Final Report Pilot Project - Relaciones Internacionales de la ...

The most striking difference is that academics rank Basic general
knowledge in the first position of the list (although it should be
remembered that shows no significant difference compared to the
second ranked Capacity for analysis and synthesis) while both graduates
and employers tend to rank this same item in the twelfth position.
Spearman correlations are shown in Table 14 showing that employers
and graduates rankings tend to be more similar among them than the
academics ranking. Compared to graduates, most relevant differences are
Elementary computing skills (fourth position for graduates and sixteenth
for academics) and Interpersonal skills (sixth for graduates and
fourteenth for academics). Compared to employers, most relevant
difference is again Interpersonal skills (fifth for employers and fourteenth
for academics).
Table 14
Spearman correlations
Academics 1
Graduates 0.45588 1
Employers 0.54902 0.89951 1
Graduates&Employers 0.55147 0.95098 0.97304 1
COUNTRY EFFECTS
Multilevel modelling allows the estimation of what could be
considered a country effect, this is, a measure of the effect of the country
as a whole on respondents. This effect was measured on the thirty
importance items rated by graduates. The country effect was classified in
three groups: strong effect (there are strong differences between
countries), mild effect (the differences are weaker) and no effect (all
countries seem to be equal). This classification is shown in Table 15.
A graphic display for the items with a strong country effect are
shown in Figures 8 to 14. 19
Figures 15 to 17 display the same graphic for items where the
country effect was non significant so the reader is able to compare
the different graphic patterns between significant and non significant
country effects.
19 See Tuning website: www.relint.deusto.es/TuningProject/index.html or
www. let.rug.nl/TuningProject/index.html or europa.eu.int/comm/education/tuning.html.
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