ), the first such scale on employability in India was developed based on these findings.
As India is set to become the world’s youngest country with 64 per cent of its population in the ... more As India is set to become the world’s youngest country with 64 per cent of its population in the working age group by 2020, the government and various agencies such as N S D C , N S Q F , S S C s, and British Council are preparing to employability They are working towards identifying skill gaps in functional, vocational and workplace skills with English featuring as an essential skill to complement the core domain. This study to test the influence of vernaculars vis a vis English- on employability, is also an effort in this direction. The study was based on the Harvey Model of Undergraduate Employability Development. It was quantitative and exploratory in nature. Employability for this study meant employment preparedness. Perceptions of three key stakeholders-Academicians (Principals/ Directors/ Placement Officers), Practitioners (Recruiters) and students in Undergraduate Colleges was taken for developing the scale used (BAE Scale) to study employment preparedness in this research. Study was conducted in 2015-2016, in and around Bangalore, India. 32 attributes identified to influence employability by the researchers were used as basis for the study, and testing tool used was the Behavioral Attributes for Employability Scale (B A E Scale ). Sample size was 1091 Undergraduate students. Influence of schooling in vernacular or in English up to 10th standard – on employability was tested. ANOVA for this study indicated no significant difference between students tutored up to 10th in vernacular and those tutored in English- on employability. Recommendations are for Common Indian Framework of Reference (C I F R) for training and assessment, NSQF and Need Assessment for E S P (English for Specific purpose).
India is set to become the world's youngest country with 64 per cent of its population in the wor... more India is set to become the world's youngest country with 64 per cent of its population in the working age group by 2020. Therefore, Employability is increasingly perceived very important in the education sector. The focus is also shifting increasingly to intrinsic attributes or behavioral attributes inherent in an individual, perceived to influence Employability. Behavioral attributes are unlike skillsets and the pursuant training, which were previously perceived to be important for Employability. This study, based on the Harvey model was conducted in 2015-2016, in and around Bangalore, India. Perception of importance of attributes of the three stake holders-academicians, industry practitioners, and students was taken. Mapping of these perceptions was done on the premise that it would assist educational institutions to equip their students to suit the industry. For this study, Employability means-Employment preparedness. Data was collected in four stages. Stage 1 involved identification of inherent behavioral attributes influencing Employability through survey and interview among 120 academicians, industry practitioners and students. 32 inherent behavioral attributes were found to influence Employability. Appropriate operational definitions were set for each behavior based on Behaviorally Anchored Rating Scale (BARS) guide. Questionnaires were designed by grouping of items that tracked each behavior. Each item was given rating (meets expectation-ME gets 0, Exceeds expectation-EE gets+1, Does not meet expectation-BE gets-1), for scoring and analysis. Perception of importance of each attribute was taken from 140 Academicians (Principals/ Directors/ Placement Officers) in Stage-2; 50 Industry Practitioners (Recruiters) in Stage-3, and 1091 students in Undergraduate Colleges in Stage-4 for scoring and analysis. Factor analysis was done after each stage, resulting in questionnaire for the next stage. Questionnaire in Stage-4 was used for development of the BAE Scale.
This paper examines how Academic Self Efficacy influences Self-Regulated Learning also conversely... more This paper examines how Academic Self Efficacy influences Self-Regulated Learning also conversely about how Self-Regulated Learning influences Academic Self-Efficacy among post graduate women students in Bangalore, India. It is a step in the direction of employment preparedness as an empowering learning process- as both Self-Regulated Learning and Academic Self-Efficacy influence Career Goal Clarity, which in turn affects employ-ability. Data collection was done using the Academic Self-Efficacy Questionnaire (Chemers et al, 1991) and the Self-Regulated Learning Questionnaire (Zimmerman et al, 1992).
The paper examines the differences in personality between the good and the poor groups in time ma... more The paper examines the differences in personality between the good and the poor groups in time management skills. Data on eight secondary order personality factors and in time management skills was obtained from 40 students of a business school,using 16 Personality Factors Test and Thomas Personal Profile Analysis respectively.The sample was divided into two groups,depending on the level of time management skills being poor or good (based on training needs report generated as a result of Thomas Personal Profile Analysis).'t' test on means was performed for each secondary order personality factor to detect significant differences between the two groups.It was found that the group poor in time management had higher anxiety and was more creative.
International Journal of Management and Behavioral Sciences (IJMBS) ISSN 2278-5671, 2014
This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity amo... more This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity among postgraduate women students in Bangalore. The data for the study is collected from a random sample of postgraduate women students in Bangalore. The instruments used for data collection included the Efficacy for Self-Regulated Learning (Chemers et al, 1991) and the Academic and Career Goal Clarity Scale.
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
This paper studies the impact of Academic Self-Efficacy on Academic and Career Goal Clarity among... more This paper studies the impact of Academic Self-Efficacy on Academic and Career Goal Clarity among postgraduate students of Bangalore. The data for the study is collected from a sample of postgraduate women students in Bangalore. The instruments used for data collection included the Academic Self-efficacy Questionnaire and the Academic and Career Goal Clarity Scale (Chemers et al, 1991).
Choice of career was influenced by the interest a student had on the subject major, while interest in getting information about statutory requirements for the course as well as of specialization, was determined by both methodical and systematic self-study as well as interest in the area of work. Preparation for the career was determined by systematic self-study methods.
This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity amo... more This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity among postgraduate women students in Bangalore. The data for the study is collected from a random sample of postgraduate women students in Bangalore. The instruments used for data collection included the Efficacy for Self-Regulated Learning (Chemers et al, 1991) and the Academic and Career Goal Clarity Scale.
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
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Papers by Dr Bharati Rao
This study was conducted in 2015-2018. Sample was 1091 Undergraduate students from colleges in- rural, semi-urban and urban areas in and around Bangalore, India. Traditionally education has been correlated with employability. Therefore, student response on what they perceived as important for employability was taken. Employability for this study means preparedness for employment. The Behavioral Attributes for Employability Scale (BAE Scale), which identifies the attributes of employability inherent in the student was administered for the purpose.
Students’ responses were categorized into 5 groups based on their mother’s level of education- students with mother not literate, students with mother 10th Class pass, students with mother completed PUC/12, students with mother under-graduate, students with mother post- graduate. ANOVA was done for hypothesis testing to determine the level of significance of difference in responses of the five groups.
Significant differences were found in the performance of students on 12 attributes based on the level of education of the mother (out of the 32 attributes perceived to be associated with employment preparedness as per the BAE Scale). Results showed students with mothers who had undergraduate qualifications were better prepared for employment on all the 12 attributes of employability. Students with mothers who were undergraduates came second, and students with mothers who were 10th pass or 12th pass/PUC were third. Students with mothers who had post graduate qualifications were found to be least prepared for employment.
This study has implications for public policy in India, given that 2020 was the year wherein India was projected to have maximum number of young under 30 across the world seeking employment. Recommendations were for national education policy to integrate mothers into their education process in various ways, to facilitate employment preparedness of the young.
For this study, ‘employability’ means preparing for employment, or possessing attributes required for employment.
This study which was conducted in 2015-2016 in and around Bangalore, India. Data was collected from three categories of respondents who are all stakeholders in employment. They were (a) Academicians (b) Industry practitioners, (c) Undergraduate students. A collaborative effort by all three key stake holders is required for best results.
Responses were factor analyzed at each stage to get questionnaires pertaining to next stage. Implications of the study are that mapping of stake holders’ perceptions could help educational institutions to equip their students for employment. The Behavioral Attributes Scale (BAE Scale ), the first such scale on employability in India was developed based on these findings.
The study was based on the Harvey Model of Undergraduate Employability Development. It was quantitative and exploratory in nature. Employability for this study meant employment preparedness. Perceptions of three key stakeholders-Academicians (Principals/ Directors/ Placement Officers), Practitioners (Recruiters) and students in Undergraduate Colleges was taken for developing the scale used (BAE Scale) to study employment preparedness in this research.
Study was conducted in 2015-2016, in and around Bangalore, India. 32 attributes identified to influence employability by the researchers were used as basis for the study, and testing tool used was the Behavioral Attributes for Employability Scale (B A E Scale ). Sample size was 1091 Undergraduate students. Influence of schooling in vernacular or in English up to 10th standard – on employability was tested.
ANOVA for this study indicated no significant difference between students tutored up to 10th in vernacular and those tutored in English- on employability. Recommendations are for Common Indian Framework of Reference (C I F R) for training and assessment, NSQF and Need Assessment for E S P (English for Specific purpose).
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
Choice of career was influenced by the interest a student had on the subject major, while interest in getting information about statutory requirements for the course as well as of specialization, was determined by both methodical and systematic self-study as well as interest in the area of work. Preparation for the career was determined by systematic self-study methods.
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
This study was conducted in 2015-2018. Sample was 1091 Undergraduate students from colleges in- rural, semi-urban and urban areas in and around Bangalore, India. Traditionally education has been correlated with employability. Therefore, student response on what they perceived as important for employability was taken. Employability for this study means preparedness for employment. The Behavioral Attributes for Employability Scale (BAE Scale), which identifies the attributes of employability inherent in the student was administered for the purpose.
Students’ responses were categorized into 5 groups based on their mother’s level of education- students with mother not literate, students with mother 10th Class pass, students with mother completed PUC/12, students with mother under-graduate, students with mother post- graduate. ANOVA was done for hypothesis testing to determine the level of significance of difference in responses of the five groups.
Significant differences were found in the performance of students on 12 attributes based on the level of education of the mother (out of the 32 attributes perceived to be associated with employment preparedness as per the BAE Scale). Results showed students with mothers who had undergraduate qualifications were better prepared for employment on all the 12 attributes of employability. Students with mothers who were undergraduates came second, and students with mothers who were 10th pass or 12th pass/PUC were third. Students with mothers who had post graduate qualifications were found to be least prepared for employment.
This study has implications for public policy in India, given that 2020 was the year wherein India was projected to have maximum number of young under 30 across the world seeking employment. Recommendations were for national education policy to integrate mothers into their education process in various ways, to facilitate employment preparedness of the young.
For this study, ‘employability’ means preparing for employment, or possessing attributes required for employment.
This study which was conducted in 2015-2016 in and around Bangalore, India. Data was collected from three categories of respondents who are all stakeholders in employment. They were (a) Academicians (b) Industry practitioners, (c) Undergraduate students. A collaborative effort by all three key stake holders is required for best results.
Responses were factor analyzed at each stage to get questionnaires pertaining to next stage. Implications of the study are that mapping of stake holders’ perceptions could help educational institutions to equip their students for employment. The Behavioral Attributes Scale (BAE Scale ), the first such scale on employability in India was developed based on these findings.
The study was based on the Harvey Model of Undergraduate Employability Development. It was quantitative and exploratory in nature. Employability for this study meant employment preparedness. Perceptions of three key stakeholders-Academicians (Principals/ Directors/ Placement Officers), Practitioners (Recruiters) and students in Undergraduate Colleges was taken for developing the scale used (BAE Scale) to study employment preparedness in this research.
Study was conducted in 2015-2016, in and around Bangalore, India. 32 attributes identified to influence employability by the researchers were used as basis for the study, and testing tool used was the Behavioral Attributes for Employability Scale (B A E Scale ). Sample size was 1091 Undergraduate students. Influence of schooling in vernacular or in English up to 10th standard – on employability was tested.
ANOVA for this study indicated no significant difference between students tutored up to 10th in vernacular and those tutored in English- on employability. Recommendations are for Common Indian Framework of Reference (C I F R) for training and assessment, NSQF and Need Assessment for E S P (English for Specific purpose).
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.
Choice of career was influenced by the interest a student had on the subject major, while interest in getting information about statutory requirements for the course as well as of specialization, was determined by both methodical and systematic self-study as well as interest in the area of work. Preparation for the career was determined by systematic self-study methods.
Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase,the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’of SRL on ‘What a person wants’of ACGC.Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC.Also ‘Motivation’stage of SRL influenced the ‘Specialisation’ stage of ACGC,in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.