Alumni Perceptions of the Value of the Event Management Degree | 1400658, 1407646, 1407383, 1404958 |
DLEG
Developing the Event Professional
Introduction Business Innovation & Skills 2011 highlights that: ‘there are positive interactions between universities and businesses in relation to enhancing graduate career prospects’ . However the BIS also suggests that there is still a gap amongst the level of skills seen by employers and the extent that graduates live up to those expectations. (BIS., 2011)
Experience: Voluntary Work
74% Average Satisfaction of Visible Competency Components
70% Average Satisfaction towards Voluntary Work
Graduates Perception of the Value of the Visible/Invisible Competency Components Two main elements are sought out in graduates; skills and attributes.
The University of Chichester's Business School prides itself on its degree routes; one of them being the Event Management programme. The Events Industry is continuously expanding, consequently there has been a significant growth in academic provision to meet the requirements of the industry. However, students attending such degrees can also play an important role in the development of the content. The University of Chichester’s Events Management programme consists of a myriad of modules that introduces students to a broad spectrum of subject areas in the industry.
Skills are tangible, therefore measurable and are referred to as the ‘visible competency components’ (Baum, 2009). Attributes are synonymous with each individual’s personality. Attributes exhibit innate qualities, for instance the individual’s traits, values and positive attitude. These qualities are more challenging to develop and are known as the ‘invisible competency component’ (Baum, 2009).
75% of respondents considered an Event Management qualification essential for those seeking a role in the Events sector.
Emphasis on graduates having had experience during their degree
As the event industry matures it is imperative that employee skills and knowledge grow in quality to maintain professionalism within the sector and sustain the production of high-quality events (Harris and Jago, 1999). A lack of transferable knowledge and skills in such a vast and dynamic industry can be detrimental to organisations, causing loss of productivity and an increase of training expenditures. Therefore, it is crucial that graduates obtain transferable skills and the necessary attributes to enter the industry. For this reason, in recent years there has been a growing demand for the collaboration of practitioners and academia to produce up to date research findings to equip graduates with the relevant skills needed in the ever maturing sector (Neale, 2000).
Further findings revealed that 80% of respondents recognised the value of work placements or voluntary work. Student projects were less valued.
The survey dispatched by DLEG drew upon these facts and produced results of graduate’s perceptions of the quality of content in the degree.
55% of the employers consider this as valid experience.
Baum et al (2008) investigated into the attributes of employers towards Events Management graduates using a survey of quantitative and qualitative questions. The study revealed that:
Figure 1
The Department of Learning for Event Management Graduates (DLEG) conducted a survey for Events Management Alumni, with the objective of discovering graduate perceptions regarding the value of the degree content and its applicability to employability. A further objective is to discover the areas of which graduates perceive to need development within the degree content. Figure 1 illustrates all relationship path between all the components that are required for the Events Industry to mature and of what is required of graduates. A five-page survey questionnaire was administrated to a sampling of 80 graduates. The questionnaire used a combination of quantitative and qualitative questioning, with regards to graduate perceptions of different aspects of the degree content. The response rate was 19 (23.8%), there were no invalid responses.
Response Rate: 24 %
80% of responding employers suggested they would accept work-based learning as a valid way of gaining acceptable experience (Baum et al, 2008). Baum et al (2008) conducted an investigation which lead to a suggestion from employers furthering Yorke and Knight’s(2003) advocacy of “Knowing it and how” to the inclusion of “doing it” and “done that and reflected upon it”. DLEG extracted this suggestion to incorporate into the investigation of graduates perception on the value of voluntary work.
“Doing it”
80% Average Satisfaction towards the value of Live Event
The survey produced by DLEG asked graduates for their opinion regarding the value of creating and implementing a live event within the degree curriculum.
Figure 12
Figure 9 gives illustration to the number graduates that took advantage of the voluntary opportunities presented to them.
Figure 12 illustrates graduate’s response to the following statement.
Figure 9
“The live event was successful” 58% of respondents strongly agree that the live event that was required of them to produce was successful.
Degree content equips students with the skills and attributes to produce a professional event
14 graduates took advantage of these opportunities
5 graduates did not take advantage of these opportunities
Maturing Industries Collaboration
Figure 5 Figure 5 gives evidence of the average rating given for how well the degree equipped them in each CBI skill (CBI, 2008). (0%= No Agreement, 60%= Unsure, 100% Strongly Agree)
Academic Growth
Graduates Synergistic Qualification
The Application of Information Technology and Application of Numeracy received an average rating of 60% Rating results show a 74% average satisfaction irate n regards to being equipped with the applicable skills
Visible/Invisible Competency Components
Figure 13
After further investigation as to the reasons for not engaging in opportunities DLEG found that many had external reasons as shown below;
Family Commitments
Work Commitments
Travel Restrictions
Live Event
The results from Figure 10 shows that only 9 respondents strongly agreed that they were able to apply knowledge gained from the voluntary programme they attended.
Figure 6 represents the average rating for each skill set. (0%= No Agreement, 60%= Unsure, 100%= Strongly Agree)
“Done that and reflected upon it”
“Knowing it and how”
Figure 6
Figure 2
Negotiation rated at 60% in comparison to other skills sets that ranked at an average of 80% satisfaction
9 Respondents Strongly Agreed that they can see the value of voluntary work
8 Respondents Strongly Agreed that the experience gave an insight into the industry
The average rating of graduates applying knowledge from voluntary work to the live event is 4.
Figure 13 represents the response from graduates in regards to the following statement. “ The live event gave insight into the industry”
53% of respondents strongly agree that the project process gave an insight into the industry.
5% anomaly could derive from graduates entering a different sector or professional job role— therefore content produced is not relevant.
5% anomaly could not appreciate the benefits of producing an event
Figure 14
'I would have preferred to do a Figure 14 represents the response from graduates in regards to management project'. the following statement.
1 Respondent Strongly Agreed that they gained knowledge by attending
Negotiation= average perception is ‘Unsure’; degree need further emphasis on this area, perhaps through experience with clients.
“I would have preferred to do a management project” Strongly Agree Agree
Figure 4
74% of respondents were female
Figure 3
37% strongly disagreed that a management project would have been of more value to their degree
32% were unsure therefore more clarification to what the alternative would be could be necessary to emphasise the value of a live event over the former
See speech boxes below for graduates statements giving supporting evidence of data
21%
Figure 10
77% overall average satisfaction rating
Unsure 37%
26% of respondents were male
The survey produced findings of an average rating of those with a positive attitude toward the degree content.
Experience
Voluntary Work
Experience: Live Event
“Depending on your team and event size depends on the amount of negotiating and departments you have to li-
Disagree
aise with. It may have been useful to do cross-course work which included involvement from HR degree students to do part of the risk and HR expected, not only does this give a real example of working with other teams and departments it also reflects the reality of the work environment better. However, I do agree that the knowledge I have from doing risk assessments has helped me in a general sense.”
Strongly Disagree
10%
0%
32%
n=19
Students graduated with a 1st class honours 17 of 19 survey respondents are in employment, 65% relating to the event management degree
Figure 7
“I think the live event is very valuable to the degree and part of the reason why many people take the course at the university”
Students graduated with an upper 2nd class honours Figure 7 indicates the average appraisal of graduates perception of the degree content providing an insight into Bowdin’s Body of Knowledge subject areas. (Bowdin, 2010)
Students graduated with a lower 2nd class honours
(0%= No Agreement, 60%= Unsure, 100% Strongly Agree)
Parallel rating across the chart for each subject area
Degree content gives a clear insight into Body of Knowledge material. 70% Average rating.
Figure 11 Figure 11 provides the average rating given by graduates to each statement in the survey regarding the Live Event.
Summary
The percentage was calculated to find the mean of the overall satisfaction of volunteering opportunities
Overall the value of volunteering opportunities is 70% from a graduates standpoint.
Invisible Competency Components
Using the stimuli of Baum’s 2008 investigation, DLEG produced a survey and the results of this survey led to the analysis of graduates perceptions towards the components within the event management degree. Subsection results led to an overall finding that has the potential to develop the programme further and in turn, develop future graduates professional profiles in an ever maturing industry.
Attitudes to group work
“I believe it was fundamental to the degree. I do not believe you can successfully become an Events Manager without running a big/ public event. The team work, paperwork and physical work gave a great knowledge and understanding to all involved, and demonstrated the Events industry well”
Figure 15
To further develop the degree programme, DLEG found statements from alumni students that reveal areas of potential improvement and these will enhance the quality of the programme for prospective students.
Figure 15 provides the average rating given by graduates to each statement in the survey regarding the Live Event.
Graduates were asked to state their opinion regarding Group Work after having been in the industry.
Graduate Suggestions
Module lecture hours to include slots for volunteer work
More emphasis on the benefits and value of voluntary work experience and how it will benefit in the industry
More advice with job hunting and preparation for the real world
More practical application during lectures
More engagement with industry and suppliers
“Group work is useful - however to have whole assignments marked based on group work I don't think is fair. We are all in University to receive our own degree we should not have to share our ability with others that can't be bothered to put the effort in. I found it very stressful. Some use others to get better grades and not pull their weight whilst others aim to get the higher grades. No amount of motivating and determination will shift the attitudes of some people.”
In Baums 2008 investigation, results revealed that 80% of respondents recognised the value of work placements or voluntary work. However, DLEGs survey findings showed that only 70% of graduates valued the voluntary work experience and its applicability to employability. DLEG’s investigation found that there is more value towards a Live Event on graduates perspective rather than enhancing the skills and experience gained through voluntary work that employers perceive to be a more valid experience than a Live Event.
“Essential. Whilst group work is difficult, especially in writing your 'dissertation' event plan together - it gives a good understanding and experience in working with a variety of different personalities, abilities and attitudes.”
Conclusion
Reflection
Figure 8 indicates that the appreciation of each of the key qualities required of graduates, are not congruent from a graduates perspective.
After conducting, distributing and analysing the Alumni Perceptions of the Value of the Event Management Degree survey, DLEG decided that should the investigation be repeated, areas of improvement will be implemented.
These results suggest that further emphasis is needed to produce an all round satisfaction rate that will enhance all sections. The percentage increase of positive attitudes will give the degree a higher level of quality on a synergistic approach.
These are as such:
The findings provided evidence that on a broader level; a synergistic, course as-a-whole approach for learning that draws upon risk taking, practical learning and conceptualisation of live event is an integral part of the preparation of graduates for the industry. Although the investigation couldn't reveal the overall value of the event management degree, it produced data that gives recognition to areas that are appreciated by graduates. Thus giving an insight into the academic body as to what is most valued in the degree content and what is less relevant in todays industry.
In depth interviews to be conducted and ask graduates to reflect back on learning experience throughout the degree programme
Reach response margin
Further investigation into the negative response
Review of relevance in questions needed before launch of the survey
Participants were asked to summarise their degree experience in three words and some of these responses included key words such as practical, insightful, stressful and challenging; this can be seen in the Word Cloud diagram. Out of 17 responses, only three were negative.
DLEG produced data on a minimal sample, having received a higher number of responses the data produced would be more accurate and therefore allowing higher level tests such as Student T-Tests be conducted to produce more accurate findings.
The percentage was calculated to find the mean of the overall satisfaction of the Live Event value
Overall the satisfaction value is 80%.
References
The diagram provides evidence that graduates perceived the Live Event and Visible Competency Components to be of greater emphasis in the degree content. However, Voluntary Work received a lower rating. This indicates that Voluntary Work requires more focus throughout the degree programme to enable students to value it more.
Figure 8
Baum (2008), People and Work in Events and Conventions: A Research Perspective, CABI Publishing Baum (2008), People and Work in Events and Conventions: A Research Perspective, CABI Publishing (Harris and Jago, 1999) Baum (2008), People and Work in Events and Conventions: A Research Perspective, CABI Publishing (Neale, 2000) Bowdin, G. (2010) Events Heinemann
Management. Oxford: Butterworth-
CBI (2008), Taking Stock, CBI Education and Skills Survey 2008, Edexcel Frederiksen, N. Mislevy, R, and Bejar, I. (1993) Test Theory for a New Generation of Tests. Hillsdale, N.K.: L.Erlbaum Associates The International Graduate Insight Group Ltd., (2011). Supporting Graduate Employability: HEI Practice in Other Countries. BIS RESEARCH PAPER NUMBER 40. [online] London: BIS, p.10. Available at: http://www.i-graduate.org/assets/2011-Employability-Reportpublished-by-BIS.pdf [Accessed 13 Dec. 2015].