Employers' view on studies abroad - Svenskt Näringsliv

Employers’ <strong>view</strong> on studies abroad
Fredrik Jonsson, Internationella programkontoret
Mikaela Almerud, project leader, Svenskt Näringsliv
Patrick Krassén, translation September 2010

Summary 1
Summary
Every year about 25,000 Swedish students choose to study or conduct work practice abroad,
through an exchange program or on their own. The number of students who study abroad yearly
has been consistent over the period from 1998 to 2008. During the same period the number of
students at Swedish universities has increased by 100, 000, a third. The share of students who
spend time abroad has thus steadily decreased, a development contrary to the ambitions Sweden
has to remain competitive in an ever more globalized world, where international experience and
intercultural competence is becoming more and more important.
The Swedish government as well as the universities have brought attention to this issue, and they
have made substantial efforts during the last years to increase internationalization in Swedish
higher education. Since there is an absence of measurable factors, however, it is difficult to evaluate
the effect of the means that have been invested in internationalization, and if the priorities have
been right. In the few evaluation reports that exist the value of studies abroad is discussed in terms
of “the student’s personal development” and “the added value created through meetings across borders”.
These might be important aspects, but in addition to them, other more measurable factors
of quality need to be followed up and studied, such as the effects studies abroad have on students’
chances of finding a job after graduation, career opportunities and level of salary.
During the spring of 2010 the Confederation of Swedish Enterprise conducted its annual survey of
labor market participation after graduation, based on telephone inter<strong>view</strong>s with more than 3,850
students. The results showed that studies abroad have a positive effect on the student’s chances in
the job market after graduation. 23 % of respondents stated that they had studied or conducted
work practice abroad some time during their studies. Out of these, 48 % stated that the time
abroad had had significant or very significant part in landing them their first job. Students who
had spent time abroad also had an average of 807 SEK more in monthly entry pay.
But how should these numbers be interpreted? Has it all to do with ambitious students, who
would have an easier time finding a job than others anyway? Are students who conduct part or all
of their studies abroad really more attractive in the labor market? What do employers say?
This report is the first in Sweden to more comprehensively affirm that international experience in
the form of studies or work practice is crucial and attractive in the labor market. When employers
are asked what skills they look for, and the answers are compared to the skills employers find
that students attain during time abroad, a clear connection shows. Employers find, i.e., that students
develop communicative skills, social competence, flexibility and initiative ability during time
abroad. These skills are also sought after by almost all employers.
Most attractive among employers is a Swedish degree with parts of the studies conducted abroad
– especially through work practice. In 99 cases out of 100, when employers are faced with a decision
between two candidates with otherwise equal merits, it is considered an asset to have studied
or conducted work practice abroad.
International experience is thus considered a competitive advantage in the labor market. Employers
show a clear need and demand for students with international experience, not least with work life
experience. If it is possible to show solid evidence that studies abroad increases employability, it
may be used to convince more students to spend time abroad. Studies abroad leads to both higher
employability and increased internationalization, and thus to increased quality in higher education.
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Content 2
Content
Summary ............................................................1
1 Introduction/Background. ..........................................3
1.1 Earlier studies in other countries ...........................................3
1.2 Employers’ <strong>view</strong> on studies abroad – a European perspective ..........................3
1.3 Mixed experiences in Norway… ........................................... 4
1.4 …Finland…. ....................................................... 4
1.5 …and Denmark ......................................................5
1.6 But what about Sweden? ................................................5
2 Purpose. ....................................................... 7
3 Method ........................................................ 8
3.1 Correlations ....................................................... 8
3.2 Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3 Selection ......................................................... 8
4 Results ........................................................ 9
4.1 Background questions. ................................................ 9
4.2 Important criteria and skills when recruiting ...................................12
4.3 The future ........................................................16
4.4 Which skills do students develop during studies abroad?. ...........................17
4.5 The “right” skills are developed during studies abroad ............................ 20
4.6 Education, work practice and work life experience ................................21
4.7 Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
5 Conclusions ................................................... 26
5.1 Suggestions on following up ............................................ 27
6 References .................................................... 28
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Introduction/Background 3
1 Introduction/Background
Globalization has a great impact on higher education, especially through increased internationalization.
In the bill 2008/09:175 Gränslös kunskap – högskolan i globaliseringens tid 1 the Swedish
government inculcates that international experiences and connections is a contributing factor in
the development of quality in higher education, both on the level of the individual student and on
an aggregated level for society. Weight is put on the fact that international movement among students
has increased substantially around the world over the latest years, at the same time as the
number of Swedish students studying abroad has decreased. This is regarded as a problem that
needs to be dealt with actively, as the foreign experience of students contributes to the quality of higher
education and prepares students for careers highly affected by globalization (p. 16).
In <strong>view</strong> of the bill presented, the political ambition to enhance international experience is clear,
but is it a skill that Swedish companies are looking for? In what way does foreign experience contribute
to quality 2 ? Employability is a factor that can be paired with quality. If it is possible to show
clearly that foreign experience leads to higher employability among students, one could also claim
that foreign experience adds to the quality of higher education.
Some previous inquiries on this topic have been made in Sweden, but their approach has been
wider than specifically foreign experience, and their bases have been quite narrow. The lack of previous
research is the reason behind the present study. Similar studies in other countries have shown
relatively diverse results, which makes this study even more interesting.
1.1 Earlier studies in other countries
Employers’ <strong>view</strong> on studies abroad have not been explicitly examined in the total number of studies
referred to here, except for the study conducted by Irma Garam in Finland. All references are
however of interest, since the selected parts of the remaining studies examine employers’ <strong>view</strong> on
exchange studies. These are some of the findings of said studies.
1.2 Employers’ <strong>view</strong> on studies abroad – a European perspective
In the report The Professional value of ERASMUS mobility 3 one chapter is devoted to the opinions
and <strong>view</strong>s of employers regarding exchange studies abroad. The study focuses on two groups:
European organizations that have hired former ERASMUS students (about 1,500), and organizations
that do not know whether they have hired anyone with ERASMUS experience or not
(about 4,500). The response frequency was 6 %. Aside from these groups a section where former
ERASMUS students give their perspectives on exchange studies abroad.
1.
Swedish government, prop. 2008/09:175
2.
I the government bill Fokus på kunskap – kvalitet den högre utbildningen it is stated that employability in its broader
sense, meaning the usefulness of the education program in question in the labor market, is an important result in coming
quality evaluations.
3.
Teichler et al., The Professional Value of ERASMUS Mobility, 2006.
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Introduction/Background 4
The study refers to studies conducted earlier that have shown that the most important criteria for
recruitment among employers are the academic competence of the recruited, and their personality.
In this study two additional skills are stated as important by employers: language (other than
the native language) and computers. Central and Eastern European companies tend to place higher
value on foreign experience than organization in Western Europe, the study also shows.
The <strong>view</strong>s of employers and students regarding the relevance of international experience for
employment correlate relatively well. The study also shows that international experience has
impact on the distribution of international assignments; an employee with experience of studies
abroad is more likely to be assigned international tasks in their occupation. Newly hired employees
are more likely to be assigned international tasks by employers in and Eastern European companies
than in Western European companies.
Overall, newly hired employees with international experience are considered to have greater knowledge
in areas related to this experience (i.e. language skills, cultural differences, etc.). They are also
deemed more attractive to employers when it comes to more general attributes, such as adaptability,
proneness to initiative, analytical skills and determination. This positive <strong>view</strong> of employees
with experience from studies abroad is not limited to former ERASMUS students, but goes for
everyone who has studied or done work practice abroad.
In regard to wage levels and career opportunities, the differences between students with and without
international experience are not substantial, albeit they do exist. Especially in Central and
Eastern European countries the differences tend to show. In these countries, the study shows that
students with international experience tend to have somewhat higher wages and somewhat better
career opportunities than those without.
The conclusion drawn is that international experience is an important factor for employers when
hiring.
1.3 Mixed experiences in Norway…
In the Norwegian study Studiemobilitet og arbeidsmarkedstilpasning 4 opinions from employers are
not stated. However, students’ experiences on what employers tend to look for are surveyed, giving
an indirect profile of employers’ <strong>view</strong> on exchange studies abroad. The study shows that two out
of three students find that Norwegian employers <strong>view</strong> exchange studies abroad as an asset. At the
same time half of the surveyed students state that employers lack knowledge of the studies conducted
abroad.
1.4 …Finland…
A Finnish study conducted by Irma Garam at CIMO shows that employers generally are doubtful
of the benefits of foreign experience when it comes to skills in workplace-specific areas. They do on
the other hand consider exchange studies positive when it comes to personal development, internationalization,
etc. – i.e., more general skills that students develop during the exchange studies.
This is also reflected in the recruitment process, where more than half of the respondents state that
foreign experience is of no significance for recruitment, even though many employers state that it
is a positive asset in general. None of the respondents state that it is a condition for recruitment,
however. 5
4.
NIFU, 2008/22
5.
CIMO, 2005/1.
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Introduction/Background 5
International experience is valued higher, not surprisingly, at companies that conduct business
internationally. This shows clearly when respondents have been asked to rate general skills such as
reliability, social competence, language skills and intercultural competence. Skills that typically are
acquired during studies abroad, such as language skills and intercultural competence, were generally
ranked very low by employers. It is however worth noticing that 20 % of respondents rated
these skills as highly important. From this, Garam draws the conclusion that international experience
may be of great significance when applying for jobs with internationally related tasks, but
that exchange studies may have negative effects when applying for a job in purely domestic companies.
6
1.5 …and Denmark
The Danish institute for international education, CIRIUS, presents in the survey “Betydningen
af uddannelsesophold i udlandet” a fairly positive <strong>view</strong> of studies abroad among students.
Employers tend to have, in light of an increased internationalization generally, a higher need for
employees with international competence. International experience is valued as an important asset
in recruitment, and such experiences are considered necessary for someone aspiring to an international
career. A number of international companies in the study state that the lack of Danish workers
with international competence makes the companies more prone to hire non-Danish workers.
Apart from this, the study also shows:
• The importance of genuine academic exchange; “academic tourism” should be avoided.
• That work experience is more important than studies abroad.
• That students mainly attain personal skills and experiences during studies abroad and few
practical skills, according to employers.
• That employees on the contrary find that it is mainly practical skills one attains during studies
abroad. 7
1.6 But what about Sweden?
The report Utlandsstudier – till vilken nytta? 8 from the Swedish National Agency for Higher Education
describes employers’ <strong>view</strong> on the value of studies abroad. The report has a qualitative focus
and is based on inter<strong>view</strong>s with 34 companies, which show that:
• Most employers regard social competence as highly valuable.
• A majority of companies has hired employees with foreign experience, but without having
asked about it.
• 1/3 of respondents believe workers with international experience more easily can advance
quickly in their career.
• Employers prefer a Swedish degree with part of the studies conducted abroad.
• Employers fins it difficult to assess the value of studies abroad.
6.
Ibid..
7.
CIRIUS, 2008
8.
Swedish National Agency for Higher Education reports (Högskoleverkets rapportserie), 1999:10R.
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Introduction/Background 6
In addition to this, the report points out that both students and the higher education sector need
more robust knowledge about employers’ competence needs. The report however also states that
the results from the inter<strong>view</strong>s are not sufficiently representative to draw any conclusions from.
One other survey should also be mentioned. A thesis from Jönköping International Business
School, entitled “Studies abroad – an investment for the future?”, surveyed through qualitative
studies the priorities made by eleven companies in the recruitment process. The results of this
survey point to a very limited knowledge among employers about exchange studies. Based on this,
the authors draw the conclusion that employers, finding it difficult to assess the value of work
practice or studies conducted abroad, tend to place less emphasis on these merits in the recruitment
process. Instead, as in the case of the aforementioned ERASMUS-study, it is the personality
of the employee that is considered the most important factor, level of education/degree being
equal (grades matter little). The study was conducted among both medium-sized and large companies,
but no noticeable difference was found between the two categories concerning the <strong>view</strong> of
exchange studies, or the need thereof. Here, though, the material for the study must be considered
too narrow for any conclusion to be drawn regarding the national level.
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Purpose 7
2 Purpose
The purpose of this study is to show Swedish employers’ <strong>view</strong> on studies abroad. There is a need
for this type of survey in Sweden, but little has been made. Studies that are available in Sweden
and internationally have shown varying results. It is clear that studies abroad have a function, but
there is very little evidence of how important they are in for example a recruitment process.
In light of this, it is important to establish Swedish employers’ <strong>view</strong> on foreign exchange studies
– what good are they, what is preferred, and should they be developed in any certain direction for
employers to be able to make use of their employees’ experiences?
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Method 8
3 Method
The study has been conducted in cooperation between the International Programme Office for
Education and Training (IPK) and the Confederation of Swedish Enterprise (SN). Novus Opinion
has on behalf of IPK and SN conducted a quantitative survey through web surveys among Swedish
companies and government authorities regarding their <strong>view</strong> on studies abroad. The material for the
survey was developed in close cooperation between IPK, SN and Novus Opinion.
3.1 Correlations
An important part of the survey is to assess any possible correlations between those skills that
employers assume students acquire during exchange studies abroad and which skills they place
value on when recruiting, as well as which skills they believe will be important in the future. To
statistically show these possible significant discrepancies a confidence interval of 95 % is used,
which means that in 19 out of 20 of those cases where the discrepancy is deemed to be significant
in comparison to the total result the deviation is not coincidental.
3.2 Questions
The choice of questions partly correlates with the questions asked by CIMO in its survey of Finnish
employers’ <strong>view</strong> on studies abroad, since these questions are not country-sensitive. Based on
these questions a questionnaire with 33 questions was developed, which was distributed to 4,764
companies and public authorities.
3.3 Selection
As the survey seeks to have an as highly representative selection as possible among SN’s almost
60,000 member companies, these were divided into small (less than 9 employees), medium
(10-49) and large (over 50) before selection was made. The distribution of trades among surveyed
companies is large; about 50 % of companies are members of the three large trade organizations:
Almega (employer and trade organisation for the Swedish service sector), Svensk Handel (the Swedish
Trade Federation) and Teknikföretagen (the Association of Swedish Engineering Industries).
The final number of respondents was 973 of the 4,764 contacted, which means a response frequency
of 21 % (20 % among private businesses and 43 % among public authorities). The relatively
low response frequency may be due to a number of reasons – one perhaps that an extensive
recruitment survey was sent out by SN to member companies shortly before this survey, another
that this survey consisted of a large number of questions.
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Results 9
4 Results
4.1 Background questions
The purpose of the inquiry was to survey the <strong>view</strong>s among primarily companies that hire workers
with university degrees. Therefore a control question was asked, to identify the relevant companies.
Figure 1
Public authorities
Do you hire workers with
university degrees?
2%
Yes
No
98%
Private companies
Do you hire workers with
university degrees?
4%
Yes
No
Unsure
38%
58%
The discrepancy between public authorities and private companies is significant, and not unexpected.
Many smaller companies with a lower number of employees with university degrees were
not part of the survey. This leads to a relatively low share of companies stating that they hire workers
with university degrees. The larger the company, the higher the share of “Yes”-replies.
Respondents were also asked to state the approximate share of workers with university degrees at
the workplace. A significant discrepancy exists between the public and private sector.
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Results 10
Figure 2 – How many of your employees have university degrees?
Companies
38%
29%
12%
9%
11%1%
Authorities
1% 7%
9%
25%
58%
0% 20% 40% 60% 80% 100%
Less than 10% 10-24% 25-49% 50-75% More than 75% Unsure
The numbers show a clear discrepancy in level of education between public and private sector. In
authorities a majority of employees have university degrees, which is quite unusual in private companies.
It should be noted however that there is a significant difference between small and large
companies in this aspect. These numbers should be kept in mind when looking at the following
results.
The distribution in size of companies and authorities responding is even, which is in line with the
focus on achieving a result which is as representative as possible.
Table1
5–9 employees 10–49 employees 50– employees Authorities TOTAL
Netto selection 1 415 1 459 1 425 264 4 563
Replies 274 274 312 113 973
Reply frequency 19 % 19 % 22 % 43 % 21 %
Emp’s with uni deg. 43 % 59 % 90 % 98 %
Further background questions have concerned whether the companies/authorities are international
in their work or not. To survey this the following questions were asked:
• Do you engage in international cooperation?
• Have you developed international connections for export/import?
• Do you have plans to expand internationally?
• Do you have offices outside Sweden?
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Results 11
Figure 3
International
cooperation
61%
Small companies:
Large companies:
93%
Export/import
contacts
18%
59%
Small companies:
Large companies:
Plans to expand
internationally
41%
Small companies:
Large companies:
50%
Offices outside
Sweden
14%
29%
Small companies:
Large companies:
0% 20% 40% 60% 80% 100%
Companies
Authorities
The majority of companies do not have offices outside Sweden, though it is more common the
larger the company is. It is however more common for companies to have contacts regarding
export/import and international cooperations. More than 50 % of companies have stated this.
Significant differences are shown when the share of employees with university degrees is compared
with the number of companies stating that they are involved in some kind of international cooperation.
They higher the share of employees with university degrees, the more likely it is the company
is active internationally.
When it comes to public authorities, less than 20 % have offices abroad or contacts for export/
import. On the other hand 93 % state that they have international cooperation in some form.
Furthermore, the survey shows that the larger the company is, the more likely it is to have international
activity in some form. Larger companies also put more emphasis on international experience
when recruiting (which will be discussed further below). From this follows quite naturally that
the use of English increases with the size of the company. 84 % of the largest companies state that
English is used daily. The same goes for other European languages, which are used more frequently
in larger companies than in smaller.
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Results 12
Figure 4
English
73%
76%
Small companies:
Large companies:
Other European language
25%
23%
Non-European language
4%
6%
No
24%
23%
0% 20% 40% 60% 80% 100%
Companies
Authorities
4.2 Important criteria and skills when recruiting
To find out which criteria are most important for employers when recruiting, a number of criteria
were given to rate. When including both private and public sector, the three most important
criteria are work experience, studies suited for the position and suitable references. These three
criteria, even though important for both private companies and public authorities, tend to be
regarded as more important when authorities are hiring. Least important are criteria such as studies
abroad, work practice abroad and the employer’s knowledge of the person in question. Authorities
tend to hold these criteria as slightly more important than companies, however.
Figure 5 – Criteria when recruiting – Companies
How important do you consider the following criteria/skills to be when recruiting?
Good references
59%
34%
3% 4%
Suitable studies
56%
35%
7% 2%
Work experience
suitable for the position
56%
33%
8% 1%
2%
Work experience
in general
36%
48%
13%
1% 1%
Recommendations
24%
46%
21%
7% 1%
Good grades
12%
62%
22%
4%
0% 20% 40% 60% 80% 100%
Very important Important Not so important Not important at all Don’t know
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Results 13
Figure 6 – Criteria when recruiting – Authorities
How important do you consider the following criteria/skills to be when recruiting?
Suitable studies
86%
12%
2%
Good references
77%
21%
2%
Work experience
suitable for the position
74%
22%
4%
1%
Work experience
in general
19%
58%
23%
1%
Good grades
15%
64%
20%
1%
Recommendations
5%
17%
37%
41%
0% 20% 40% 60% 80% 100%
Very important Important Not so important Not important at all Don’t know
It is also clear that authorities tend to place more importance on the “top” criteria, compared to
companies, whose priorities tend to be more modest.
Employers also replied regarding the importance placed on personal characteristics when recruiting,
which skills students are expected to develop/enhance during studies abroad, and what kind
of skills employers think will be important in 10-15 years.
Figure 7 – How important do you consider the following personal characteristics when hiring? (Companies)
Responsible
90%
8% 1%
Ability to handle
customers
81%
15%
1% 3%
Momentum [/endurance]
75%
22%
1%
2%
Problem solving ability
74%
24%
1% 1%
Ambition
74%
22%
3% 2%
Initiative skill
Communicative skills
73%
70%
Small companies: 70%
Large companies: 53%
25%
28%
2%
1% 1%
Social skills
70%
26%
2% 2%
Flexibility
62%
36%
1% 1%
Stress capacity
60%
37%
2% 1%
0% 20% 40% 60% 80% 100%
Very important Important Not so important Not important at all Don’t know
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Results 14
Figure 8 – How important do you consider the following personal characteristics when hiring? (Authorities)
Responsible
91%
8% 1%
Communicative skills
77%
22%
1%
Problem solving ability
72%
27%
1%
Initiative skill
68%
31%
1% 1%
Knowledge of
relevant subject
Momentum [/endurance]
68%
65%
25%
32%
7%
1% 3%
Social skills
62%
36%
1% 1%
Ability to handle
customers
60%
28%
9%
3%
Flexibility
42%
52%
5%
1%
Stress capacity
38%
58%
4% 1%
0% 20% 40% 60% 80% 100%
Very important Important Not so important Not important at all Don’t know
As expected, many skills are ranked as important or very important when recruiting. If the question
is formulated in a way where each skill is to be valued in itself, most respondents will state
that most skills are important or very important. Some differences are present however. Below are
the skills that employers value the least.
Figure 9 – How important do you consider the following personal characteristics when hiring? (Companies)
Creativity
Tolerance
47%
54%
Small companies: 63%
Large companies: 33%
48%
40%
5%
5%
1%
Analytic skills
42%
46%
11% 1%
Self-confidence
Language skills
– English
Knowledge of
relevant subject
Leadership ability
41%
39%
33%
24%
Small companies: 28%
Large companies: 51%
53%
39%
51%
55%
4%
16% 5% 1%
15% 1%
20% 1% 2%
Intercultural competence
14%
40%
32%
13%
1%
Language skills
– Other languages
4%
28%
40%
28%
1%
0% 20% 40% 60% 80% 100%
Very important Important Not so important Not important at all Don’t know
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Results 15
Language skills and intercultural competence are <strong>view</strong>ed as less important and significantly differs
from the other skills. Particularly skills in other languages than the mother tongue and English is
deemed unimportant when recruiting. One explanation for this might be that a person who speaks
multiple languages is of little use if that person has low communicative or social skills.
Also among authorities intercultural competence and language skills place low in the ranking.
Figure 10 – How important do you consider the following personal characteristics when hiring? (Authorities)
Ambitions
58%
39%
2% 1% 1%
Analytic skills
57%
41%
2% 1%
Tolerance
45%
51%
3% 1%
Creativity
44%
50%
5% 1%
Language skills
– English
41%
47%
11%
1% 1%
Self-confidence
27%
68%
5% 1%
Intercultural competence
17%
59%
19%
1% 4%
Leadership ability
14%
55%
25%
1% 5%
Language skills
– Other languages
3%
32%
52%
12%
1%
0% 20% 40% 60% 80% 100%
Very important Important Not so important Not important at all Don’t know
4.2.1 International skills important in larger companies
Large companies have a higher need for “international” skills. Statistics from the survey also show
that larger companies tend to conduct business internationally to a higher degree than smaller
companies. The figures below show how companies differ in their valuation of international skills.
Figures with a +/- indicator have a statistically significant and non-random deviation from the
average value for that skill.
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Results 16
Figure 11 – How important do you consider the following skills when recruiting?
(share who answered “important”/”very important” – companies)
Intercultural competence
Language skills – English
Language skills – Other languages
71 -%
52% 50 -%
25%
79%
31%
84+%
70+%
41+%
55%
78%
32%
5-9 employees 10 -49 employees 50+ employees Total average
Companies with 50 or more employees differ significantly from the average values for every skill
connected to internationalization. Most notable is “intercultural competence”, which 55 % of
companies state is of some or much importance when recruiting. Among companies with 50 or
more employees this rate is even higher, 70 %. No classification according to size has been made
among authorities, but the general result is worth noting – on every question authorities rank these
skills higher than both small and large companies.
4.3 The future
Companies and authorities were also asked to “predict” the future, regarding which skills they
thought would be most important in 10-15 years. Here also there is a discrepancy between companies
and authorities.
Figure 12 – Are there any personal skills in employees that will become increasingly important in the coming
10-15 years? If so, which? (companies)
Communicative skills
Ability to handle customers
Social skills
Momentum[/endurance]
Problem solving capacity
Language skills – English
Responsibility
Initiative skill
Creativity
Stress handling capacity
Flexibility
Intercultural competence
Ambition
Language skills – other languages
Leadership skills
Analytical skills
Tolerance
Knowledge of relevant subject
Self-confidence
38%
37%
37%
34%
33%
31%
30%
29%
29%
27%
24%
22%
21%
20%
51%
51%
48%
46%
56%
0% 20% 40% 60%
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Results 17
Companies are convinced that communicative skills will become even more important in the
future. Social skills and ability to interact with others also rank high. Worth noticing is that some
skills that rank low or very low in a recruitment situation today – such as language skills and intercultural
competence – are ranked a lot higher in what is considered to become important in 10-15
years. There are also differences based on the size of the company. Larger companies are more
inclined to consider communicative skills as becoming important in 10-15 years than smaller companies,
who in turn believe responsibility will become more important.
Authorities also believe communicative skills will become more important in the future, and in
general are more prone to believe that skills that are in some way “international” will become more
important.
Figure 13 – Are there any personal skills in employees that will become increasingly important in the coming
10-15 years? If so, which? (authorities)
Communicative skills
Intercultural competence
Language skills – English
Problem solving capacity
Language skills – other languages
Social skills
Momentum[/endurance]
Leadership skills
Analytical skills
Stress handling capacity
Knowledge of relevant subject
Flexibility
Ability to handle customers
Creativity
Tolerance
Initiative skill
Responsibility
Self-confidence
Ambition
12%
12%
28%
27%
27%
27%
25%
25%
24%
23%
21%
18%
32%
32%
39%
38%
44%
50%
55%
0% 20% 40% 60%
Communicative skills is still considered the most important skill in the future, but immediately
following are a number of “international” skills, among them intercultural competence and language
skills (both English and other languages).
4.4 Which skills do students develop during studies abroad?
Employers were also asked to rate which skills/qualities they believe students develop during studies
abroad. The questions that were asked were the same as in the previous two sections. Among
companies, language skills and intercultural competence scored highest, followed by communicative
skills, flexibility and self-confidence. The <strong>view</strong> that students do not develop any skills at all is
uncommon, though analytical skills ranks lowest among the alternatives given to employers in the
survey.
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Results 18
Figure 14 and 15 – To what extent do you believe persons with experience from studies or work practice at
university level abroad develop the following skills/qualities? (Companies)
Language skills – English
72%
16%
1% 1% 10%
Intercultural competence
52%
32%
6% 1% 10%
Language skills – other languages
51%
25%
8% 1%
14%
Communicative skills
44%
36%
7% 1%
12%
Self-confidence
42%
38%
5% 2%
13%
Flexibility
41%
38%
8% 1%
12%
Social skills
37%
42%
8% 1%
12%
Tolerance
32%
39%
13%
3%
14%
Momentum[/endurance]
28%
39%
13%
5%
15%
Initiative skill
24%
43%
13%
4%
16%
0% 20% 40% 60% 80% 100%
Skill developed significantly Skill developed well Skill developed somewhat Skill not developed Don’t know
Ambition
20%
48%
12%
4%
16%
Ability to handle customers
19%
40%
21%
4%
16%
Responsibility
17%
44%
18%
5%
16%
Creativity
17%
39%
20%
5%
18%
Problem solving capacity
16%
45%
19%
5%
15%
Knowledge of relevant subject
14%
37%
27%
6%
16%
Stress handling capacity
13%
40%
23%
7%
18%
Leadership skills
10%
36%
30%
7%
17%
Analytical skills
9%
38%
27%
9%
17%
0% 20% 40% 60% 80% 100%
Skill developed significantly Skill developed well Skill developed somewhat Skill not developed Don’t know
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Results 19
Figure 16 and 17 – To what extent do you believe persons with experience from studies or work practice at
university level abroad develop the following skills/qualities? (Authorities)
Language skills – English
70%
23%
1%
Intercultural competence
65%
24%
2% 2% 7%
Language skills – other languages
49%
31%
7% 1%
13%
Communicative skills
41%
45%
2%
12%
Flexibility
41%
40%
6% 1%
12%
Self-confidence
41%
48%
5%
7%
Social skills
37%
42%
10%
11%
Initiative skill
27%
38%
13%
5%
18%
Momentum[/endurance]
23%
44%
11%
5%
17%
Problem solving capacity
21%
41%
19%
19%
0% 20% 40% 60% 80% 100%
Skill developed significantly Skill developed well Skill developed somewhat Skill not developed Don’t know
Tolerance
38%
41%
9%
12%
Knowledge of relevant subject
22%
45%
14%
3%
17%
Ambition
20%
43%
17%
5%
14%
Ability to handle customers
14%
42%
19%
3%
23%
Responsibility
14%
45%
19%
5%
18%
Creativity
14%
47%
14%
3%
22%
Analytical skills
12%
41%
21%
4%
23%
Stress handling capacity
8%
42%
24%
5%
20%
Leadership skills
6%
36%
31%
5%
23%
0% 20% 40% 60% 80% 100%
Skill developed significantly Skill developed well Skill developed somewhat Skill not developed Don’t know
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Results 20
The results show that the skills that authorities mainly believe students develop during studies
abroad are language skills and intercultural competence. This is also reflected in companies’
answers. Aside from these skills, students are considered to develop their communicative skills,
flexibility and self-confidence.
4.5 The “right” skills are developed during studies abroad
The results are interesting in themselves, but even more interesting is cross-comparing them: are
the skills important when recruiting the same as those that employers consider to develop during
studies abroad?
Language skills – English
Language skills – other languages
Intercultural competence
Communicative skills
Flexibility
Social skills
Developed
Momentum
[/endurance]
Ambition Initiative skill
Responsibility
Problem solving capacity
Ability to handle customers
Knowledge of relevant subject
Leadership skills
Stress handling capacity
importance
The diagram shows that some of the most important skills when recruiting are also considered
most likely to develop during studies abroad. Among them are communicative skills, social competence
and flexibility. These skills are considered of different importance depending on the size of
the company; flexibility, i.e., is considered more important in smaller companies, while communicative
skills and social skills are seen as valuable in both smaller and larger companies. However,
larger companies are more prone to consider communicative skills as becoming more important in
the future, whereas smaller companies instead consider the same about responsibility.
Among authorities, even more skills fall into the upper right quadrant.
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Results 21
Language skills – other languages
Language skills – English
Intercultural competence
Flexibility
Communicative skills
Self-confidence
Tolerance Social skills
Developed
Initiative skill
Knowledge of relevant subject Momentum[/endurance]
Ambition
Creativity
Problem solving capacity
Ability to handle customers Responsibility
Analytical skills
Stress handling capacity
Leadership skills
importance
Students are thus considered to develop the “right” skills, skills that are important to have and are
attractive to employers. Many of the skills in the upper right corner of the chart are skills that also
authorities asses will become more important in the future – i.e. intercultural competence, communicative
skills and social skills.
4.6 Education, work practice and work life experience
Almost half of respondents consider international experience to be an edge in employees being
recruited. To chart this we gave the responding employers a number of alternative hypothetical
situations. In the situation presented below they were asked to choose between a candidate with
international experience and one without. The result shows a significant discrepancy between large
and small companies, where most of the larger companies choose the candidate with international
experience. Among the smaller companies a majority (60 %) state that international experience
does not make a difference when recruiting. In both cases, however, very few state that they would
rather choose the candidate without international experience in a situation like this. Among authorities
about 50 % choose the candidate with international experience, while almost half do not
consider it to make a difference – a very good result, which shows that it is never a liability to have
this kind of experience, but on the other hand often an asset.
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Results 22
Figure 20 – When recruiting, in a choice between two candidates, with all other merits being equal
– whom would you choose?
Companies
46%
Small companies: 37%
Large companies: 56%
52%
2%
Authorities
51%
46%
3%
0% 20% 40% 60% 80% 100%
The candidate who has studied abroad for at least 3 months
Makes no difference
The candidate without international experience
It is obvious, seen to the questions regarding the hypothetical recruitment situations, that many
respondents consider personality/personal traits to always be of higher importance than international
experience. “The basis of hiring employees has a lot more to do with personal traits and
skills than a time spent in or outside of Sweden. The sum of experiences and the person’s assets are
weighed together when recruiting”, as one respondent put it.
Employers were also given other situations, where they among other things were asked what they
value more: work practice/work life experience abroad or work practice/work life experience in
Sweden. The international experience is valued higher, see figure 21:
Figure 21 – When recruiting, in a choice between two candidates, with all other merits being equal
– whom would you choose?
Companies
44%
Small companies: 31%
Large companies: 56%
36%
20%
Authorities
37%
42%
21%
0% 20% 40% 60% 80% 100%
The candidate who has worked/conducted work practice abroad in a relevant field of work
Makes no difference
The candidate without international experience but who has worked/conducted work practice
in Sweden in a relevant field of work
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Results 23
In this situation as well a clear difference in attitude between larger and smaller companies can
be seen. Among smaller companies experiences from Sweden are valued as highly as international
experiences, whereas among larger companies international experiences are valued significantly
higher. Authorities are ambivalent on this issue, which shows in the large proportion of “Makes
no difference”-replies.
When it comes to a choice between studies abroad or work practice/work experience abroad the
result is clear: work practice/work experience is valued higher in both private and public sector:
Figure 22 – When recruiting, in a choice between two candidates, with all other merits being equal
– whom would you choose?
Companies
10%
32%
57%
Authorities
16%
36%
48%
0% 20% 40% 60% 80% 100%
The candidate who has worked/conducted work practice abroad in a relevant field of work
Makes no difference
The candidate without international experience but who has worked/conducted work practice
in Sweden in a relevant field of work
4.7 Degree
Among both companies and authorities a Swedish degree with studies or work practice abroad in
addition is preferred. There is however a significant discrepancy among companies; smaller companies
to a much larger extent prefer a solely Swedish degree.
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Results 24
Figure 23 – When recruiting, which do you prefer in general in a candidate?
Companies
26%
Small companies: 36%
Large companies: 20%
47%
1%
26%
Authorities
15%
48% 1%
36%
0% 20% 40% 60% 80% 100%
A solely Swedish degree
A Swedish degree with additions of studies or work practice abroad
Don’t know
A foreign degree
The knowledge of degrees from universities abroad is weak, which might explain the hesitant
<strong>view</strong> of foreign degrees shown in the chart above. Neither authorities nor companies have any farreaching
knowledge of foreign degrees. However, a majority have sufficient knowledge about Swedish
degrees, in particular authorities.
Figure 24 – Do you agree with the following statement?
– I have good knowledge about...
Foreign
university degrees
Companies
2% 8%
40%
47%
3%
Foreign
university degrees
authorities
1% 14%
44%
40%
1%
Swedish
university degrees
Companies
23%
40%
25%
8%
3%
Swedish
university degrees
authorities
43%
41%
14%
2% 1%
0% 20% 40% 60% 80% 100%
Agree totally Agree mostly Agree partly Do not agree Don’t know
Because of the lack in knowledge about foreign degrees, a majority of respondents have not considered
themselves able to compare these to Swedish degrees easily. The following chart details this.
A comment from one respondent summarizes the situation well: “We prefer Swedish degrees since
the content of them are easier to asses.”
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Results 25
Figure 25 – Do you agree with the following statement?
– I can easily compare foreign university degrees with Swedish university degrees
Companies
1% 4%
32%
55%
20%
Authorities
4%
13%
32%
43% 3%
0% 20% 40% 60% 80% 100%
Agree totally Agree mostly Agree partly Do not agree Don’t know
To simplify the comparison of degrees from different countries in Europe an appendix to the university
degree has been developed by the European Commission, the Council of Europe and
UNESCO – the so called Diploma supplement. Its purpose is to enhance international transparency
regarding grades and degrees, but apparently this information has not yet reached Swedish
employers, which the chart below shows:
Figure 26 – Are you familiar with the appendix to the degree certificate, the so called
“Diploma Supplement” (DS)?
Companies
10% 90%
Authorities
16%
84%
0% 20% 40% 60% 80% 100%
Yes
No
This type of clarifying documents can and should of course be an asset; students attain a clearer
<strong>view</strong> of their results and employers have a simple way of comparing degrees from different
countries. The document has no significance, however, if it is unheard of, which the chart above
shows is largely the case. One should on the other hand remember that the Diploma supplement
is a relatively newly created document which is not publicly known yet. When knowledge of it has
spread more companies should probably have a more positive <strong>view</strong> of foreign degrees.
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Conclusions 26
5 Conclusions
This report shows that international experience from studies or work practice plays an important
role. It is considered to give the person skills that very well might be decisive when applying for a
job. The survey shows that companies do not see international experience as necessary when recruiting,
but it is generally appreciated and is seen as an advantage when two candidates with otherwise
equal merits are compared.
So called “international” skills, such as intercultural competence and language skills, are consistently
ranked low among both companies and authorities as skills looked for in an employee.
Employers instead look for motivated, responsible candidates with good communicative skills.
These skills are also perceived by employers as being developed by students who study abroad to a
large extent, which shows that studies and work practice abroad has substantial value in the labor
market. In the introduction above it was mentioned that studies abroad are often considered valuable.
The question was – in what way? Is it possible to prove that exchange studies abroad raises
the quality of Swedish higher education? In the bill Fokus på kunskap – quality in higher education
the Swedish government describes potential in the labor market after graduation as a factor
that will be of importance in the future. This report has shown that employers, both in private and
public sector, rather choose candidates with international experience than candidates without in a
ceteris paribus-situation. Furthermore, we have tried to find out which skills/traits employers are
looking for and correlate them with the skills/traits employers think students develop during studies
abroad. The result shows a strong correlation – the skills/traits looked for in employees are
very much the same ones that students are considered to develop during studies or work practice
abroad. In summary, the results show that students who have studied or conducted work practice
abroad increase their possibilities in the job market, as they are considered to develop valuable
skills. Authorities, who often have some sort of international activity, also appreciate candidates
with international experience to a high degree.
The results from the survey regarding degrees show the importance of increased information and
enhanced communication between businesses/organizations and academia. An observable gap of
knowledge exists among employers about foreign degrees/diplomas, and this gap could be overcome
through increased information from the realm of higher education. This is important, since
would increase knowledge about the value of a foreign degree, both with employers and employees.
Few respondents know of the new appendix to the certificate of degree, the Diploma supplement,
and that has negative effects on both sides. A document such as the Diploma supplement
loses its value if it is not used. It is therefore crucial to make more use of it and increase employers’
knowledge about the gains from utilizing it. The fact that companies prefer Swedish degrees is an
obstacle to a large group of students, both Swedish and foreign, who instead of being attractive in
the job market hardly get a chance to enter it.
In comparison with the situation for students with international experience in Finland some differences
show. The Finnish study shows, e.g., that the labor market in Finland is more inward
bound, and employers prefer employees with work life/work practice experience from Finland
rather than from abroad. The distribution of replies is inverse between the two countries, which
indicates a major difference in attitude to international experience between them.
Swedish employers believe to a low extent that students who have been abroad develop their knowledge
of the relevant subject (a <strong>view</strong> consistent with similar studies conducted in other countries).
Those skills considered to be developed most are “soft” skills such as social skills, communicative
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Conclusions 27
skills and language skills. What this study shows, which has not been apparent in earlier studies, is
that many of the skills that employers consider students to develop during studies/work practice
abroad are the same skills that employers look for in possible employees.
Efforts should be put into increasing work practice programs. Businesses as well as authorities consider
work life experience as highly valuable when recruiting, and as a student the easiest way to
attain it is through work practice. Employers also choose candidates with work experience before
others when there are multiple candidates for a job, which strengthens the case that more Swedish
students should conduct work practice abroad. The share of Swedish students abroad conducting
work practice is quite low; only 10 % of Erasmus students, i.e. Universities and relevant authorities
(IPK) should set up as a goal to increase the number of Swedish students conducting work
practice abroad. Such an effort would be positive for both employers and students, as it would lead
to students becoming more attractive in the job market, and universities better meeting the high
demand for students with work life experience.
5.1 Suggestions on following up
This survey has been conducted with a quantitative method. It would be fruitful to do a more
qualitatively focused study of the survey material. There are good possibilities for this since about
30 of the respondents have stated that they are available for follow-ups of the survey.
It would also be interesting to conduct the survey internationally. Many of the responding companies
conduct business internationally, but only their home offices in Sweden have replied. It would
be interesting to see the results of the survey if it was directed towards the companies’ operations
abroad. Students with international experience might also be going abroad to work to a higher
degree.
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References 28
6 References
Bengtsson, Å, Lundquist, H, Ågren, M, ”Studies abroad – an investment for the future?”,
Jönköping, 2006.
Centre for International Moblility (CIMO), 2005, Study on the relevance of international student
mobility to work and employment, 2005/1.
CIRIUS, ”Betydningen af uddannelsesophold i udlandet”, 2008.
Högskoleverket, 1999, Utlandsstudier – till vilken nytta?, 1999:10R.
NIFU, 2008, Studiemobilitet og arbedsmarkedstilpasning, 2008/22.
Regeringen, 2008, Gränslös kunskap – högskolan i globaliseringens tid, 2008/09:175.
Regeringen, 2010 Fokus på kunskap – kvalitet i den högre utbildningen, 2009/10:139.
Teichler et. al., The Professional Value of ERASMUS Mobility, 2006.
http://www.hogskolekvalitet.se.
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