Handbook of Tracer Study PDF

Handbook
for
Tracer
Studies
Harald Schomburg
Kassel, July 2003
Centre for Research on Higher Education and Work, University of
Kassel,
Moenchebergstrasse 17, 34109 Kassel, Germany
(Wissenschaftliches Zentrum fr Berufs- und Hochschulforschung,
Universitt Kassel)
Phone: (+49 561) 804 2415

Fax: (+49 561) 804 3301
www.uni-kassel.de/wz1
July 2003
This handbook is based on:

Schomburg, Harald: "Standard Instrument for Graduate and Employer Surveys".
Eschborn and Kassel, 1995.
First published jointly by

Deutsche Gesellschaft fr Technische Zusammenarbeit (GTZ) GmbH
Postfach 5180 65726 Eschborn Bundesrepublik Deutschland
Phone: (+49 6196) 79 1362 Fax (+49 6196) 79 1366,
and
Centre for Research on Higher Education and Work, University of Kassel, Germany
(Wissenschaftliches Zentrum fr Berufs- und Hochschulforschung, Universitt Kassel)
Moenchebergstrasse 17 D-34109 Kassel, Bundesrepublik Deutschland
Phone: (+49 561) 804 2415 Fax: (+49 561) 804 3301
2
Overview
1 From the "Standard Instrument" to the Handbook 10
2 Overview 11
3 The Relevance of Graduate Surveys 17
4 Objectives of Graduate Surveys 29
5 Concept of the Study 33
6 Development of Questionnaires 48
7 The Content of the Graduate Questionnaire 67
8 Employer Survey 163
9 Data Collection - Implementation of the Survey 213
10 The QTAFI Codebook 218
11 Data analysis 226
12 Report of Results 270
13 Literature 272
Content
1 From the "Standard Instrument" to the Handbook 10
2 Overview 11
2.1.1 Tracer Study? 12
2.1.2 Objectives of Tracer Studies 12
2.1.3 Three Basic Steps of a Survey 12
2.1.4 Specimen or Master Questionnaires 13
2.1.5 How to Develop a Questionnaire? 14
2.1.6 QTAFI - Questionnaires, Tables, and Figures 14
2.1.7 How can I install the QTAFI tool? 15
2.1.8 Software Requirements 15
2.1.9 Hardware Requirements 16
2.1.10 Competencies Required in the Survey Team 16
2.1.11 Data Analysis 16
2.1.12 How to Read the Handbook 16
3 The Relevance of Graduate Surveys 17
3.1.1 The Evaluation Context 17
3.1.2 Prerequisites of Study 18
3.1.3 Resources 18
3.1.4 Processes 18
3.1.5 Outputs and Outcomes 18
3.1.6 Measuring Outcomes of Higher Education 20
3.1.7 Direct Measurements 20
3.1.8 Indicators 21
3.1.9 Statements on the Part of the Participants 21
3.1.10 Statements on the Part of the Experts 21
3.1.11 The Content of Graduate Surveys 22
3.1.12 Objective Measures for the Transitional Period Between
Course of Studies and Employment 23
3.1.13 Objective Measures for Professional Success 23
3.1.14 Subjective Measures for Professional Success and for the
Professional Situation 24
3.1.15 The Assessments of the Relationship Between Study and
Profession 24
3.1.16 Graduate Surveys and Curriculum Development 25
3.1.17 The Graduates' Assessments Concerning the Relationship
Between Academic Studies and Profession 25
3.1.18 Clarification of the Affinity Between Academic Studies and
Profession 26
3.1.19 Complex Data Analysis 26
3.1.20 Employer Surveys 26
3.1.21 Objectives and Methodology of Tracer Studies 28
4 Objectives of Graduate Surveys 29
4.1 Practical Relevance of Information From Tracer
Studies? 29
4
4.1.1 Labour Market Signals: the Employment Situation 30
4.1.2 Co-operation/Contacts with Alumni 31
4.1.3 Work Task and Competencies 31
4.1.4 Issues Regarding Curricula and Preparation for Work 31
4.1.5 Higher Education and Atypical Careers: 32
4.1.6 Implications for Higher Education Management 32
4.2 Subordination of the Higher Education System? 32
4.3 Feasibility - How to Reach a High Participation Rate? 32
5 Concept of the Study 33
5.1 Overview 33
5.2 Design Elements 37
5.2.1 Other design elements 42
5.2.2 Sampling or total population of graduates? 42
5.2.3 Regular Graduate Survey 43
5.2.4 Cross-Sectional or Panel study? 43
5.3 Scope of Work and Schedule 44
5.3.1 Costs of a Survey 46
6 Development of Questionnaires 48
6.1 Adaptation of the Specimen Questionnaires 48
6.2 Layout and Volume of a Graduate Questionnaire 48
6.2.1 Volume of the Questionnaire 48
6.2.2 Layout of the Questionnaire 49
6.2.3 Data Entry Requirements 49
6.3 Open and Closed Questions 49
6.4 Variables, Codes, Values and Other Technical Terms 50
6.5 Answer Scales and the Level of Measurement 51
6.5.1 Categorical or Nominal Scale Question 51
6.5.2 Categorical Open-Ended Question 51
6.5.3 No answer? 52
6.5.4 Only one answer 52
6.5.5 Multiple Reply Possible 52
6.5.6 Ordinal Responses 53
6.5.7 How Many Scale Points in an Ordinal Scale? 54
6.5.8 Verbalizing the Scale Points 55
6.5.9 Metrical Level of Measurement 56
6.5.10 Rules for the Formulation of Questions 56
6.5.11 The Sequence of Questions 57
6.5.12 Technical Layout of the Questionnaire 57
6.5.13 Styles Used for Formatting the Questionnaire 60
6.5.14 Covering Letter 61
6.6 Pre-test 63
5
6.7 How to Use QTAFI to Get a Questionnaire Format? 64
6.7.1 Insert all Styles for a Questionnaire 64
6.7.2 Insert Only Selected Styles 65
7 The Content of the Graduate Questionnaire 67
7.1 Overview 67
7.2 Course of Studies 74
7.3 Retrospective Evaluation of Studies at the University 83
7.4 Job Search and Transition to Employment 88
7.5 Training Period After Graduation 99
7.6 The Present Employment Situation 104
7.7 Work, Professional Requirements and Use of
Qualifications 128
7.8 Assessment of the Professional Situation 133
7.9 8. Further/Other Formal Higher Education 144
7.10 Further Professional Training 147
7.11 Bio-Data: Personal Background 150
7.12 Comments Concerning the Studies 157
8 Employer Survey 163
8.1 Characteristics of the Employing Organization 164
8.2 Recruitment Procedures and Criteria 171
8.3 Initial Training for Graduates 175
8.4 Tasks of Engineers and Qualification Requirements 189
8.5 Prospects 204
8.6 Personal Background of the Interviewee 206
9 Data Collection - Implementation of the Survey 213
9.1 Measures for Obtaining a High Participation 214
9.2 Checking of the Questionnaires and First Corrections 214
9.3 Training of Survey Staff 215
10 The QTAFI Codebook 218
10.1 Overview 218
10.2 Explanation of styles 219
10.3 Recommendations and rules for coding and data
cleaning 221
10.3.1 Code lists 221
10.3.2 Missing values 221
10.3.3 Scales 222
6
10.3.4 Imputations 222
10.3.5 Multiple response 222
10.4 ID Number and Return Date 223
11 Data analysis 226
11.1 Overview 226
11.2 Codebook 227
11.2.1 Table Format (Data entry in Columns) 228
11.2.2 Format of the data base (e.g. dBase or DATA ENTRY) 228
11.2.3 Coding of Open Responses 229
11.2.4 Should all Responses be Coded? 229
11.2.5 Development of Response Categories 230
11.2.6 Example: Coding of semi-open questions 230
11.2.7 Numerical Data Entry 233
11.2.8 Data Control 233
11.2.9 Quality control - check of entered data 233
11.2.10 Second phase of data control 233
11.2.11 Data Definition for the Statistical Analysis with SPSS 234
11.2.12 Short explanations of the most important SPSS-syntax 236
11.2.13 Missing values 237
11.2.14 SPSS syntax for data modification: RECOCE and COMPUTE 239
11.2.15 Simple data analysis: frequencies 240
11.2.16 Data correction with SPSS syntax 241
11.2.17 Standard-Table Programme 242
11.2.18 Specific Individual Statistical Analysis 269
12 Report of Results 270
12.1.1 Structure of the Survey Report 270
13 Literature 272
13.1 Higher Education - Labour Market - Performance
Indicators - Evaluation 272
13.2 Methods of Empirical Social Research 274
13.3 Tracer Study Guidelines 276
13.4 Selected Graduate and Employer Surveys 277
7
Tables
Table 1 Software Requirements for a Survey...................................................................... 15
Table 2 Objectives of a Tracer Study .................................................................................. 30
Table 3 Design Element 1: Regional Level.......................................................................... 37
Table 4 Design Element 2: Field of Study ........................................................................... 38
Table 5 Design Element 3: Type of Institution ..................................................................... 38
Table 6 Design Element 4: Reputation/Quality of the Institution of Higher
Education ................................................................................................................ 38
Table 7 Design Element 5: Type of Degree......................................................................... 38
Table 8 Design Element 6: Number of Institutions of Higher Education ............................. 39
Table 9 Design Element 7: Number of Cohorts ................................................................... 39
Table 10 Design Element 8: Time After Graduation .............................................................. 40
Table 11 Design Element 9: Length of Questionnaire........................................................... 41
Table 12 Design Element 10: Data Collection Method.......................................................... 41
Table 13 Selected Subjects, Indicator Areas and Text of Questions used in the
CHEERS Questionnaire ......................................................................................... 68
Table 14 Kind of Variables used in the Codebook and Related Analysis ........................... 221
Table 15 SPSS Syntax: Labels and Missing Values ........................................................... 236
Table 16 SPSS Syntax: RECODE and COMPUTE............................................................. 239
Table 17 SPSS Syntax: COUNT.......................................................................................... 239
Table 18 SPSS Syntax: FREQUENCIES and DESCRIPTIVES.......................................... 240
Table 19 SPSS Syntax: LIST and SELECT IF .................................................................... 241
Table 20 SPSS Syntax: IF ................................................................................................... 242
8
Figures
Figure 1: Phases of a Survey and Major Work Tasks ........................................................... 13
Figure 2 Key Variables in the Evaluation of Higher Education ............................................. 19
Figure 3 Tasks and Schedule of a Tracer Study................................................................... 44
Figure 4 Material Costs of a Tracer Study with a Participation of 250 Graduates
(US $)...................................................................................................................... 46
Figure 5 Explanation of Codes, Columns and Variables ...................................................... 50
Figure 6 Example for Nominal or Categorical Level of Measurement .................................. 51
Figure 7 Example of a Question with Categorical Responses (Categorical or
Nominal Scale)........................................................................................................ 52
Figure 8 Example for Multiple Replies .................................................................................. 53
Figure 9 Example of an Ordinal Scale Question................................................................... 54
Figure 10 Verbalizing of the Scale Points ............................................................................... 55
Figure 11 Example for metrical measurement ........................................................................ 56
Figure 12 Rules for the Formulation of Questions .................................................................. 56
Figure 13 Questionnaire with two column layout .................................................................... 59
Figure 14 Questionnaire with one column layout.................................................................... 60
Figure 15 Example for covering letter signed by the dean ..................................................... 61
Figure 16 Example for covering letter signed by the team leader .......................................... 62
Figure 17 QTAFI - the Questionnaire Toolbar ........................................................................ 66
Figure 18 Rules for the Check of Questionnaires ................................................................. 215
Figure 19 Form of a Interview Protocol................................................................................. 217
Figure 20 CODEBOOK: ID Number and Return Date .......................................................... 223
Figure 21 CODEBOOK: Categorical (Nominal) Variable - CV.............................................. 223
Figure 22 CODEBOOK: Ordinal Scale Variables - OR......................................................... 224
Figure 23 CODEBOOK: Multiple Reply - Dichotomy - Variables - MD ................................. 224
Figure 24 CODEBOOK: Multiple Reply - Categorical - Variables - MD................................ 225
Figure 25 CODEBOOK: Metric Variables - ME.................................................................... 225
Figure 26 CODEBOOK: Text Variables - TE ........................................................................ 226
Figure 27 Example for the Data Entry of Text....................................................................... 229
Figure 28 Example of Data Definition with SPSS ................................................................. 234
Figure 29 QTAFI - Generate SPSS Data Definition.............................................................. 249
Figure 30 Example of Data Definition with ASCII Data File.................................................. 255
Figure 31 Examples of a SPSS Tables Programme Generated by QTAFI .......................... 258
Figure 32 QTAFI - Clean and Format Tables ....................................................................... 264
Figure 33 QTAFI - Ready to Print Tables ............................................................................. 264
9
1 From the "Standard Instrument" to the Handbook
The diverse experiences gained by scientists of the Centre of Research on Higher
Education and Work at the University of Kassel did result in the awareness of many
advantages as well as restrictions, weaknesses and misinterpretations of graduate and
employer surveys. Especially in the last few years, when the (self-)evaluation of
universities has become more and more important, it has been necessary to draw
interested persons' attention to the advantages and problems associated with such
surveys.
In the last few years, members of the Centre for Research on Higher Education and
Work, University of Kassel conducted a number of graduate surveys which were
designed to help evaluate various programmes and projects in higher education.
Included in these are surveys of graduates who previously participated in foreign study
programmes in various industrialized countries (Teichler et al, 1990) as well as surveys
of natural scientists and engineers who received an EU grant for a research sojourn, and
finally - on request of the German Academic Exchange Service - DAAD - a survey of
recipients of German scholarships who had completed their course of studies at the
Asian Institute of Technology in Bangkok (Schomburg/Teichler/Winkler, 1991).
Since its foundation in 1978, graduate surveys have been one of the main fields of
research of the Centre for Research on Higher Education and Work:
Secondary studies were carried out concerning the consequences of university
expansion with respect to the relationship between higher education and work
(Teichler, 1981).
Secondary studies were conducted concerning the status of graduate surveys for
the re-structuring of study programmes. These were to identify possible means
in order to refer from the professional activities of the graduates to the
requirements and potentials of teaching and study programmes
(Holtkamp/Teichler, 1983).
These approaches were supplemented by a survey of personnel managers indi-
cating the (underestimated) variety of criteria and methods of the recruitment of
university graduates (Teichler/Buttgereit/Holtkamp, 1984).
A nearly decade-long graduate survey (at the graduation, 2 years, 5 years, and 10
years after graduation) has been completed which is intended to show more
clearly than any graduate survey before the complexity of the options and
conditions of a study programme and its importance for the professional
development of university graduates (Teichler/Schomburg/Winkler, 1992).
A survey Transition from Higher Education to the Labour Market in Japan
was conducted in the early nineties. Its main methods are interviews in large
Japanese enterprises investigating criteria and methods for the recruitment of
university graduates as well as the connection between the expected
qualification at the time of the entrance to the labour market, the initial
qualification, and the further professional career of graduates.
A pilot study on the Employment Situation and the Demand for Persons with a
Higher Education Qualification as seen by Companys Experts was conducted
on behalf of the Institut fr Arbeitsmarkt- und Berufsforschung. Within these
framework, contents and methods of a representative questioning of enterprises
in Germany were developed.
A literature study collected and summarized more than 150 graduate surveys
conducted in the 90s at German universities (Burkhardt/Schomburg/Teichler,
2000).
The Kassel centre co-ordinated the CHEERS (Careers after Higher Education - a
European Research Study) project which provides the most thorough
comparative information on graduate employment and work and the links
between higher education and graduate employment and work available (see
www.uni-kassel.de/wz1/cheers.htm). From autumn 1998 to spring 2000, about
3,000 graduates each from 9 countries in the European Region (Austria, Finland,
France, Germany, Italy, the Netherlands, Spain, Sweden, United Kingdom), one
EFTA country (Norway), one of the Central and Eastern European countries in
transition (the Czech Republic) and one economically advanced country outside
Europe (Japan) answered a written questionnaire on the relationship between
higher education and employment four years after graduation (totally more than
40,000 graduates form institutions of higher education).
Besides these substantial research the members of the Kassel centre tried to contribute
to the methodology of graduate and employer surveys as well. One result of these
methodological developments was the "Standard Instrument" (see Schomburg, 1995), a
result of a GTZ initiated project, taken up by the staff of the Centre for Research and
Higher Education and Work of the University of Kassel in 1991/92. The development of
the Standard Instrument can be seen to a great extent as the result of the joint
experiences of the researchers in the WZ I. Among them, especially Ulrich Teichler
contributed substantially to the instrument. First versions of the "Standard Instrument"
have been developed 1991-1993, the first printed version was published 1995
(Schomburg, 1995).
From the beginning the "Standard Instrument" and especially the specimen
questionnaires were used in a wide range of projects and studies in many countries in
Europe, Latin America, Africa and Asia.
New efforts to improve the "Standard Instrument" were undertaken with the assistance
and in co-operation with InWEnt/DSE in the years 2001-2003.
Especially the experiences from workshops on Tracer studies in Costa Rica,
Honduras, Indonesia, Panama, the Philippines, Namibia, Nicaragua and South Africa
showed a need for an extended Handbook on Tracer Studies.
In the centre of the "Standard Instrument" were the specimen questionnaires. The new
"Handbook" does not have this centre any more. It was written with the intention to
make the reader more systematically aware of the problems and potentials of tracer
studies. Some users of the "Standard Instrument" failed to make a creative use of the
given specimen questionnaires. The users of the Handbook are forced to be creative
because we do not propose anymore just one specimen or master questionnaire.
2 Overview
This handbook is a practical guide - not a theoretical or methodological one. We tried
to put as much as possible our practical knowledge and skills gained in the conduction
and involvement in many tracers studies in this handbook. We hope to enable you to
avoid most of the pitfalls and cliffs in the process of implementing a survey we faced.
11
Overview
2.1.1 Tracer Study?

We assume that as a reader of this
What are TRACER Studies? handbook you have made the decision to
Similiar terms carry out a survey of graduates from
Graduate survey institutions of higher education - a tracer
Alumni research
Follow-up study
study (sometimes also called as "alumni
Target population survey" or "follow-up survey". We use the
Graduates of an institution of higher terms graduate survey and tracer study in
education
Asked some months/years after graduation
this handbook in the same way.
We further assume that your regular duties do not include implementing such surveys,
but that you have a professional background in a technical or scientific field and that
you are familiar with the general principles and procedures for implementing projects
and empirical surveys.
Therefore, in this handbook we shall attempt to familiarize you with the specific tasks
and problems of such surveys, and we wish to provide advice that will enable you to
carry out such surveys independently (without an external consultant or agency) or at
least to manage the implementation of a tracer study.
We are convinced that the objectives and questions usually investigated by graduate
surveys are sufficiently similar to permit a standardized methodological procedure. The
principal criteria for evaluating and interpreting survey results are, in any case,
applicable in all countries.
2.1.2 Objectives of Tracer Studies

Graduate (and employer surveys) constitute one form of empirical study which can
provide valuable information for evaluating the results of the education and training of a
specific institution of higher education. This information may be used for further
development of the institution in the context of quality assurance. We propose an
advanced approach for tracer studies which should enable the institution of higher
education to get information to indicate possible deficits in a given educational
programme and to serve as a basis for future planning activities. Therefore information
on the professional success (career, status, income) of the graduates are needed as well
as information on the relevance of knowledge and skills (relationship between
knowledge and skills and work requirements, area of employment, professional
position). Graduates might also be asked to asses the study conditions and provisions
they experienced retrospectively (evaluation in a narrow sense).
Employer survey typical focus on the methods and criteria of recruitment and on the
competencies of graduates and possible future needs.
2.1.3 Three Basic Steps of a Survey

In general, the implementation of graduate and employer surveys involves the
following three steps which are described in more detail in this guide:
1 2 3
Concept and Data Collection Data Analysis and
12
Practical Relevance of Information From Tracer Studies?
Instrument Report Writing

Development
For each step of the survey this guide provides instructions, advice, recommendations,
and rules which, to a great extent, will enable you to conduct graduate and employer
surveys on your own.
Figure 1: Phases of a Survey and Major Work Tasks

Phases Major work tasks Duration
1. Concept and Definition of survey objectives (selection of 4 months
Instrument themes to be investigated)
Development Survey design (selection of the cohorts of
graduates to be included; strategies for tracing
the graduates
Technical concept for carrying out the survey
Formulation of questions and of response items
Formatting of questionnaires
Pre-test of questionnaires
Printing of questionnaires and other dispatch
material
2. Data collection Training of survey team 4 months
Distribution and collection of questionnaires
Assurance of high participation (reminder
actions)
3. Data analysis Definition of coding systems for the responses to 4 months
and report open questions
writing Coding of open responses
Data entry and data editing (quality control)
Data analysis
Preparation of survey report
Workshop with students, graduates and
employers
2.1.4 Specimen or Master Questionnaires

In the appendix of this handbook you can find two master questionnaires following
the proposed advanced approach for tracer studies.
Short title Study Length
AAU Association of African Universities (AAU), Study 12 pages, 400 variables

Programme on Higher Education Management -
Tracer Studies, 1996-2000
CHEERS European Graduate Survey, 1998-2000 16 pages, 600 variables
In this handbook we will refer extensively to these two studies and the related
concepts. The questionnaires can be used as specimen for your own study: you can copy
questions which need no adaptations or you can learn from the examples how to
develop your own questionnaire. This research instrument can be used by a wide variety
13
Overview
of researchers for various projects and in various countries and universities to conduct
graduate surveys.
The questionnaires in the appendix cannot be used without change or adaptation. To a
large extent (60%-80%) the questions and answers can be used as they are. But some
questions are only relevant for specific countries or study programmes, and these
questions must be adapted to your study.
2.1.5 How to Develop a Questionnaire?

Recommendations are given in this handbook for the development of a questionnaire
and the necessary adaptations of questions and answers. Such recommendations
obviously do not affect the content, but rather the modification of the structure of the
questions (comprehensibility, clarity, relevance, etc.).
For most of the questions/responses in the specimen questionnaires you will find
explanations regarding the respective item (or the respective subject/theoretical
concept), the method of operationalization, the data analysis (the relations to other
variables, the feasibility of aggregating, the measurement level, the methods of data
analysis) and the interpretation of results from some surveys. In addition, a
recommendation is given as to whether an adaptation is necessary to accommodate
specific projects or countries. The manner in which these explanations are given should
enable you to select questions which are appropriate for your particular survey, and, if
you desire, to prepare additional questions.
2.1.6 QTAFI - Questionnaires, Tables, and Figures

One key element of this handbook is the use of a tool QTAFI, written in Visual Basic for
Aplication. QTAFI stands for Questions, Tables and Figures.
QTAFI helps you in several steps of your work.

Helps to create a well designed questionnaire
Provides a proposals for a codebook format
With the QTAFI codebook you can get automatically
o the SPSS data definition of your questionnaire
14
o the SPSS tables commands to get ready to print tables

o automatically formatted tables from Microsoft word.
2.1.7 How can I install the QTAFI tool?

Open the file QTAFI.DOC with Microsoft Word and follow the instructions.
IMPORTANT: Please check your security settings. MACRO execution should be allowed!
2.1.8 Software Requirements

In order to develop your questionnaire and to produce a well formatted questionnaire a word
processor is needed. Taking into account that Microsoft Word as a part of the Microsoft Office
package is the most common one we will use it. All examples of questionnaires, codebooks, and
reports in this handbook are written with Microsoft Word. We recommend to use the version
Microsoft Office XP, because it is more stable than the versions before. Microsoft Office 2000
works also much better than the older versions, which often crashed with large or complicated
formatted files like a questionnaire.
See Table 1 for recommendations regarding the different activities.
Table 1 Software Requirements for a Survey

Activity Required Software Recommendation
Proposal writing Word processor Microsoft Office XP
Questionnaire Word processor QTAFI and
formatting and Microsoft Office XP
codebook writing
Administration of Data base Microsoft Access XP or other version
questionnaires,
controlling of returns
Data entry Data base QTAFI & SPSS or
Online questionnaire or
Microsoft Access XP data base or
ASCII file with editor or
Readsoft Eyes and Hands FORMS,
automatic data capture with a scanner
Data analysis Statistics package QTAFI (to produce SPSS data definition
and tables programmes)
SPSS version 11.5 with the modules
BASIC, PROFESSIONAL, ADVANCED
and TABLES
Charts Chart software Microsoft Excel XP or other version
Presentation Presentation software Microsoft Powerpoint XP or other version
Report writing Word processor QTAFI (to produce a table report)
Microsoft Office XP
15
Overview
2.1.9 Hardware Requirements

Computer: A current standard computer with 128 MB Ram, 20 GB hard disk and a
CD Rom drive (or better a CD Rom Writer) is sufficient to run the necessary
applications and to store the data of your survey. Important for all word processing is a
big and high quality screen (17" or better 19").
Printer: A black and white laser printer is needed because you will produce much
paper in your study. An ink jet or bubble jet printer world be too expensive. A colour
laser printer is not recommended because the technology is much more complicated
than a black and white one which enlarges the maintenance requirements. And the
running costs are much higher. For coloured transparencies you should use an ink jet or
bubble jet printer.
2.1.10 Competencies Required in the Survey Team

Besides the team leader, who should be an expert in higher education (subject matter
related in case of a tracer study for a specific field of study) and who should manage the
whole study the following competencies are required in the team:
advanced knowledge and many experiences with Microsoft word especially with
formatting (the concept of "styles" should be well-known);
advanced knowledge of and experiences with SPSS (the use of SPSS syntax should
be well-known);
knowledge of basic statistical concept like mean, variance, covariance and
correlation, analysis o variance and regression analysis.
2.1.11 Data Analysis

The data analysis should be carried out with the help of SPSS ("Statistical Analysis
for the Social Sciences"). This well-known computer programme includes all important
methods of data analysis and data manipulation. It is probably the most widespread
programme of this type, it is user-friendly, very well described (excellent handbooks are
available), and relatively easy to use.
The QTAFI tool will produce some SPSS programs automatically for you, based on
the codebook. Especially you will get a ready-to-print tables report more or less
automatically.
We have also developed an online-questionnaire system, which provides you not only
with the automatic generation of a user friendly designed online-questionnaires but also
with simple data analysis at your fingertip (frequencies, crosstabs and graphical result
presentation).
2.1.12 How to Read the Handbook

We do not assume that you will perform every step of the study yourself, but you
should still read all the chapters in order to realize the problems which could occur in
various parts of the study and also the consequences of decisions on the overall success
of the project.
16
3 The Relevance of Graduate Surveys

3.1.1 The Evaluation Context
In order to be able to classify the status of graduate surveys it is necessary to give
some explanations concerning the theory, methods, and applicability of the evaluation.
It is obvious that many countries expect that universities have to justify the usefulness
of their activities and their funding as well as the entire extent of their effectiveness. At
the same time, "accountability" and "evaluation", two words of English origin, are the
most important terms.
While the expectation of performance in public sector institutions increases at the
same time that "government funding" is expected not to grow, pressure is exerted on
financing/spending in many public areas - including universities.
Besides, there are clear signs in many industrialized societies that the state's detailed
control of the universities' spending is less stringent, e.g. the state permits the legal
exchange of expenditures for personnel and equipment but at the same time judges the
effectiveness of universities more strictly. Therefore, the control of the processes, to a
certain extent, is replaced by an overall budgeting of resources the magnitude of which,
to a large degree, will be determined by the results of the outcomes of the evaluations.
Measures, institutions, and programmes but not individuals and markets are being
evaluated. Actually, the term "evaluation" is sometimes used in a way that may also
refer to individuals and markets; but in principle it is concerned with the valuation of
more or less strategic action by organized units.
Only in cases when it is assumed that this action is actually directed towards an
objective but is more or less beyond perfect control is an evaluation normally
performed. An appraisal of the processes and effectiveness of programmes and
institutions was customary even at times when evaluation neither was known as a word
nor as an activity. Quite often terms like "supervision" or "inspection" were used. From
the point of view of today's discussion about "evaluation", the term "inspection" might
have been less systematic and lasting; but it was supported by the assessment that
working methods and the effectiveness of programmes and institutions could well be
identified by inspection - just because it had been assumed that these institutions or pro-
grammes, to a large extent, were controllable. The use of the term "evaluation" therefore
concedes that there are limits to the understanding of events in view of a great
complexity of conditions, modes of action, and effects.
Finally, the term evaluation is used more often in contexts where a certain mistrust in
the success of activities seems to be appropriate. By means of friendly words and
various trust-building measures on the part of those deciding on the allocation of
resources on the basis of evaluation, it is certainly not possible to abolish the sense of
uneasiness of participants about the measures, institutions, and programmes being
evaluated. This is also true if, in principle, agreement exists about the expediency or
about dominant activities of the evaluation, since even the improvement of evaluation
procedures does not completely cancel out the power-controlled influence on final
decisions.
As will be shown later, we think that acceptable mutual trust is possible between
decision makers and people who are evaluated if the two following conditions are
fulfilled:
the evaluation-oriented analysis should not only measure effects but also provide
feedback for the actors;
17
The Relevance of Graduate Surveys
as a rule, any far reaching decision on resource allocation should not be

effected immediately after the evaluation but measures, programmes, and
institutions being evaluated should be given the chance to make use of their own
experience.
3.1.2 Prerequisites of Study

A summary of the existing literature about the evaluation of universities in this
context reveals that they typically require four kinds of variables to be differentiated and
taken into account:
Prerequisites of study need to be controlled in order not to falsely attribute certain
output to the university: for example, the individual prerequisites of the students for the
evaluation of teaching methods and courses of study. In the most recent research
summary in the U.S.A. concerning the subject "How College Affects Students",
Pascarella und Terenzini (1991) emphasize that even in the U.S.A. the differences in
professional success depending on the university attended are of minor importance if the
differences in the pre-university background are taken into account. At the same time,
the authors emphasize that on the ground of the current status of conceptions and
methods of university research it would be irresponsible to measure the effects of
universities on students without "controlling" their pre-university background.
3.1.3 Resources
Resources, study conditions, responsibilities, etc. of the universities: Important
prerequisites for teaching and learning processes, for example, are the spatial conditions
of the university, the equipment of libraries and laboratories, the number of students per
member of teaching staff as well as the scientific reputation of the teachers.
3.1.4 Processes
Processes within the university, e.g. the teaching and learning methods concerns
teaching and learning activities in the lectures, the advice given to students, the
participation of students in research, etc..
3.1.5 Outputs and Outcomes

In a restricted sense, this is the achievement of the output desired and, in a further
sense, the outcomes or impacts. For the results of teaching and study two
differentiations are especially meaningful: firstly, the difference between the actual
qualifications of the graduate and the overvalued symbolic nature of the diploma, which
means not only differentiating the methods of measuring qualifications but also pointing
out the momentum acquired by statements concerning qualifications in diplomas; and,
secondly, the difference between the actual results of the studies and the later activities
and performances in professional life or in other fields of life which are also influenced
by study results. This will be dealt with in detail later on.
18
Figure 2 Key Variables in the Evaluation of Higher Education
With the term evaluation, a systematic valuation is intended that (a) refers to the
prerequisites and resources of the unit which is to be evaluated (measures, programmes,
or institutions) or to special selected functions of this unit (e.g. the faculty's educational
function), (b) refers to the processes (e.g. the conduct of the main actors of these units)
and (c) refers to the output either in a restricted sense of the respective objectives or to
the outcomes in a broader sense.
It is obvious that graduate and employer surveys, first of all, are important for
measuring the output and outcomes of higher education, but they cannot be restricted to
measuring the output only where questions of the effect of higher education and
desirable forms of teaching and study are concerned.
In our opinion, restricting these questions to measuring the output only leads to a
fruitless research, as with the help of special output criteria universities and individual
faculties are merely able to find out their own place in a hierarchy. Thus, they either can
accept the results with self-satisfaction or - when publicly embarrassed by the survey -
they can seek some kind of improvement. In this case, evaluation studies do not help to
respond to the question as to what kind of factors have restricted the output in the past.
Supporting and implementing such surveys either assumes that universities know what
to do to ameliorate the situation but are usually unwilling to do innovative work. In
order to ameliorate the situation it would only be necessary to provide an instrument of
public embarrassement - that means surveys which are oriented towards the proof of
performance or output only. Or else there is no intention of motivating universities to
improve their situation with the help of such evaluation surveys, but instead an
instrument is to be provided to those who decide about the allocation of resources for
the universities.
19
Therefore, evaluation surveys which also intend to contribute to innovation in the

universities should always include the processes at the universities to the extent that
they can help to explain the output.
The indications concerning such weaknesses are not stated here in order to question
the quality and the productivity of evaluation surveys in general. The greater the
freedom of action of universities or certain programmes, the more evaluation becomes a
natural part of the freedom and responsibility of universities. The more efficiency and
proof of success is expected for various publicly supported activities, the more
important is evaluation. And the more evaluation becomes important, the less the
judgement of experts can be trusted; standardized determination of information is
necessary.
However, no signs can be detected that the evaluation of universities is developing in
such a way that it becomes a science or expert craft in the sense that doctors, for the
most part, hope to achieve in their relationship with their patients. In the university
system, those people whose performance is an object of evaluation and who will be
affected by the results of the evaluation should, to a certain extent, become experts in
evaluation . If this is the case, they can provide information for the evaluation, they are
better equipped to expertly comment and complete preliminary valuation better, and
they also have a better chance to look critically at the results of the evaluation.
3.1.6 Measuring Outcomes of Higher Education

It should be noted that the use of the term evaluation is not standardized. On the one
hand, the term evaluation includes all analysis providing information about valuation.
On the other hand, the term evaluation describes only the final step of a comprehensive
valuation. We will use the term in the more extensive sense of its meaning.
When analysing the output of universities, four methods of gathering information
predominate:
Direct measurements, indicators on the basis of existing information, surveys of
participants and expert appraisals. Naturally, this does not provide a complete list of
possible procedures; e.g. observations of teaching and learning processes should be
named as well. But the above mentioned four methods of gathering information are the
ones mainly used.
3.1.7 Direct Measurements

For example tests of the performance and acquired qualifications, observation of
working behaviour, valuation of the results of work. Tests for pupils, for university
applicants and also for the admission to certain professions are known from some
countries or from some international comparative studies, but hardly any measurements
are known for results of university studies.
The best methodological solution, in principle, is the direct measurement of the results
of university studies. In view of the variety of expectations that are placed in the
university and in view of the difficulty of measuring creativity and the complex field of
problem solving ability, attempts to develop methods of measuring results of university
studies, in general, have hardly any chance of being accepted by experts and others as
being valid. In addition, great effort is necessary to develop such measurements. Finally,
the scientific discussion about the value of certificates can be summarized by stating
that it is not a perfect measurement of performance that is wanted by the participants,
but at best a certain clarity. It is to be expected that interest in developing direct
20
measurements of results of university studies will grow and that this will lead to
increased experience in this field.
3.1.8 Indicators
Indicators are relatively easily available measures of phenomena which are connected
with the results of the university studies but which, in many cases, do not represent
them directly.
If indicators are mentioned, one wishes to signal, firstly, that, in general, processes
and output are not measured directly but only in indirect ways. Secondly, short and
often aggregated information is offered. Thirdly, in many cases but not always
"objective" data form the basis. Fourthly, these mainly concern data which are provided
anyway and which do not have to be evaluated again but only have to be edited. The
advantage of an effortless availability, the "objectivity" and the possibility often
connected herewith of comparing different universities is frequently contrasted with the
fact that the data remain superficial and indefinite with regard to the construct that is
actually being dealt with. It is common practice to provide indicators with some
"caveats" concerning the meaningfulness which, however, are forgotten in the analysis.
It is possible, though, that the output of graduate and employer surveys provide the basis
for building indicators.
3.1.9 Statements on the Part of the Participants

For example: the assessments of the study output on the part of the students and
graduates or also by the teaching staff or the employers. Compared to other survey
methods, the effectiveness/strength and the ineffectiveness/weaknesses of a survey of
the participants can briefly be characterized as middle-costly, middle-systematic,
middle-extensive and middle-"profound". As a rule, these surveys can head for the main
problems more purposefully than indicators and they are less
suggestible/impressionable as regards individual opinions and special experiences than
are judgements of experts. It is also important for the conception of such surveys, for
the analysis and for the interpretation of the output not to expect too much of the
participants, however. As will be shown later in more detail, graduate surveys risk
attributing an unrealistically high level of expertise to the graduates about the
correlation between study contents and professional employment.
3.1.10 Statements on the Part of the Experts

For example: evaluation of teaching and its output of "peers". Here, the predominating
procedure is to ask respected and independent people or groups of people to analyse the
area in question and, besides, provide written information. The strengths of this method
are to be seen in the fact that a wide spectrum of characteristics can be noticed and
analysed, that the framework of the analysis can be adapted according to the
experiences gained in the process of the survey, that the analysis refers to a large
spectrum of themes and that, in principle, the judgements can go "deeply" into the
subject. The weaknesses, though, are to be seen in the fact that one part of the aspects
being dealt with remains superficial, that the subjective elements of the assessment play
an important role - as a rule, eminent authorities in certain scientific fields who are
intended to lend the evaluation the desired reputation are not necessarily those able to
think themselves into the conception of others - and that it is difficult to understand
21
where analysis is well-founded and fair and where it is based on little information and
specific outlooks of the experts.
3.1.11 The Content of Graduate Surveys

Some measures of the study output do not necessarily have to be evaluated with the
help of the graduates.
However, data and records on study and examinations generated at universities and
forming the basis of graduate statistics can also be helpful. Besides, personal files of
graduates in employing organizations or interviews of personnel managers or superiors
also provide information which are very important for the evaluation of the output of
universities.
Conversely, graduate surveys are not exclusively focussed on the output of studies;
they may also provide information about all fields of variables which were
differentiated before: individual prerequisites for studying, descriptions of the
resources/study requirements and the processes of teaching and study. But certainly,
these fields can only be evaluated retrospectively; a fact that limits the profundity and
reliability of the information.
Questions concerning the satisfaction with studies cannot be assigned clearly to
process or result-oriented aspects. Most of the graduate surveys implemented by U.S.
universities amongst their alumnis only ask for some biographical data, about
satisfaction with the studies from a retrospective point of view and about the
professional career in such a way that the professional success generally can be
assessed. This a priori excludes the possibility of examining whether certain
experiences are connected with a certain professional success. It is possible to
investigate to what extent the graduates are satisfied with their studies and to what
extent they are successful in their job; but the reasons for their satisfaction as well as for
their professional success remain a "black box".
Research concerning the employment of university graduates is often accused of
subordinating the universities to the requirements of the employment system. It is
unimportant whether such research, in a neutral manner, only describes different
measurements of professional success according to the field of study, the university
attended, the professional main emphasis, etc. or whether it explicitly demands to
support for the professionally promising characteristics of the universities: in both cases,
according to such accusations, universities only hold up a mirror reflecting the extent of
success or failure.
In our opinion, the autonomy of universities in fixing their targets will not be
challenged as long as ignorance survives in universities concerning the destiny of their
graduates. The universities should know about the field of tension existing between the
results of the studies and their professional reward. This presupposes separate
measurements of study results and of professional success within graduate surveys.
Thus, it can be investigated whether certain outputs valued by universities are
rewarded by the employment system. Or it can be analysed to what extent professional
success actually depends on study results. With the help of such double analysis it can
then be investigated whether certain study results are as important as is usually
maintained for professional success.
When analysing surveys of university graduates implemented, a large spectrum of
subjects will become apparent which may be consulted as measures for the professional
22
success of the study. For methodological reasons, these measures will be classified in
four groups:
3.1.12 Objective Measures for the Transitional Period Between Course

of Studies and Employment
To these belong, for example, the time of job search respectively the time between
graduation and the first regular employment, the number of successful or unsuccessful
applications, the period of job search and a longer-lasting unemployment as well as the
status and the employment characteristics of the first job.
Interpretations of the significance of such transition-related success diverge. On the
one hand, we are convinced that this "delivery" success is of main interest for
universities and that data concerning the further professional success are of lower
interest as any later decisions, to a high extent, take into account professional
experience. Therefore, at the beginning of employment the purest measurements can be
obtained about the professional output acquired during studies. On the other hand, the
beginning of employment is not always is indicative for using the qualifications
acquired during studies: For some graduates working in jobs which do not meet their
expectations the first years are atypical; or they may only later correct their career, or
other graduates may have to leave their working place even though they managed to
find such a job at first. From this point of view, characteristics of the first employment
could be taken as indirect measures for professional success, the actual value of which
can only be checked by analysing the connection/correlation between the success at the
beginning of the employment and the later professional success.
3.1.13 Objective Measures for Professional Success

These include income, the position within the company, etc.
23
3.1.14 Subjective Measures for Professional Success and for the

Professional Situation
These include statements concerning the professional satisfaction, the status and
reputation and the general characteristics of the profession which are influenced by the
ideas of what is desirable for the profession: for instance the chance of utilizing
qualifications acquired, the independence of decision-making in work, the possibilities
for further professional education, good cooperation with colleagues and the safety of
the workplace.
3.1.15 The Assessments of the Relationship Between Study and

Profession
As only professional success has been discussed for the above mentioned measures,
this part concerns the measures with the help of which the graduates themselves
establish the relationship in their statements between studies and employment. In order
to give some examples: the extent of the use of qualifications, in general, or the
professional utility of particular contents of study.
This type of assessment will be examined in more detail later on. Here, it ought to be
emphasized, though, that in some of these assessments the degree of the professional
output of academic studies is expressed, e.g.
in the assessment of the educational validity of professional positions and
in the general assessment of the extent to which qualifications aquired during the
academic studies are used for the profession.
As well as or even better than, for example, income or position, these measures can
also be taken as indication of the professional study output. But it is true, too, that they
do not include any information about how far academic studies and employment are
related to each other - for instance, whether contrary to information, certain knowledge
acquired is turning out to be useful for the employment.
24
3.1.16 Graduate Surveys and Curriculum Development

At the beginning of the eighties, graduate surveys in the Federal Republic of Germany
were of considerable interest since in the search for practice-oriented reforms of
academic studies, they were expected to allow "derivation" of the requirements of study
reform with the help of the analysis of professsional employment. The disappointment
of these hopes results in the fact that since then far fewer graduate surveys have been
implemented than in the seventies. As typical limitations of the final conclusions of
employment analysis for the reform of academic studies we indicated at that time
(Holtkamp/Teichler 1983, pp 12):
vague theoretical and conceptual determination of the term qualification,
little knowledge about transfer problems,
different spectrum of understanding of qualification
inadequate harmony assumption concerning the agreement between education
and employment system,
distorted perception of qualification requirements,
excessive restriction to the employment market of the statements concerning
qualification requirements,
high status of socio-political decisions when drawing conclusions from the
employment about the academic studies.
Therefore, in order to provide interesting and interpretable feedback for the
universities, complex approaches of graduate surveys have to be expected in regard to
three different aspects:
in detailed graduates' statements about the relationship between academic
studies and employment,
in the clarification of the affinity between academic studies and employment,
and in more complex statistical analyses of the relationship of prerequisites,
resources, processes and output of teaching and study.
3.1.17 The Graduates' Assessments Concerning the Relationship

Between Academic Studies and Profession
In some surveys graduates are asked which of the qualifications acquired in the
academic studies they use for their job, which fields of study they consider to be
especially useful, for which professional tasks they were appropriately prepared at the
university and with regard to which area of responsibility they state a lack of
qualifications.
If graduates are asked those questions they are believed to be experts in qualification.
As regards precise assignments, this is certainly an overestimation. At the beginning of
the seventies, engineers were asked in a survey to estimate in percent to what extent
they used in their job their mathematical and natural scientific knowledge, their
technical and non-technical knowledge and to compare the percentages with the
respective parts of the studies; from the discrepancy between the given percentages it
was concluded which parts of the studies had to be reduced and which had to be
extended. But this kind of procedure has not been accepted as it certainly did not help to
structure the qualifications.
On the whole, it has to be emphasized that the graduates are able to assess the use of
the qualification acquired during their academic studies better the greater the
correspondence between the knowledge acquired and the professional work. Insofar, we
25
think it justifiable to ask about the professional use of certain subject areas of the
academic studies.
3.1.18 Clarification of the Affinity Between Academic Studies and

Profession
Analyses of results of academic studies often aim at vertical differences: this mainly
concerns ranking lists. The term "differentiation" which is used in educational science
to describe the simultaneity of vertical and horizontal variety of education instead of
clearly distinguishing the different types vertically, degenerates into a catchword for
vertical differences in the relevant university debate. Horizontality, most of the time, is
registered only as absence of differences of vertical measures.
Genuine measuring of horizontal differences only occurs when the affinity between
the special emphasis of teaching and academic studies in the respective department and
the professional fields of employment and corresponding tasks is examined. a university
or a department may only be called successful if many of their graduates undertake
professionally related duties - even if they are not linked to the highest status.
3.1.19 Complex Data Analysis

Finally, data analysis is necessary in order to indicate the relationship between
requirements and processes of teaching and academic studies on the one hand and
results of studies and professional success on the other. It is only now in Germany that
multivariate procedures are becoming indispensable as regards research on higher
education. Therefore, the question can be asked: Which characteristics of study
programmes and study requirements are the most successful in view of the final degree
and the professional career.
It is disillusioning, though, to compare this kind of surveys with the predominant
discussions about the reasons for the success of academic studies and professional
success. It can rarely be proved that individual factors have strong influence on the
success of studies or on professional success. Many popular hypotheses are losing their
basis because the actual influence seems to be so marginal that respective efforts for
forming teaching and study programmes can be considered to be more or less
unnecessary.
The fact, that, firstly, outstanding factors of the results of academic studies cannot be
determined and that, secondly, a relatively high number of characteristics of study
programmes and requirements shows little influence and differs according to subjects
and type of institution of higher education seems to limit the importance of graduate
studies, as they do not provide any convincing feed-back for the academic studies. Here,
though, the messenger should not to be punished for the news: It should be noted that
every effort to structure the study programmes is only effective to a limited extent.
3.1.20 Employer Surveys

As a whole, employer surveys are not conducted as often as graduate surveys but their
variety of main themes is hardly any smaller. Examples can be given of such surveys
aiming at determining the quantitative need for academic graduates, the recruitment
criteria and procedures, the popularity of certain universities among the employing
organizations, and the requests concerning the structure of the courses of study.
26
The term "employer survey" has consciously been chosen vaguely. It concerns people
who do not belong to the generations of graduates whose professional situation is to be
evaluated, but the persons who participate in the decisions concerning the professional
destiny of those generations of graduates. According to the aims of the survey,
management representatives, superiors of the graduates or representatives of personnel
departments are questioned.
In the context of graduate surveys it must be asked what kind of complementary
inputs can be furnished by employer surveys. Five such inputs can be systematically
differentiated:
(a) Employers can give information about themes which are hardly available to
graduates. This, for example, concerns the quantitative and qualitative need for
graduates as well as recruiting procedures.
(b) Some information, in fact, can be given by graduates but better information can be
provided by employers. This, for example, concerns the information about
personnel and the income structure. However, the information given by the
graduates often serves the purpose of the survey sufficiently.
(c) Representatives of the employers and of the graduates may have different
experiences concerning the same subjects but can still give the best information
from their own point of view. That is why, for example, employers know better
how they should treat personnel of whom they are in charge and how they actually
treat them. On the other hand, graduates possessing certain qualifications provide
the best information about how they themselves are treated by their superiors.
(d) When aiming for a reciprocal review, the same kind of questions can be asked of
representatives of the employers and of the graduates. In this case, it is supposed
that the perceptions of both groups are only partially valid and that the validity, as a
whole, can be assessed to a higher degree if both statements correspond to each
other. This, for example, applies for questions about the kind of qualification that is
necessary to manage certain professional tasks.
(e) Finally, statements from either side can be both valid and complementary. Thus,
there can be a demand for comparing the evaluation of the representatives of the
employers with that of the employees concerning the development-policy goals of
the production or the services of the company. This may be founded on the
assumption that a high degree of correspondence leads to more performance as well
as on the assumption that the responsibility of the graduates is especially high in
case no such agreement exists.
According to the formulation of the questions, the selection of the employing
organizations which are to be examined will be connected with the selection of the
graduates or will be undertaken independently. If, for example, an evaluation is planned
of the overall reputation of a university existing amongst employers of the region, a
selection of organizations must be made no matter whether they employ graduates of
the respective university or not. If the survey covers the employers' opinion concerning
the ability of a particular university's graduates to solve problems, only organizations
which employ graduates of this particular university should be included.
However, the way that is finally followed for complementary evaluation depends on
practical circumstances. If no addresses of graduates are available and if only a small
27
number of possible employers is known, a trade directory may be helpful to get into
touch with employers and graduates. More often, though, it is preferable to contact
graduates by letter (either by using addresses available at the end of their studies or by
later addresses if contact is kept with the former students, e.g. over alumni associations)
and to send them the questionnaire including the request to write down the address of
the employing organization.
3.1.21 Objectives and Methodology of Tracer Studies

As can be summarized, graduate surveys provide manifold information for
universities, for students or for sponsors of universities or of particular programmes in
the university area.
During the last years, the evaluation of the output of universities may have become
the main object of graduate surveys, but a whole spectrum of other goals can be added:
from evaluating the need of the university's own graduates for further education to
maintaining contacts with and between the former students.
At the same time, graduate surveys have the advantage of securing a systematic
information input by standardization and representative determination of the output
without having to rely on the construction of a permanent information system. This is a
very important advantage in countries on the verge of industrialization and in
developing countries.
Graduate surveys can show a considerable variety of content. For example, they by no
means have to postulate that study success is proved by professional success only.
Discrepancies between study success and professional success and their reasons - e.g. as
a result of specific motives of the graduates or of unfavourable regional employment
markets - may themselves be the object of the survey and of the analysis.
The studies can include long periods of the educational and professional biography,
evaluate assessments and facts, choose a mixture of high standardization and open
questions, and they can contribute to explaining instead of measuring the output of
universities in a one-sided manner. The last aspect is of particulary high importance as
many evaluation surveys only intend to examine the different measures of success, but
without offering help in improving the universities' situation.
Graduates surveys are a kind of systematic analysis of the university, the
implementation skills for which can be acquired by university staff members of different
professional provenance and functions.
Problems in the acquisition of such skills are not to be underestimated; for many
graduate surveys it can be stated, for example, that problems of a systematic
formulation of questions are not sufficiently coped with, that the choice of the subjects
of the questions does not sufficiently refer to the goals of the survey, that the graduates
were not sufficiently motivated to participate, that the used methods of data analysis are
far below the potentials and that the interpretation does not take into account the
possibilities and limits of the information evaluated. On the other hand, there are also
many examples showing that specialists of particular departments and professional areas
who are not experts in theory and methods of such surveys have carried out demanding
and interesting graduate studies.
In order to exploit this kind of potentials of graduate surveys more easily we have
developed this handbook with practical tools and recommendations.
28
This instrument is meant to reduce work in areas where it is not necessary to invent the
wheel once again.
In cases in which your own ways are chosen according to particular goals of the
survey and according to particular regional conditions, you will receive detailed
indications and advice.
As, on the whole, the debate about chances and problems of the evaluation demands
more competence in this area of the staff members of higher education institutions, it is
assumed that the interest and the competency for such studies will grow.
Occasionally, the evaluation seems to ossify to become an - unequal - dialogue
between sponsors of higher education institutions or selected programmes and people
responsible at the universities. At the same time, the criteria of research output are often
granted disproportionately large scope. Graduate surveys refer to the status of teaching
and study, and with regard to the graduates they concede a qualified voice in the
evaluation to those who, in a special fate-determining manner, experienced the
advantages and weaknesses of supply and conditions of the higher education
institutions. That is why a more frequent implementation of graduate surveys and a
higher status of those studies in the framework of evaluation seem to be appropriate
despite all limitations indicated above.
4 Objectives of Graduate Surveys

No doubt, preparation of students for future employment is generally conceived as one
of the major functions of higher education. With this respect information as regards the
relationships between higher education and employment are seen to be important.
But there are some systematic reservations regarding information on higher education
and employment as a key theme in information and assessment as well as a key area of
concern in higher education management.
Especially three arguments/questions should be considered:
To what extent are information on the relationships between higher education
and employment relevant for practical improvements in higher education?
Do investigations of the relationships between higher education and
employment lead to the subordination of the higher education system to the
employment system?
Is it possible to conduct graduate and employers survey in all countries
(feasibility ) taken into account the risk of a low return rate of questionnaires.
4.1 Practical Relevance of Information From Tracer

Studies?
Can information regarding the relationships between higher education and
employment really provide guidelines for improvement in higher education? This
questions leads to the consideration of nearly all phases of such surveys, but especially
to the objectives of the surveys, the content of the survey instruments, the kind of data
analysis and the report of the survey results.
29
Objectives of Graduate Surveys
Based on the analysis of a few hundreds of graduate surveys, we suggest in this

handbook a careful design of graduate surveys both regarding the thematic areas to be
included and regarding the methods and procedures of surveying. 1
In general, graduate surveys are most popular for the analysis of the relationship
between higher education and work because they allow to combine five major
approaches:
a look on labour market issues, i.e. quantitative-structural data on employment
and career;
more in-debth view on the character of work and related competencies;
a direct evaluation of study conditions and provisions bases on the experiences
of the graduates;
an understanding of the values and orientations of the graduates, and finally;
the collection of information on retrospective views on higher education.
Table 2 Objectives of a Tracer Study
4.1.1 Labour Market Signals: the Employment Situation

Graduate surveys provide rich experience about the whereabouts of graduates, which
might help to broaden perspectives among administrators, scholars and students. Such
information like the income, economic sector, job title, working time, duration of search
for the first job, methods of job search are relevant for higher education institutions to
note
the variety of employment and thus the possible range of its preparatory tasks;
the regional spread of its graduates, the careers successes, etc.;
key labour market information;
1
As examples of complex and sophisticated graduate studies, we like to name L. Solmon et.al. College as a Training
Ground for Jobs. New York: Praeger 1977; J. Brennan et al. Students, Courses, and Jobs. London: J. Kingsley, 1993; H.
Schomburg and U. Teichler. "Does the Programme Matter? Approach and Major Findings of the Kassel Graduate Survey",
Higher Education in Europe, Vol. 18, No. 2, 1993, pp. 37-58.
30
the transition process from higher education to employment:

How do students seek for employment?
How are they informed and supported in the search process?
How and do employers recruit, and what are the prevailing criteria? What are
the timing and duration of these processes?
What are the conditions for transitional employment and other activities?
4.1.2 Co-operation/Contacts with Alumni

In addition, such a tracing of graduates might help establishing co-operation/contacts
between higher education institutions and their alumni.
Co-operation/contacts with alumni
Do the institutions of higher education keep in touch with graduates?
Do alumni play a role regarding graduate employment?
Do alumni play a role in providing a feedback for curricula, teaching and
learning, services, etc.?
Do alumni are interested in professional training provided by the alma mater
(alumni as clients)?
4.1.3 Work Task and Competencies

Graduate surveys should not be restricted to typical labour market measures, such as
economic sector and occupation group as well as status and income. They should also
inquire about the kind of work tasks, the relationships between study and work, and
professional values and job satisfaction.
Past surveys have shown that labour market indicators as such provide a narrow and
conservative view about the possible impact of higher education on employment and
work.
Large proportions of graduates not employed in occupations obviously requiring a
degree might report that they are in charge of demanding work, reached an appropriate
status, and utilise the knowledge on the job which they acquired during the course of
study. We also note that a considerable proportion of graduates opt for task low in
status, but important according to their values and/or for the development of a society.
Information on the character of the occupation and the kind of work tasks are a richer
source for curricular innovation than mere labour market data. Such kind of information
might stimulate thoughts about the strengths and weakness of the training of specific
skills, emphasis on broad knowledge, socialisation and personality development, etc.
4.1.4 Issues Regarding Curricula and Preparation for Work

In which way do students learn a systematic confrontation of academic ways
of thinking and professional ways of problem-solving?
How broad or narrow is knowledge fostered in individual degree programmes
in comparison to occupational tasks or major occupations?
What are the experiences with special implemented measures to implant
occupational experiences into the study process (for example phases of work
experience, practitioners as part-time teachers, etc.)?
What are the outcomes of curricula aiming to create new types of learning and
qualification and to prepare for newly emerging type of occupation and work
tasks?
31
Objectives of Graduate Surveys
What are the retrospective views of the graduates on higher education based on
their career experiences?
4.1.5 Higher Education and Atypical Careers:

In which ways does graduate employment outside the careers typically viewed
as "appropriate" might serve innovation in economy and society?
Do we observe trends towards new ways of division of labour?
To what extent do graduates active in those areas consider their education and
training as a wastage or an opportunity?
4.1.6 Implications for Higher Education Management

What do the concepts about the institutional mission mean regarding the
relationships between higher education and employment?
In which ways are relationships between higher education and employment
considered in key planning and management decisions?
What role do they play in monitoring and evaluation?
Are there central mechanisms and services improving links to the employment
system?
4.2 Subordination of the Higher Education System?

The need for information in the relationships between higher education and
employment is sometimes advocated by persons with the policy in mind to subordinate
higher education to the presumed demands of the employment system. Admittedly,
claims about graduate employment, careers, income and work tasks frequently have
served utilitarian and narrow vocational policies.
Such kinds of policies, however, as it can be shown in several cases, have very
restricted perceptions and misinterpretations of the relationships between higher
education and employment. Strategies and methods to collect more complex
information as it is proposed in this handbook is likely to support more appropriate
concepts and policies.
On the other side, the misuse of information gathered by graduate surveys doesnt lead
to assumption that higher education will be more successful in serving a broad range of
functions, if those responsible for administration and teaching are badly informed about
impacts of higher education and graduate employment and work.
On the contrary, lack of information in this respect tends to reinforce simplistic views
about the relationships between higher education and employment, which, in reality,
lead to increased pressures on higher education institutions to serve the employment
system in a narrow way.
4.3 Feasibility - How to Reach a High Participation Rate?

In general, feasibility is according to our experiences not a real problem. We assume
that it is possible to conduct a tracer study successfully in all countries. But of course
the conditions might be very different and so the efforts to be undertaken and the related
costs.
32
Overview
Looking to conducted studies we see a very broad range of response rates (from 0 to
nearly 100 %). It is not meaningful to calculate an average response rate, because the
means of the distribution of questionnaires are too different. In some countries the use
of the mail system is impossible and all questionnaires must be delivered personally,
which increases the costs for such a personal administration dramatically compared to a
mailed questionnaire. Usually the reported response rate for such methods of delivery is
very high (80-90%). Only very few graduates will really refuse to participate in a
graduate survey. On contrary, according to our experiences many graduates are
surprised that their university is interested in their experiences, attitudes and proposals
and really like to answer the questionnaire.
Sometime no addresses at all are available and the first step of the survey is to ensure
that graduates could be traced. For such basic tracing of graduates different methods
could be used:
Newspaper, internet, radio or television advertisement
Internet search
Snowball techniques.
For further details see below.
5 Concept of the Study
5.1 Overview
The decisions you have to make in the first stage of your project (duration: about four
months) are very relevant for the whole project.
For key elements of any study should be considered
1. The objectives of the study?
2. The target population; which graduates should be asked?
3. Which other data will accomplish the graduate survey?
4. Which survey instrument will you use?
In the process of development of the design of your study you might find it necessary
to redesign some elements you have designed already. For example, the objectives of
the study might lead you to the decision to include graduates from the last 10 years. But
taken into account the difficulties to approach the graduates you will find it possible to
include last five years of graduates. So you must redefine your objectives.
To make you aware of the wide range of possible graduate surveys read the following
descriptions of some studies.
Example 1: Europe and Japan; European Graduate Survey (CHEERS

project)
Key design elements of the CHEERS project:
A representative survey of about 40,000 graduates (about 3,000 each from 12
countries) who had graduated between autumn 1994 and summer 1995.
Cross-sectional survey
1995 cohort of graduates of institutions of higher education
Graduates were asked three to four years after graduation
At least 3-years-study programs
33
Concept of the Study
Only first degree (e.g. Bachelor, Diplom, Laurea)

About 3,000-3,500 graduates in each country
Interview surveys with graduates and employers: Totally about 400 interviews with
graduates and employers, selected topics of higher education and work.
Duration of the Study: December 1997 to July 2000
The studies in 9 countries are funded by the EU (TSER) and
3 countries have conducted parallel studies
Partner: 12 countries, 13 research institutions
Austria Prof. Paul Kellermann, Institut fr Soziologie, Universitt Klagenfurt
Finland Prof. Osmo Kivinen, Research Unit for the Sociology of Education (RUSE),
University of Turku
France Prof. Jean-Jacques Paul, Institut de Recherche sur l'Economie de l'Education
(IREDU), Universit de Bourgogne
Germany Prof. Ulrich Teichler and Harald Schomburg (Co-ordinators),
Wissenschaftliches Zentrum fr Berufs- und Hochschulforschung, Universitt
Gesamthochschule Kassel
Italy Prof. Roberto Moscati, IARD Istituto di Ricerca, Milano
Norway Dr. Per Olaf Aamodt, Norwegian Institute for Studies in Research and Higher
Education (NIFU), Oslo
The Netherlands Dr. Egbert de Weert, Centre for Higher Education Policy Studies
(CHEPS), University of Twente; Dr. Rolf van der Velden, Research Centre for
Education and the Labour Market, Limburg Institute for Business and Economic
Research (ROA), Maastricht
Spain Prof. Jos-Gins Mora Ruiz, Instituto Valenciasno de Investigaciones
Economicas (IVIE), Valencia
United Kingdom John Brennan, Quality Support Centre, The Open University (OU),
London
Parallel studies
Japan Keiichi Yoshimoto, Faculty of Education, Kyushu University and Japan
Institute of Labour
Czech Republic Dr. Pavel Kuchar, Institute of Sociological Studies, Charles
University, Prag
Sweden Dr. Gunilla Bornmalm-Jardeloew, Dept. of Economics, Gteborg University
Additional graduates included in some countries
Additional cohort 8-10 years after graduation in two Japan and the Netherlands
Example 2: Germany, The Kassel Panel Study
34
Overview
Field of study 1.Mechanical engineering

2.Social work
3.Economics/business
21 Institutions of Fachhochschulen
higher education
Gesamthochschulen
Universities
Panel study with 1.1983-1985 during the examination phase (N=2000)
four waves 2.1986-1987 2 years after graduation (N=1600)
3.1988-1989 4-5 years after graduation (N=1400)
4. 1995 10 years after graduation (N=1300)
Additional Analysis of 21 institutions of higher education
research methods Expert interviews with deans, lectures and students; analysis of documents
Analyse of regional labour markets
Interviews and document analysis
Example 3: Tanzania; Graduate and Employer Survey of the Faculty of

Engineering (FoE) at the University of Dar es Salaam (UDSM)
As an example for a relatively comprehensive study can be seen the graduate and
employers surveys of the Faculty of Engineering (FoE) at the University of Dar es Salaam
(UDSM). For the first time a survey was carried out 1985. It was aimed at getting an
empirically founded feed-back on the appropriateness of the education provided at the FoE,
the job and employment situation of the engineering graduates of the FoE, and the
qualification requirements of the employment sector. Following one of the recommendations
of the 1985 graduates and employers survey, the Faculty decided to carry out further follow-
up studies within every three to four years.
The second survey was conducted 1989 with the following main objectives:
to collect information on placements/misplacements and employment patterns of FoE
graduates;
to get a feedback about the appropriateness of FoE's programme of study as a
training for various kinds of employment actually followed by the FoE graduates;
to obtain the opinions of employers of FoE graduates concerning the capabilities
expected when recruiting young graduates;
to open up possible sources for recruiting teaching staff from amongst FoE
graduates having gained professional experience in the country;
to update a computer based directory of FoE graduates and employers which would
facilitate future contacts as well as follow up studies.
Themes of the Graduate and Employers Survey of the Faculty of Engineering (FoE) at the
University of Dar es Salaam (UDSM)
Graduate Survey
1. Student input: Age; sex; marital status; home district; entry qualifications; motivation
of study;
2. Assessment of studying at FoE and "output" of the study: workshop training and
practical training; qualification of lecturers; allocation of students to departments at
the very beginning of the study; changes in the first year's course content;
specialisation in the fourth year; qualifications acquired at FoE; academic division of
degree obtained; usefulness of the study;
3. Transition into employment: method applied to get a job; results of manpower
allocation;
35
4. Employment situation: type of organisation; economic sector of employment;

designation level; remuneration and fringe benefits; main activity; time spent in
present position/with present employer; job satisfaction; adequacy of present
employment; job aspirations; problems in adjusting to work; interest in self-
employment; interest in lecturer job at FoE;
5. Professional development: previous jobs and reasons for change; experiences with
unemployment; membership in professional associations/institutions;
6. Further education: undertaken postgraduate further education and professional
training; reasons for further education; preferences in further education also with
regard to courses to be offered at the FoE; interest in postgraduate studies at FoE.
Employer survey
1. Characteristics of the covered employers: type of organisation; economic sector;
number of employees; qualification structure within the organisation (ratio of artisans
: technicians : engineers); number of engineers with membership in professional
organisations;
2. Recruitment of engineering graduates: methods of recruitment; results of the
manpower allocation procedure; recruitment criteria.
3. Main activities of engineering graduates
4. Qualifications of FoE graduates: professional qualifications; interpersonal and
interactional skills; qualifications compared to other engineering graduates; criteria
for the judgement of the performance and the promotion of engineers;
5. Practical training (PT) during the study at FoE: assessment of PT as integral part of
the curriculum; distinction between PT1 and PT2; provided facilities (kind of provided
support; number of PT places offered);
Further education: kind of provided professional training after graduation; awareness/use of
IET Note No. 1 and the IET Practical Training Directory; awareness of the
Professional Development Courses at the FoE; intended changes in technology;
future needs in engineering education.
The graduates questionnaire with its over 70 questions (approximately 330 variables/data) is
rather extensive; the employers questionnaire with 30 questions (about 170 data) was
designed significantly shorter.
The aim was to reach all graduates in civil, mechanical, electrical as well as chemical and
process engineering from the founding of the FoE to date (about 1300 graduates who
finished their studies between 1977 and 1988) and their respective employers.
Due to the lack of a graduate directory, the only way to reach the FoE graduates was to
contact organisations and companies most probably employing them. On the base of lists of
organisations (public as well as private ones) the questionnaires were distributed in person
by staff members of the FoE to employers and graduates. Altogether, 653 graduates out of
the total of 1,300 could be contacted this way and 585 completed questionnaires were given
back to the Faculty. This corresponds to 41 percent of the target group; the result is within
the range of comparable studies and can be regarded as sufficient considering the difficulties
in contacting the graduates. It seems remarkable that nearly all of the graduates who had a
questionnaire in hand completed it (89 percent). Of the total number of 1,100 potential
employers, 283 were issued the questionnaires which finally resulted in 239 completed ones.
This corresponds to 22 percent of the target group.
Example 4: Indonesia; Graduate and employers survey of the Institute

Technology Surabaya (ITS) - Polytechnic Shipbuilding (1992)
This study was carried out 1992 mainly in the region of Surabaya, Java, comprising the
graduates (1990-92) from Institute Technology Surabaya (ITS) - Polytechnic Shipbuilding and
their employers. The objective of this study was to get more information of the performance
of the Polytechnic Shipbuilding graduates in order to improve the education especially
regarding curriculum and syllabi development.
36
Design Elements
Questionnaires both for graduates as well for employers were developed, each with about 20
questions (two pages).
The low participation rate of 23 graduates (out of about 300) and six companies show typical
practical difficulties in carrying out such surveys. First the project team from ITS tried to get a
feedback from their graduates with a mailed questionnaire - this experience failed totally with
the response rate of zero. It was necessary to contact personally the graduates via their
respective employers.
Source: Regional Conference with University Teaching Staff in Asia: Quality, Relevance and
Efficiency in Higher Education. Bonn: Deutscher Akademischer Austauschdienst, 1995.
5.2 Design Elements

From the examples above we can find 10 key design elements of graduate surveys
which must be considered in every survey:
1: Regional level
2: Field of study
3: Type of institution
4: Reputation or quality of the institution of higher education
5: Type of degree
6: Number of institutions of higher education
7: Number of cohorts
8: Time after graduation
9: Length of questionnaire
10: Data collection method
Table 3 Design Element 1: Regional Level

Level Comparison with units on Remarks
the highest level
Individual university Not possible Only within university/faculty comparisons
or faculty possible
Region with one Universities/faculties High number of graduates from each
country university/faculty required
Whole country Universities/faculties High number of graduates from each
university/faculty required
Continent Countries Very seldom; high number of cases by
country needed
To conduct a tracer study in a country with big differences in the employment

conditions and the study conditions and provisions at the institutions of higher
education by region a relatively high number of graduates are required to participate in
the survey. Suppose we would need a random sample of 1000 graduates to get a
representative sample for one country with no differences between regions. Than we
would need a sample of 4 X 1000 = 4000 in a country with four different regions to be
able to systematically control for the effect of region taken into account all the other
relevant factors.
37
Table 4 Design Element 2: Field of Study

Unit Comparison with units on Remarks
the highest level
Single No comparison between Even for fields of study with very few
field of study graduates possible
Some different Comparison between High number of graduates from each field
fields of study is the focus of study is needed
of the study
All Some comparisons Only for fields of study with many
between big fields of graduates possible; but recommended for
study country studies
For a representative random sample of graduates from one country it is not

recommended to delete fields of study with low number of graduates. Although the low
numbers will not allow to present meaningful findings on a very disaggregated level
(like field of study by institution of higher education), these small field must be
integrated in the sample. If not, the sample for the whole country is not any more
representative.
Include not only the big fields of study
Table 5 Design Element 3: Type of Institution

Unit Comparison with units on Remarks
the highest level
University No comparisons between Relevant
type of institution
Polytechnic No comparisons between Relevant
type of institution
All Comparison between type Recommended for country study
of institution
It depends on the system of higher education in a country which types are relevant.
For international comparison we recommend to take into account the actual definition of
"tertiary education" of the regular OECD study "Education at a Glance"
(http://www.oecd.org).
Table 6 Design Element 4: Reputation/Quality of the Institution of

Higher Education
The reputation or the quality of the institutions of higher education included might be
differentiated between high, medium, and low and measured according the number of
lecturers with a higher degree (Master's or PhD). In some countries reputation rankings
are available based on different surveys and sometimes published by newspapers.
Table 7 Design Element 5: Type of Degree

Type of Degree Focus Remarks
Only one first degree No comparison between Most relevant for retrospective evaluation
(like B.Sc.) degrees possible
38
Design Elements
Only a second No comparison between Not recommended, because comparisons

degree (like M.A.) or degrees possible are not possible
higher
Different degrees Comparison between Aggregated (overall) findings are not very
degrees possible meaningful; different cohorts!
A mixture of degree levels in an individual graduate survey is more difficult to handle.

It gives you the possibility to compare the relevance of a second or higher degree but a
lot of questions must be asked twice for the different study experiences. Also the age
and the cohorts of the graduates are different which effects the interpretation of the
results.
Example: If you want to asses the effect of a Master degree in the year 2005, which
cohorts should be included in the survey?
1. Graduates of the year 2000 asked five years later; some of them got a Master's in
the meantime. With this design you control the cohort of first degree graduates, but the
labour market situation of the time of job search might be different.
2. Graduates with a first degree received in the year 2003 and graduates how received
their second degree in the same year. With this design you control the labour market
situation, but the age and the year of the first degree are different.
In a situation where the labour market changes rapidly the second approach is
recommended.
Table 8 Design Element 6: Number of Institutions of Higher Education

Unit Focus Remarks
Single No comparison between Typical institutional tracer study
institutions of higher
education possible
Some different Comparison between The comparison of institution (with one
institutions of higher field of study) is the focus
education possible
All in one country Some comparison The number of graduates from one
between institutions of institution is sometimes too small to
higher education possible compare institutions
A comparison of institutions on the institutional level of aggregation (e.g. the average

income of all graduates from one institution) is seldom meaningful if we have labour
markets which are different for graduates by field of study and region.
At least the field of study should be controlled to compare graduates between
institutions of higher education within the same field of study.
Table 9 Design Element 7: Number of Cohorts

Unit Focus Remarks
One No comparison between The survey must be repeated regular to
cohorts get trend information for different cohorts
Many Comparison between Aggregated findings for all graduates are
cohorts are possible and sometimes misleading if big differences
should be done between the cohorts are existing (e.g.
regarding income, duration of job search)
39
It is feasible to include only one cohort: this will be of advantage as you will have a
relatively homogenous group in view of the year of graduation; but you will have to
take into account the fact that you do not receive any information about the further
professional career. This is very unfavourable when implementing a survey of graduates
who finished their studies only recently, for the results of the survey may possibly be
influenced to a high extent by the chosen time of the evaluation.
If you include only one cohort the presentation of findings is not much easier than
with many cohorts. With many cohorts we have always doubts if the presented findings
are true for all the cohorts in the same way. Especially all employment related indicators
are influenced by the specific labour market situation at the time of graduation and by
the length of employment experiences. The younger cohorts might face a complete
different situation than the older cohorts and the therefore the presentation of the overall
findings can be misleading.
But with the inclusions of some cohorts you can try to find trends which are very
interesting results if you can explain them with background information of changes in
higher education or in the labour market. The cross-sectional study including several
graduate years permits a far more expressive statement about the integration in the
employment system and professional experiences.
In case several graduation years are included in the survey, their answers will be
compared and besides being able to make statements about the various years, you will
as well be able to ascertain whether there are any differences between them and the
extent of those differences. With the help of this kind of comparison, for example, you
can try to examine if changes in the curriculum which had consequences for particular
years only were actually significant for the career.
If you conduct a graduate survey for the first time you should try to include the last five
cohorts.
According to the examination system and study structure, you will have to decide
from case to case which graduation years should be included in the survey.
Table 10 Design Element 8: Time After Graduation

Time After Focus Remarks
Graduation
Six months Transition Not recommended because no work
experiences of many graduates
One to two years Transition and first job Recommended; even the transition
process can be asked retrospectively
Three to five years Early career Recommended; even the transition
process can be asked retrospectively
More than five Career paths Very difficult to get the addresses of the
years "old" cohorts
We recommend to include only those graduates in a graduate survey who have already
some real work experiences.
Fresh graduates in many countries have search period for the first job of half a year.
Then they start with specific tasks in which they have to learn to cope with the work
40
Design Elements
requirements. Mainly it is a situation of training on the job, but sometimes formal

training programmes are offered to the graduates.
Therefore we recommend to select for the target population of your survey only
graduates which have graduated at least one year before. In most of the tracer studies
graduates one to five years after graduation are included. Typically the response rate
from "older" graduates is much lower than from the younger ones, because it is much
more difficult to trace the old graduates.
As the questionnaire aims at the studies as well as at the professional activity of
graduates retrospectively, the studies should not have been completed too long ago but
nevertheless the graduates should have been able to collect professional experiences
meanwhile.
Include graduates who finished their studies at least a year ago.
Table 11 Design Element 9: Length of Questionnaire

Length of questionnaire Focus Remarks
Short (1-3 pages) Very limited, mainly Not recommended
employment
Medium (4-10 pages) Some topics Minimum
Long (10-20 pages) Many different Recommended
topics
Taking into account the amount of difficulties to conduct a tracer study and the
amount of necessary variables which should be considered to get meaningful results it is
strongly recommended not to use a short questionnaire of one to three pages.
The unit costs of information from the graduates are much higher for such a short
questionnaire than for a long one.
But would not a long questionnaire of 10 to 20 pages decrease dramatically the
participation rate in our survey? According our experiences this is not the case! The
participation rate depends very much on factors from which the length of the
questionnaire is only one element. On the opposite it can be argued that a very short
questionnaire tells the graduates the story that the university has very limited interests in
the feedback from the graduates!
Develop a questionnaire with about 12-16 pages.
Table 12 Design Element 10: Data Collection Method

Method Remarks
Personal interviews Very time consuming and costly is many graduates should be
included
Personal administration Only necessary if no reliable mailing system is existing
Mail survey Effective measure if addresses are available; main method
Telephone survey Sometimes used
Email survey No experiences up to now
Online survey No experiences up to now; most efficient method if the
graduates have fast internet access and there email
addresses are known
41
Written standardized surveys are easily implemented and generate low costs in case of
postal distribution. Also, the data analysis can be carried out easily and takes little time
only.
By far the most graduate studies have used written questionnaires for survey
instruments.
The second important method is interviews (personal or telephone).
Interviews were mainly used in the following cases:
a) When too little participation was expected from postal distribution (the visit of an
interviewer/researcher intensifies the social pressure to respond to a questionnaire);
b) When the completion of the questionnaire by the interviewee would be too difficult
or too poor (in this case, the interviewer is looked on as a teacher);
c) When too little knowledge exists about a subject area to be able to develop a
standardized questionnaire (the interviewer/researcher enlarges his knowledge).
As graduate surveys are always directed at higher education graduates who are
familiar with reading texts and completing forms and as a lot of graduate surveys have
been implemented, only (a) remains as a possible reason for the decision to use
interviews instead of carrying out written surveys.
Use the form of standardized written questionnaires as survey method (distributed by
mail, email or as an online questionnaire).
The questionnaires in the appendix were designed for use in written surveys. It is
certainly possible, too, to deliver them by an "interviewer" personally and to either
collect the completed questionnaire after a certain time or to be present when it is
completed.
In any case, the questionnaires are not meant to be read aloud to the interviewee and
to be completed by the interviewer.
If you intend to use interviewers, they have to be trained thoroughly.
The training of the interviewers is absolutely necessary as they have a strong influence
on the answers of the examined graduates (see below).
5.2.1 Other design elements

Other relevant design elements related to attributes of the institution of higher
education can be:
The reputation of the institution of higher education (high, medium, low);
The size of the institution of higher education (big, small);
The age of the institution of higher education (old, young);
The ownership of the institution of higher education (public, private);
The range of fields of study (broad, small);
The location of the institution of higher education (urban, rural).
5.2.2 Sampling or total population of graduates?

In general the target group (or target population) in graduate surveys of individual
subject areas of a single institution of higher education is the total population of
graduates, in other words the aim is to achieve the participation of nearly all graduates
in the survey.
42
Design Elements
If there is a very high number of graduates, only a partial group should be consulted in
order to limit the expected costs (sampling).
As in most of the cases in institutional surveys the number of graduates is relatively
low, we shall not go into details of procedures of sampling. In fact, even if you tried to
get a response from all graduates of an individual cohort (= year of graduation) you will
be confronted with a response rate below 100 %. Very often the response rate is below
50 % and sometimes even below 25 % - regardless you did a sampling before or tried to
include all graduates.
Try to include all graduates of an individual cohort no sampling.
5.2.3 Regular Graduate Survey

The objective should be to understand the evaluation/feed-back as a permanent
process, for the conditions/requirements of study courses are permanently changing.
If graduate surveys are implemented regularly, valuable time-oriented reference data
are revealed.
When taking the decision concerning the time interval for the implementation of
graduate surveys, consideration should be given to the question of which graduation
years are to be included.
Graduate surveys should be implemented regular or at least should be repeated.
If you like to conduct a graduate survey every year than you might include only one
cohort of graduates (e.g. graduates asked three years after graduation). But if you like to
conduct a survey every three years you might decide to include three cohorts of
graduation year to cover the whole population of your graduates. In all these cases a
graduate is asked only once.
5.2.4 Cross-Sectional or Panel study?

By far the most graduate surveys are cross-sectional studies: a population of graduates
is asked at one time point only. Panel or longitudinal studies in which the same persons
are asked at different time points are very seldom. Longitudinal studies are necessary to
conduct if we are interested to get information on individual change, because we are
able to combine the answers of individuals from the different time points. Another
reason to conduct a panel study is to get information closely related to experiences of
the graduates at the different time points.
In order to combine the answers of an individual graduate asked at two points
identification numbers must be assigned to the first questionnaire and the name (and
address) as well. When we get the second questionnaire the identification number from
the first questionnaire used for the second questionnaire as well. Later we can match the
data from the first survey with the second one on an individual level according this
identification number.
Longitudinal studies are more complicated to conduct and also the statistical analysis
of the data is more demanding.
The typical research questions of tracer studies do not require to conduct a
longitudinal study.
Conduct the graduate survey as a cross-sectional survey.
43
5.3 Scope of Work and Schedule

The following schedule for the implementation of a graduate survey is supposed to
help you for your own planning. The duration of the various phases can vary
substantially:
Figure 3 Tasks and Schedule of a Tracer Study

Month
Tasks 1 2 3 4 5 6 7 8 9 10 11 12
Phase one: Concept and instruments

1. Specification of goals, determination of
design, coordination, planning, organisation
2. Questionnaire development, testing
3. Procuring addresses and preparation of field
phase
Phase two: Data collection
4. Data collection: Implementation of the survey
and checking of the returned questionnaire
5. Development of the codebook
Phase three: Data analysis and reporting
6. Coding of open questions, data entry and
data editing (quality control)
7. Data analysis (frequencies, tables)
8. Report writing
9. Presentation of results, discussion and
revision (workshop)
10. Correction and revision of the publication
Following only a few hints will be given regarding the different task to make you
aware of kind of work to be done. More details are in the following chapters.
Ad 1. Specification of the goals, determination of the design, coordination,
planning, organisation (1 month)
You should present to your colleagues, to the representatives of the department/of the
university (and perhaps also to the appropriate ministry) the questions in written form
and the proposal for the design of the survey including a rough assessment of the
expenses. You should above all make sure whether you will get the necessary support
(especially from your colleagues and your department).
Ad 2. Adaptation of the questionnaire, development and testing of new questions
(3 months)
The scope of work of this phase depends on the amount of new questions you intend
to include in your survey. Even if you are using the specimen questionnaires (see
appendix) and you added some new questions or changed the sequence of questions you
should test your new survey instrument (pre-test).
Ad 3. Procuring addresses, preparation of the field phase (3 months; parallel to 2)
During the first work period you already examined the feasibility of the
implementation concept of the survey. Now you start the actual realisation by initiating
44
Scope of Work and Schedule
all necessary activities in order to be able to implement the survey: the procuring of
addresses, printing of the questionnaire and of the covering letter, purchase of stamps,
procuring of envelopes and preparation of dispatch.
Procuring addresses might be a very difficult and time consuming task in any case you
are not able to get the actual addresses out of an updated register.
You should take into consideration several methods:
Use addresses of the parents of the graduates (registration records),
Use the media: announce your survey in the internet, newspaper, radio or TV and ask
the graduates to contact you,
Use the help of Alumni associations, if available,
Contact your graduates via employers (like schools and universities and other known
employer of graduates),
Use the snowball technique: ask graduates for addresses of other graduates
See the experiences of the AAU Tracer Studies; Kimani 2001.
Ad 4. Implementation of the survey and checking of the questionnaires (3 to 6
months)
Using postal facilities for all three dispatch actions, the duration of implementing the
evaluation will at least take two months - independently of the number of graduates
being examined. Approximately two weeks after the first dispatch you should send the
first reminder and after another three weeks you should start the second one. Now you
will have to wait at least three more weeks before you consider the action to be finished.
However, the duration of the checking of the questionnaire depends on its volume and
on the number of completed and returned questionnaires.
Your task: Management and checking.
No general recommendation can be given for the duration of interviews, the
implementation of which depends very much on local/regional circumstances.
Ad 5. Development of the codebook (1 months)
The codebook is a very important tool for the documentation of the coding, data
control and editing, and data entry. In this handbook you will find a proposal for the
outline and formatting of your codebook (QTAFI format) which allows you to get quite
easy ready-to-print tables.
Take the time and develop a codebook in the QTAFI format.
Ad 6. Data entry/control, coding of open questions (1-2 months)
Before starting the data entry, open questions should be coded. If you used many open
questions and many questionnaires, this work step can be very time-consuming.
The data entry depends on the volume of the questionnaire and on the number of
completed and returned questionnaires.
Please, implement data quality control procedures.
What is the percentage of errors in data entry in your survey?
Do not except more than 2 % data entry errors.
Ad 7. Data analysis (3 months)
45
The data analysis starts after the data of the first questionnaires are captured. The
work of the data analysis can be done be experts but you should manage and control
these procedures.
Crucial in this phase is the assistance by a data analysis expert who has experiences
with related research using SPSS.
You should have someone in your research team from the beginning of your project
who is an expert in data analysis with SPSS. Your expert should know how to use the
SPSS syntax and should be able to handle the SPSS tables module.
Ad 8. Writing the report (3 months)
This is your main task. However, it would be desirable for you to get other colleagues
to participate in this process.
During the work on the report you will need further additional data analysis especially
results form multivariate analysis.
Be sure to have assistance in this phase by a data analysis expert who has experiences
with related research especially multivariate analysis of educational data using SPSS.
Ad 9 Presentation of results, discussion and revision of report (2 months)
The presentation of the results to the university staff will be the first step towards the
practical conversion of the findings which you obtained with the help of the survey. At
the same time, the discussion with your colleagues will give you additional ideas which
will be helpful for the final revision of the report.
Ad 10 Correction and revision of the publication (1 month)
This period of your work deals "only" with the practical realization of the publication.
As is the case for all other publications too, you have to make sure that in the course of
the revision (correction, formatting) your report is not damaged as regards its content.
The implementation of the survey findings for the improvement of education is not the
subject of this project.
5.3.1 Costs of a Survey

To obtain an idea about the calculation of the costs, please see the following fictitious
example:
Altogether, 500 graduates are to be questioned (dispatch of questionnaires by
mail).
The questionnaire contains 16 pages.
500 characters per case have to be captured for the numerical data entry.
A response rate of 50 % is expected with three send outs (2 reminder actions).
It is not planned to code the text of open responses.
Figure 4 Material Costs of a Tracer Study with a Participation of 250

Graduates (US $)
Task Unit Count Costs per Costs
Unit (US$) (US$)
1. Production of low costs only if you do this yourself or Hours 20 5.00 100
camera-ready with the help of your secretariat
questionnaire
2. Printing of the depends on the volume of questionnaire Questionnaires 1000 0.50 500
46
Scope of Work and Schedule
questionnaire and number of graduates

3. Dispatch material Envelops, stamps Envelops 400 0.10 40
depends on volume of questionnaire and
number of graduates
4. Postage 1st dispatch Stamps 500 1.00 500
5. Postage 2nd dispatch Two reminder actions, a second Stamps 500 1.00 500
questionnaire should be used with the
6. Postage 3rd dispatch second reminder Stamps 300 1.00 300
7. Postage for returned Stamps 250 1.00 250

questionnaires
8. Numerical data entry depends on volume of questionnaire and Questionnaires 250 1.00 250
on number of graduates responding
(manual data entry of five questionnaires
per hour = about 10 minutes per
questionnaire; if the hourly wage is 5 $
than one questionnaire costs 1 $)
Total costs 2,440
To get the responses of 250 graduates about 2,500 US$ are need for the material costs,
which is about 10 US$ for the participating graduates or 5 $ per graduate of the sample.
Additional costs have to be calculated if no addresses are available.
47
Development of Questionnaires
6 Development of Questionnaires
In the appendix of this handbook you will find specimen questionnaires which you
should consider to be used for your own survey. This chapter explains what formal
attention has been paid to the design of the questionnaires and what regulations have to
be taken into consideration for the development of your questionnaire.
6.1 Adaptation of the Specimen Questionnaires

The adaptation of the questionnaires is necessary in each survey, i.e. the
questionnaires in the appendix cannot be used without a reworking step which we call
"adaptation". An adaptation is also necessary if you use other questionnaires as a basis
for the development of your own questionnaire.
There are three crucial reasons for the necessary adaptation:
Adaptation to individual objectives of your graduate survey
Each survey has its own objectives or at least emphasises certain questions.
Depending to the objectives of the survey and the formulation of the questions which
you decide to use for your survey, you will complete or shorten some parts of the
specimen questionnaires.
Adaptation to national conditions
A specimen questionnaire can only anticipate special national features which may
exist, for example, in the education and employment system to a certain extent.
Please, check whether the individual questions take into account the special conditions
of your country.
Adaptation to special features of a field of study or study programme
Also, a specimen questionnaire can only anticipate special features of a study
programme which may exist in the structure of the subject area of the graduates to a
certain extent.
Please, check whether the individual questions take into account the special conditions
of your study programme.
6.2 Layout and Volume of a Graduate Questionnaire

The formal basic conditions refer to the volume of the questionnaire, the layout and
the data entry.
6.2.1 Volume of the Questionnaire

Compared to other questionnaires, the volume of the specimen questionnaires can
certainly not be called small, but neither it is large.
On average, the time needed to fill the European Graduate Questionnaire will take less
than one hour - the AAU Questionnaire is clearly shorter.
48
Open and Closed Questions
There are no exact methodical surveys available concerning the question of what
volume a questionnaire may have without its length negatively affecting the willingness
to complete it.
The number of pages is an inadequate measurement for the length of a questionnaire
as the differences of layouts (typeface and size, line spacing, etc.) strongly effect the
number of pages.
6.2.2 Layout of the Questionnaire

For the layout, we do not recommend to reduce the number of pages but special
emphasis should be put on confronting the interviewee with a well readable and clearly
shaped text.
Furthermore, we wanted to ensure that it is possible to change and print the finished
copy with the help of the EDP-standard equipment which is available at most of the
universities.
Proposal for the layout of the questionnaire:
1. All elements of a questionnaire of the same type (like questions, answer items,
remarks) should be formatted in the same way.
Use styles for elements of the same type.
2. All scales should be presented in the same direction.
If, par example, you use 5 point scales with 1 = high and 5 = not at all than all your
scales should be oriented like that.
Never change the direction of scales in one questionnaire
6.2.3 Data Entry Requirements

Which information you include in the questionnaire relevant for the technical process
of data entry depends on the method of data entry you use.
a) Manual data entry using SPSS or other data base (like MS ACCESS)
Variable names are not required in the questionnaire; but the codes related to the
answers (values).
b) Manual data entry using EXCEL
Same as a).
c) Manual data entry of ASCII data (with word processor or editor)
The fact that a questionnaires already contain the codes which have to be captured (=
figures which are related to the responses) and the columns (=place/position on which
the figures are captured) makes data processing much easier. If the questionnaires do
not contain these technical details, the data entry is much more time consuming and
incorrect.
6.3 Open and Closed Questions

In everyday life, it is natural to ask questions and to receive answers. But it is not easy
to write down these questions and the respective answers in such a way that we can
assume they will be understood the "right way" by the graduates. You will quickly find
out yourself that the formulation of a new question which you might like to include in
49
the questionnaire takes a long time before you can be sure that you formulated a "good"
question.
The formulation of a "closed question" requires the formulation of both the question
and the possible response. Only the "open question" does not contain any response
items.
Please avoid the use of an "open question" where a "closed question" could be
formulated.
In everyday life, we formulate open questions only because we directly communicate
with our interlocutor and because we can ask again and again until we receive a
satisfying answer. In a standardized survey, this is not possible. Only after the survey is
finished, do we receive the responses of the interviewees and only then do we discover
the way our question has been understood. If we want to analyse the answers
quantitatively (e.g.: What do you suggest should be improved in your university?) we
have to code them. Coding requires the forming of categories of answers under which
different individual responses can be subsumed. Thus, for an open question you have to
do the work that for a closed question is done by the interviewees themselves.
We do not advise doing completely without open questions - in the specimen
questionnaires open questions are included as well - but you should ask open questions
only where this cannot be avoided.
In the following, we use the expression "question" in the sense of a closed question
including response items.
The range of proposed responses has to be complete, i.e. all possible answers must be
included in the response items.
6.4 Variables, Codes, Values and Other Technical Terms

All members of the survey team should have a basic understanding of these
fundamental terms in any survey research: variable, codes and values.
Figure 5 Explanation of Codes, Columns and Variables

Variables Coded responses of the interviewees for a certain question
Example: Possible responses for the Question 1 (Subject area) are the codes 1, 2,
and 3 or: the variable Subject area has the values 1, 2, and 3. .
Codes Figures which are assigned to the categories of responses
1 = Yes ; 2 = No
Value of the variable
For detailed explanations concerning the rules of coding, please, see the chapter
Data analysis
Columns Place/position on a data carrier (punch card, text file) where the
codes are captured
Example: (110) = -card 1 column 10
50
Answer Scales and the Level of Measurement
6.5 Answer Scales and the Level of Measurement

Very important in the process of formulation of questions is the knowledge of the
consequences for later data analysis. Usually in the methodological literature you find
the distinction of four types of questions associated with different level of measurement:
1. Categorical scale
2. Ordinal scale
3. Interval scale
4. Metric scale.
The higher the level of measurement the more statistical data analysis procedures are
possible to use.
To allow powerful statistical analysis try to use ordinal scale instead of categorical
scale where possible.
6.5.1 Categorical or Nominal Scale Question

In categorical or nominal scale answers the codes or values related to the answers just
indicate a difference from each other, but no ranking.
Figure 6 Example for Nominal or Categorical Level of Measurement
We "measure" the variable "Gender" with the help of a nominal scale of responses. It
is to be remembered that in the Social Sciences - as well as in other sciences -
measuring is carried out with the help of scales which can have a different level of
measurement.
Nominal or categorical level of measurement

The codes only serve to differentiate the categories of responses.
Any figures can be used as codes.
In the preceding example, you could also have used different figures for the
categories of responses as codes. The value of the figures is not important for
the later data analysis - it is only essential to represent the individual
categories by different figures.
Data analysis: Mainly FREQUENCIES and CROSSTABS.
6.5.2 Categorical Open-Ended Question

Suppose we want to find out whether the graduates started their job search before or
after graduation (see Figure 7). However, we have to consider that some graduates did
not search for employment because they took up further studies. So the first three
responses cannot be applied for this group of graduates. For this group, we have to
create an additional category of responses (code 4). Furthermore, we cannot exclude the
51
possibility that some graduates do not exactly remember the start of searching for
employment. Thus, to be correct, we should also give the possibility of answering "I do
not know". Some graduates may also insist that they started their job search neither
before nor after but exactly at the time of graduation; or others may like to date the
beginning of their job search more precisely, etc. All those possible responses are
included in the category "Other" which enables the interviewees to describe their
"special case" within our categories. Thus, we do not have to create an individual
category for every possible response.
Figure 7 Example of a Question with Categorical Responses

(Categorical or Nominal Scale)
Now our closed question, however, is only a "semi-closed" one and while checking the
questionnaire we have to check whether the response registered in the category "Other"
cannot be subsumed to any of the other existing categories.
Please, use the collective category "Other" if further responses are to be expected
which you cannot/will not propose in detail.
6.5.3 No answer?
In a questionnaire, it is not common practice to give explicitly the response item "No
answer" but actually some interviewees, for various reasons, will not respond (see:
Missing Values). In the data set each variable will contain a code for "No answer" (e.g.
9, 99, 999 depending on the number of digits needed).
6.5.4 Only one answer

The chosen example shows some of the problems of formulating questions in cases
where we can expect the interviewees to give one statement only - in the respective
category of responses. The individual categories of answers exclude one another. It is
somewhat easier in cases where we can assume all interviewees are able to answer the
question and where we can provide the whole range of possible answers.
6.5.5 Multiple Reply Possible

An important type of questions are those which the interviewees can respond to by
ticking in a list of given items as many as they think to be applicable.
52
Figure 8 Example for Multiple Replies
Each response item constitutes one variable!

The scale of answers is not explicitly indicated but we interpret a ticked item to mean
"Yes" and the fact that no item has been ticked to mean "No". It will be explained later
how to technically realize this in the data analysis.
If multiple responses are possible, this has to be indicated in the question
In the specimen questionnaires all questions allowing multiple responses have
included the indication (Multiply reply possible).
This kind of question is always used in cases where a clear-cut scale of responses is
meaningful. Someone could have "contacted a public employment agency" or not.
In the questionnaires, no codes should be printed for multiple response answers. For
data capturing a "1" will be entered for a ticked response.
But you could also ask "To what extent have been the following means been useful to
get the first employment after graduation?" and use a five point scale of answers from
1= Very useful to 5 = Not at all useful".
6.5.6 Ordinal Responses

In some questions, we ask the interviewee to provide a graded assessment of the
response with the help of a five point scale. In such cases, the measurement is done with
an ordinal scale level, i.e. a value in the scale is not only different from the others but
also takes a higher or lower position than the others (rank order).
53
Figure 9 Example of an Ordinal Scale Question
This example differs in various respects from the two preceding ones. The question:
"How do you rate the " only makes sense after adding the items or statements, e.g.
"course content of major". Moreover, the categories of responses are not completely
verbalized but only the beginning and the end of the scale: 1=very useful and 5=not at
all useful.
Thus, each item is a "question" and respectively a variable in the data set.
Although the variables only have an ordinal level of measurement, and therefore all
those arithmetical proceedings are improper which suppose that the values have the
same distance from one another (e.g. mean, variance), it is common practice and even
supplies plausible results in the data analysis not to strictly follow this restriction but to
treat these variables as if they were metrical.
Such scales of responses are used in cases where interviewees can be expected to be
able to give a graded assessment. In principle, you could also propose the possible
responses "Yes" - "No", or "Good" and "Bad" - which are scales of answers, too, but
one with two pronounced characteristics only.
6.5.7 How Many Scale Points in an Ordinal Scale?

The smaller the number of characteristics in the scale of responses, the "harder" the
decision about the correct answer for the interviewees.
54
You will more likely give graded responses in cases where it can be assumed that
there is no need for the interviewees to give a strict Yes-No-response concerning, for
example, their opinion about the usefulness of their studies.
If you follow our advice and use scales with five possible responses, please take care
that all scales are polarized the same way, i.e. for example the broadest consent with an
item is always registered on the left hand side (value 1).
Varying the degree of grading can hardly ever be justified, i.e. using scales with 3, 4,
5, or 6 grades.
Please do not use different kinds of scales within one survey.
Especially in US surveys, seven-point scales are used more often but on the whole, the
use of five-grade scales is predominant.
Our arguments to use five-point scales:
1. A five-point scale is an uneven scale; only uneven scales can fit a normal curve
which is statistically advantage over all even scales.
2. A five-point scale fits in many countries to the use of school grades, which
constitutes a kind of common metric. It depends on the country whether the scale should
go from "1" = high/good/great extent or low to "5" = low/bad/not at all or the reverse
order.
3. A five-point scale is more easy to interpret than a seven-point scale. Usually we
will count the answers 1 and 2 (if the scale runs from 1="very good" to 5 = "very bad"
and present the percentages of "good".
6.5.8 Verbalizing the Scale Points

Only the anchors of the scale should be verbalised because it is very difficult to find
balanced verbalisation of the scale points between.
Correct are the examples 1 and 3 in the Figure 10; example 2 is incorrect because it
seems to be difficult to understand the difference between "fully agree" and "agree" on
the one side and between "not at all agree" and "not agree" on the other side. Addiitional
the scale is not well balanced because the "partly agree" sounds more on the "agree"
side than the "not agree" side.
Figure 10 Verbalizing of the Scale Points

1 Right
55
2 Wrong
3 Right
Avoid verbalizing all scale points as generally it is very difficult to find the "correct"
terms.
6.5.9 Metrical Level of Measurement

Only few genuine interval-scaled variables are measured in social-sciences surveys of
the: e.g. income, age, period of job search, etc.
We recommend asking for these data with the help of an open question and possibly
classifying the responses in the data analysis (see: Data analysis).
Figure 11 Example for metrical measurement
6.5.10 Rules for the Formulation of Questions
Figure 12: Rules for the Formulation of Questions

All questions have to fit into The interviewee has to be able to understand why a certain question has been
the context of the survey asked. Each question has to appear to be significant in the framework of the
survey.
From this rule, a strict criterion arises for all new candidates. Questions may
seem to be interesting but when they do not fit into the framework of the survey
they cannot be included.
The questions should be Poor: Have you already searched a vacancy for a long time?
related to the object as Better: How long did you search for a vacancy?
concretely as possible
Please try to avoid all Poor: Don't you think, too, that the workshop training should be abolished?
valuation in the questions Better: Do you think, too, that ...?
56
Please check all questions The violation of the neutrality may already be revealed by only including
for their neutrality "positive" items in the item lists of the responses.
Each question and each Therefore, please check whether your questions/items contain any ambiguous
item has to be definite enumerations.
Poor: Should the department XY abolish the workshop training or the practical
training in industry? Yes/No
Please avoid abbreviations
Please use a simple You do not mean to test the understanding of the language with the help of this
language and short survey.
sentences
6.5.11 The Sequence of Questions

The importance of the sequence of the individual questions may at first be less evident
than the rules for formulating them.
Please take into consideration that each question has an effect on the following
questions.
The first questions of a questionnaire are very significant as they show the interviewee
what kind of questionnaire it is, and they also reveal how long it will take to entirely
complete it.
The first questions should be of that kind that can be answered quickly and easily.
It is assumed that the degree of attention/seriousness is lower in the beginning than it
is in the "middle". This is also a reason for asking easy questions at the beginning.
However, towards the end, a certain tiredness might occur or even simply the wish to
complete the questionnaire quickly.
Place simple questions at the end.
As far as possible, the questionnaire should be structured in topics which explain their
context for the interviewee in addition to the individual questions.
On the whole, the structure of the topics in the graduate questionnaire should follow the
biography of the graduates: study - transition - profession - further planning.
Within the different topics, the sequence of the questions also arises from the formal
criterion of whether the questions should be answered by all graduates or only by
certain groups of graduates.
The filter leading should be as easy as possible. Therefore, at the beginning questions
should be asked which apply to all.
6.5.12 Technical Layout of the Questionnaire

In designing the layout, we wanted to make sure that it is possible to change the
specimen questionnaires with the help of the standard equipment available in the
universities and to produce a finished copy ready for printing.
With this aim in view, we have realized the formatting of the questionnaire with the
help of only a few style sheets and used Microsoft Word.
The following figures show two different layouts: the two columns layout and the one
column layout. The two columns layout is more difficult to handle, but it allows to have
a more condensed questionnaire with less pages.
57
1.
Go to FORMAT-
Columns
2.
Select "Two" and

change the spacing
to "1 cm".
58
Figure 13 Questionnaire with two column layout
59
Figure 14 Questionnaire with one column layout
6.5.13 Styles Used for Formatting the Questionnaire

Style name Font name Font
size
QU_Box Arial 10
QU_Box10 Arial 10
QU_Box11 Arial 11
QU_Box12 Arial 14
QU_Box13 Times New Roman 12
QU_Box14 Times New Roman 12
QU_CV_Answer Arial 8
QU_Explanation Times New Roman 12
QU_Filter Times New Roman 12
QU_Hidden Arial 6
60
QU_MD_Answer Arial 8
QU_ME_Answer Times New Roman 12
QU_OR_Answer Arial 8
QU_QU_Num Arial 10
QU_QU_Text Arial 10
QU_Remark Arial 6
QU_ScaleNumbers Times New Roman 12
QU_ScaleText Arial 6
QU_ScaleText_Left Arial 6
QU_ScaleText_Right Arial 6
QU_TE_Answer Times New Roman 12
QU_Value Arial 6
6.5.14 Covering Letter

It is a pragmatic decision, whether to print the covering letter on the cover of the
questionnaire or to use a separate sheet of paper and include this in the questionnaire.
We suggest using two different covering letters: (a) a letter from the department/the
university asking for participation in the survey, and (b) the letter from the head of the
project that contains the assurance of confidential treatment of the statements of the
interviewees.
The covering letter should always contain:
the description of the purpose of the survey;
the use of the information/data;
statements about data protection;
the offer to inform the participant about the results of the survey;
information about the implementing institution.
Figure 15 Example for covering letter signed by the dean
61
Figure 16 Example for covering letter signed by the team leader
62
Pre-test
6.6 Pre-test
Even if you copy most of the questions from other questionnaires you should carry out
a pre-test.
Please test your questionnaire
You should implement the pre-test only after finishing the prototype of the
questionnaire (finishing format including layout). If possible, you should also copy the
questionnaire double-sided to make it look like the printed specimen.
For doing the pre-test, you should try to gain graduates who do not participate in the
main survey, i. e. graduates who only graduated recently. It is also useful to ask
graduates who graduated quite some time ago to do the pre-test. It is not the objective of
the selection of graduates to achieve representativeness for a defined population but to
obtain a great variety of professional careers and of other individual characteristics, as
you want to find out whether the questionnaire proves worthwhile for "all" graduates.
It cannot be indicated generally how many graduates should do the pre-test. You
should decide this yourself in the course of your test.
Please carry out the pre-test in form of a quasi-interview.
In our opinion, it is more important than the number of graduates participating in the
pre-test to organize the implementation of the pre-test as a kind of learning process. If
you carry out the pre-test in the form of a written interview, you will only find out
indirectly which questions caused difficulties; and the reasons for uncompleted
questions will not be explained at all. As quasi-interviewer you can watch the graduates
completing the questionnaire and if help is needed or is even necessary you will have a
concrete indication for the improvement of the questionnaire.
A further indication: you also can invite the graduates to come to your university and
to do a classroom-interview.
Doing your pre-test, you should pay special attention to the following questions:
Are all questions answered? If no, why not?
Are the filter indications definite and were they followed?
Which questions are difficult to understand?
How long does the processing takes?
63
6.7 How to Use QTAFI to Get a Questionnaire Format?

6.7.1 Insert all Styles for a Questionnaire
Open a new document with WORD and select <Insert a new questionnaire> from the QTAFI -
Questionnaire Macro.
The following specimen will be automatically created.
1 Question?
1 @ Answer1
2 @ Answer2
3 @ Answer3
4 @ Answer4
5 @ Answer5
6 @
Other: ....................................................................................................................................................................................
(please specify)
1 Question?
@ MultipleReplyItem1
@
Other: ....................................................................................................................................................................................
(please specify)
1 Question?
To a very Not at
high extent all
1 2 3 4 5
@ @ @ @ @ Item1
@ @ @ @ @ Item2
@ @ @ @ @ Item3
@ @ @ @ @ Other:
(please specify)
1 Question?
64
How to Use QTAFI to Get a Questionnaire Format?
@ @ @ @ @ @ Gross income per year

@ @ @ @ @ Number of employees
@ @ @ @ Year of graduation
@ @ @ Number of applications
@ @ Number of months looking for a job
1 Question?
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
...........................................................................................................................................................................................................
6.7.2 Insert Only Selected Styles

Open a new document with WORD and select <Insert a questionnaire toolbar> from the QTAFI
- Questionnaire Macro.
The following toolbar will be automatically created.
Place the toolbar where you want.
65
Figure 17 QTAFI - the Questionnaire Toolbar

Insert just the number and the text of a question X
(one row).
Inserts the questions and answers for categorical 1 Question?
answers
1 @ Answer1
2 @ Answer2
3 @ Answer3
4 @
Other: ......................................................
(please specify)
Inserts one categorical answer 1 @

Inserts questions answer items for ordinal (5) 1 Question?
questions.
To a very Not at
high extent all
1 2 3 4 5
@ @ @ @ @ Item1
@ @ @ @ @ Item2
@ @ @ @ @ Other:
(please specify)
Only one ordinal (5) item

@ @ @ @ @
To a very Not at
Only the ordinal (5) scale high extent all
1 2 3 4 5
Inserts multiple reply question and items. 1 Question?
@
Other: ...................................................
(please specify)
Inserts one multiple reply item @

Inserts open metric question
@@@@@@ text
Inserts open ended questions

................................................................
................................................................
Format selected categorical answers and do an
automatic numbering. A number in the first row is
the starting number.
Format selected ordinal answer items.
Format selected multiple reply answer items.
66
Overview
7 The Content of the Graduate Questionnaire
7.1 Overview
The content of your questionnaire depends of course on your specific research
questions. In this chapter we would like to provide you with some proposals for
questions. We like to give examples for the task to transform the objectives of the
survey into particular questions and into a range of possible answers. Recommendations
are given for the adaptation of the specific questions to the characteristics of your own
survey. In addition support and recommendations are given for the data analysis and the
interpretation of the results.
For most of the questions the notes are structured in seven sections:
Subject A shortened form of the question/the subject - which can generally

also be used as table heading; explanations concerning the question
or the theoretical concept.
Indicator Kind of indicator; theoretical context
Adaptation Indications of the necessity to adapt the question or the range of
response items to the characteristics of the country and/or the
project.
Indications Additional remarks about the chosen operationalisation and
interpretation.
Check Indications of points to watch out for when Checking the

questionnaire.
Data analysis In most of the cases, you will find the term "Standard" which shows
that these questions/variable(s) will be analysed with the help of the
Standard Table Programme (QTAFI). The term "Main Break
Variable" indicates that this variable also should be included in the
Standard Table Programme as "independent variable". All
questions will be analysed (cross-tabulated) by the categories of
this question/variable.
In some cases, we will give advice on how to handle special
problems of the analysis or we will recommend further analysis.
Other surveys References to surveys also including the question occur in a
summarized form. Some individual surveys are quoted using an
abbreviation. The abbreviations are explained in the appendix.
Let's have a look to the CHEERS questionnaire. The questionnaire is organised in

different sections which refers to 10 main topics.
A. Educational Background Prior to Study
B. Higher Education Courses Taken
C. Job Search and Sequence of Professional Activities
D. Current Activities, Employment and Work
67
The Content of the Graduate Questionnaire
E. Competencies and Their Application

F. Relationships Between Higher Education and Work
G. Work Orientations and Job Satisfaction
H. Further Education and Training
I. Socio-Biographic data
J Retrospective Assessment of Studies
Table 13 Selected Subjects, Indicator Areas and Text of Questions

used in the CHEERS Questionnaire
Sequ Number Subject Indicator area Text of the question
ence of
numb question
er
1 0 Identification Admin ID
2 0 Questionnaire return date Admin Date of return
3 A1 Type of entry qualification at time Student input - What were your entry qualifications when you
of first enrolment education before entered higher education (full or part-time) for the
first time?
4 A2 Rating of grades in entry Student input - How would you rate your grades?
qualification education before
5 A3 Date of getting entry qualification Student input - When did you get your entry qualification?
education before
6 A4 Years of schooling altogether to Student input - How many years of (primary plus secondary)
get entry qualification education before schooling did you spend altogether up to acquiring
the entry qualification to higher education (include
years of repeating classes)?
7 A5 Periods of activities between Student input - How many months did you spend on the following
obtaining entry qualification and education before activities between obtaining the entry qualification
first enrolment and your first enrolment in higher education?
8 A5 Kind of other Student input - How many months did you spend on the following
education/training/apprenticeship education before activities between obtaining the entry qualification
before first enrolment and your first enrolment in higher education?
9 A5 Kind of other activity before first Student input - How many months did you spend on the following
enrolment education before activities between obtaining the entry qualification
and your first enrolment in higher education?
10 A6 Employment and Student input - Prior to your first enrolment in higher education,
education/training/apprenticeship education before have you been employed abroad or have you
abroad prior to first enrolment received any education/training/apprenticeship
abroad? Multiple reply possible.
11 A6 Period and country of Student input - Prior to your first enrolment in higher education,
employment abroad prior to first education before have you been employed abroad or have you
enrolment received any education/training/apprenticeship
12 A6 Period and country of Student input - Prior to your first enrolment in higher education,
education/training/apprenticeship education before have you been employed abroad or have you
abroad prior to first enrolment received any education/training/apprenticeship
13 B1 Period of reference course Course of study Please, provide information about all higher
education courses you have ever taken (include
part-time, post graduate, and courses not
completed).
14 B1 Major field of study of reference Study behaviour Please, provide information about all higher
course and study output - education courses you have ever taken (include
competence part-time, post graduate, and courses not
completed).
15 B1 Name of institution of higher Study provision Please, provide information about all higher
education concerning reference education courses you have ever taken (include
course part-time, post graduate, and courses not
completed).
16 B1 Type of institution of higher Study provision Please, provide information about all higher
education concerning reference education courses you have ever taken (include
68
Overview
course part-time, post graduate, and courses not

completed).
17 B1 Kind of degree earned in Study output - Please, provide information about all higher
reference course competence education courses you have ever taken (include
completed).
18 B1 Grade in reference course Study output - Please, provide information about all higher
competence education courses you have ever taken (include
completed).
19-54 Other courses of study
55 B2 Time spent abroad during study Study behaviour Did you spend any time abroad during the period of
period your study (in order to work or to study)?
56 B3 Duration and country of 1st Study behaviour If you stayed abroad: please state (for each period
period abroad abroad, if you have spent more than one) the
countries, the duration and the activities.
57 B3 Major activity of 1st period Study behaviour If you stayed abroad: please state (for each period
abroad abroad, if you have spent more than one) the
58 B3 Duration and country of 2nd Study behaviour If you stayed abroad: please state (for each period
period abroad abroad, if you have spent more than one) the
59 B3 Major activity of 2nd period Study behaviour If you stayed abroad: please state (for each period
abroad abroad, if you have spent more than one) the
60 B4 Duration of activities during Study behaviour How many months between first enrolment in higher
period of reference study education and graduation 1994 or 1995 did you
spend predominantly on:
61 B5 Required and actual period of Study behaviour How long did you study in higher education for
reference study earning the degree you were awarded in 1994 or
1995 (see Question B1) and what period is
normally/by law required (including eventually
required lower level diplomas and degrees in higher
education and including mandatory periods of work
placements/internships; excluding other studies,
periods of other activities, etc.)?
62 B6 Activities during lecture period in Study behaviour How many hours per week during your study (that
reference study you graduated from in 1994 or 1995) did you spend
on average on each of the following activities?
Please estimate.
63 B6 Activities outside lecture period in Study behaviour How many hours per week during your study (that
reference study you graduated from in 1994 or 1995) did you spend
on average on each of the following activities?
Please estimate.
64 B7 Relationship between work Study behaviour To what extent did your work experiences
experiences and content of (employment, internships etc.) during study tie up
reference study with the content of your studies (you graduated from
in 1994 or 1995)? (5-point scale of answers.)
65 B8 Emphasis on modes of teaching Study conditions If you look back to your course of study that you
and learning in reference study and provisions graduated from in 1994 or 1995: to what extent were
the following modes of teaching and learning
emphasised by your institution of higher education
and its teachers? (5-point scale of answers from 1 =
"To a very high extent" to 5 = "Not at all".)
66 B9 Rating of provisions and Evaluation of How do you rate the study provision and study
conditions in reference study study conditions conditions you experienced in the course of study
and provisions that you graduated from in 1994 or 1995? (5-point
scale of answers from 1 = "Very good" to 5 = "Very
bad".)
67 B10 Expertise in selected software Study output - How do you rate your expertise in selected software
areas at time of graduation competence areas at the time of graduation 1994 or 1995 and
1994/1995 now? (5-point scale of answers from 1 = "Very good"
to 5 = "No expertise at all".)
68 B10 Expertise in selected software Work How do you rate your expertise in selected software
areas now requirements - areas at the time of graduation 1994 or 1995 and
competence now? (5-point scale of answers from 1 = "Very good"
to 5 = "No expertise at all".)
69 B11 Proficiency in English at time of Study output - How do you rate your language proficiency at the
graduation 1994/1995 competence time of graduation 1994 or 1995? Please answer
with respect of any listed language and tick the kind
of proficiency in each row. Multiple reply possible in
69
each row.
70 B11 Proficiency in French at time of Study output - How do you rate your language proficiency at the
each row.
71 B11 Proficiency in German at time of Study output - How do you rate your language proficiency at the
each row.
72 B11 Proficiency in Italian at time of Study output - How do you rate your language proficiency at the
each row.
73 B11 Proficiency in Spanish at time of Study output - How do you rate your language proficiency at the
each row.
74 B11 Proficiency in a 1st further Study output - How do you rate your language proficiency at the
language at time of graduation competence time of graduation 1994 or 1995? Please answer
1994/1995 with respect of any listed language and tick the kind
each row.
75 B11 Proficiency in a 2nd further Study output - How do you rate your language proficiency at the
each row.
76 B11 Proficiency in a 3rd further Study output - How do you rate your language proficiency at the
each row.
77 C1 Job search since graduation Transition Did you ever seek a job since graduation 1994 or
1994/1995 1995? Exclude applications for casual and vacation
jobs.
78 C2 Begin of job search Transition When did you start looking for a job? Exclude search
for casual and vacation jobs.
79 C3 Intentions at job search after Transition Did you intend any of the following during your job
graduation in 1994/1995 search period after graduation in 1994 or 1995?
Multiple reply possible.
80 C4 Methods of job search Transition How did you try to find the first job after graduation?
Multiple reply possible.
81 C5 Most important method for Transition Which method was the most important one for
getting first job after graduation getting your first job after graduation in 1994 or
1995? Please fill in the item number from question
C4.
82 C6 Number of employers contacted Transition How many employers did you contact (by e.g. letter)
before first job after graduation in before you took up your first job after graduation in
1994/1995 1994 or 1995?
83 C7 Duration of job search for first job Transition How many months have you sought all-together
after graduation in 1994/1995 (before or after graduation) for your first job after
graduation in 1994 or 1995, which you consider not
to be a casual job?
84 C8 Importance of recruitment criteria Recruitment How important, according to your perception, were
criteria the following aspects for your employer in recruiting
you for your initial employment after graduation, if
applicable? (5-point scale of answers from 1 = "Very
important" to 5 = "Not at all important".)
85 C9 Predominant activities since Employment How would you characterise and summarise your
graduation in 1994/1995 predominant activities since your graduation in 1994
or 1995?
86 C10 Begin of current major activity Employment Please inform us on your current major activity.
87 C10 Kind of current major activity Employment Please inform us on your current major activity.
88 C10 Type of working hours of current Employment Please inform us on your current major activity.
major activity
89 C10 Type of contract of current major Employment Please inform us on your current major activity.
70
Overview
activity
90 C10 Job title of current major activity Employment and Please inform us on your current major activity.
work content
91 C10 Position of current major activity Employment Please inform us on your current major activity.
92 C10 Event status of current major Employment Please inform us on your current major activity.
activity
93- Other events
127
128 D1 Current professional situation Employment If you are at current employed/self-employed: How
would you describe your current professional
situation? Multiple reply possible.
129 D2 Effort to obtain paid work in past Employment Have you actively tried to obtain (other) paid work in
four weeks the past 4 weeks?
130 D3 Number of employers worked for Employment How many employers (including self-employment)
after graduation in 1994/1995 have you worked for in the period after graduation in
1994 or 1995 (including your present employer)?
131 D4 Kind of current Employment Please state the kind of your current
employer/institution employer/institution (if several, please refer to main
employer)? Please mark one single item only.
132 D5 Economic sector of current work Employment In which economic sector are you currently working?
133 D6 Current area of work Work content What is your current major area of work assignment
(e.g. R&D, data processing, sales or teaching) and
what are your additional area(s) of activities, if
applicable?
134 D7 Working hours per week Employment How many hours per week are you working on
average? Multiple reply possible.
135 D8 Organisational structure of Employment Do you work in a (big) organisation comprising
company branches?
136 D9 Size of company Employment Please estimate, to the best of your ability, the
approximate number of people who are working in ...
137 D10 Kind of self-employment Employment If you are self-employed: Which of the following
characteristics are applicable to you? Multiple reply
possible.
138 D11 Annual gross income Employment What is your approximate annual gross income?:
(Thousand.)
139 D12 Business/professional journeys Work content Did you undertake business/professional journeys
abroad within last 12 months abroad within the last 12 months?
140 D13 Communication with foreign Work content To what extent do you communicate (oral and
clients or partners written communication) with clients/external
partners... (5-point scale of answers from 1 = "To a
very high extent" to 5 = "Not at all".)
141 D14 Percentage of work time spent in Work content What percentage of your work time do you consider
international context to have an international context?
142 D15 Employment abroad since Work content Have you, since graduation (multiple reply possible)
graduation in 1994/1995
143 D16 Country and period of 1st work Work content If you have worked abroad: In which country(ies) and
abroad since graduation in how many months (each)?
1994/1995
144 D16 Country and period of 2nd work Work content If you have worked abroad: In which country(ies) and
1994/1995
145 D16 Country and period of 3rd work Work content If you have worked abroad: In which country(ies) and
1994/1995
146 E1 Competencies at time of Study output - Please, state the extent to which you had the
graduation in 1994/1995 competence following competencies at the time of graduation in
1994 or 1995 and to what extent they are required in
your current work. If you are not employed please
answer only (A). (5-point scale of answers from 1 =
To a very high extent to 5 = Not at all .)
147 E1 Work requirements Work content Please, state the extent to which you had the
following competencies at the time of graduation in
1994 or 1995 and to what extent they are required in
your current work. If you are not employed please
answer only (A). (5-point scale of answers from 1 =
To a very high extent to 5 = Not at all .)
148 E2 Utility of reference study Evaluation of To what extent has your study (you graduated from
studies and 1994 or 1995) been useful for ...? (5-point scale of
71
professional answers from 1 = "To a very high extent" to 5 = "Not

success at all".)
149 E3 Importance of competencies for Work content How important do you consider the following
current work competencies for doing your current work? (5-point
scale of answers from 1 = "To a very high extent" to
5 = "Not at all".)
150 F1 Use of knowledge and skills Evaluation of If you take into consideration your current work tasks
acquired in reference study studies and altogether: To what extent do you use the knowledge
professional and skills acquired in the course of study (you
success graduated from 1994 or 1995)? (5-point scale of
answers from 1 = "To a very high extent" to 5 = "Not
at all".)
151 F2 Relationship between field of Evaluation of How would you characterise the relationship
study and area of work studies and between your field of study and your area of work?
professional
success
152 F3 Appropriateness of level of Evaluation of If you consider all dimensions of your employment
education for employment and studies and and work (status, position, income, work tasks, etc.):
work professional a. To what extent is your employment and work
success appropriate to your level of education? (5-point scale
of answers from 1 = "Completely appropriate" to 5 =
"Not at all appropriate".)
153 b Most appropriate level of course Evaluation of What is the most appropriate level of course of
of study / degree compared to studies and study/degree for your employment and work in
study graduated from in professional comparison to that which you graduated from in
1994/1995 success 1994 or 1995?
154 F4 Reasons for taking a job hardly Evaluation of If you consider your employment and work as hardly
linked to study studies and appropriate and not linked to your education: why did
professional you take it up? Multiple reply possible.
success
155 F5 Current work situation meeting Evaluation of Taking all aspects into account, to what extent does
expectations at time of enrolment studies and your current work situation meet the expectations
professional you had when you started your study? (5-point scale
success of answers from 1 = "Much better than expected" to
5 = "Much worse than expected".)
156 G1 General satisfaction with current Professional Altogether, to what extent are you satisfied with your
work success current work? (5-point scale of answers from 1 =
"Very satisfied" to 5 = "Very dissatisfied".)
157 G2 Importance of life goals at time of Orientations Please indicate the importance you placed on each
graduation in 1994/1995 of the following life goals - in the past and now. (5-
point scale of answers from 1 = "Very important" to 5
= "Not at all important".)
158 G2 Importance of life goals now Orientations Please indicate the importance you placed on each
of the following life goals - in the past and now. (5-
point scale of answers from 1 = "Very important" to 5
= "Not at all important".)
159 G3 Importance of work aspects Orientations How important are the following characteristics of an
occupation for you personally (A) and to what extent
do they apply to your current professional situation
(B)?
160 G3 Application of work aspects to Work content How important are the following characteristics of an
current situation occupation for you personally (A) and to what extent
do they apply to your current professional situation
(B)?
161 H1 Further education/training Further education Did you undertake further education and training
undertaken since graduation in required in order to obtain or keep a professional
1994/1995 qualification or another longer professional training
period since graduation in 1994 or 1995?
162 H1 Type of further education/training Further education Did you undertake further education and training
required in order to obtain or keep a professional
qualification or another longer professional training
163 H1 Duration of further Further education Did you undertake further education and training
education/training required in order to obtain or keep a professional
164 H1 Certification earned in further Further education Did you undertake further education and training
education/training required in order to obtain or keep a professional
72
Overview

165 H2 Additional/further Further education After your degree awarded in 1994 or 1995 did you
education/training since undertake other additional/further education/training
graduation in 1994/1995 (short courses, seminars, workshops, self-study,
etc.) related to your career or to a future career that
you might pursue? Exclude professional training
programmes stated in response to H1 and exclude
what you consider to be completely unrelated to
work and career.
166 H3 Number and duration of Further education Please list the most important course(s) and indicate
education/training courses the total duration (in contact hours of
teaching/learning).
167 H4 Institution providing Further education Who is (was) responsible for providing this
education/training courses course/these courses? Multiple reply possible.
168 H5 Sources of funds for Further education Who funded the costs for your participation in this
education/training course course/these courses (fees, transportation etc.)?
participation
169 H6 Education/training course Further education Did you attend the course(s) during your paid
attendance during paid working working time?
time
170 H7 Topics of education/training Further education Which of the following topics were covered in the
courses course(s)? Multiple reply possible.
171 H8 Purpose of additional/further Further education What was the most important personal purpose of
education/training at start additional/further education/training when you
started it? Please mark only one.
172 H9 Outcomes of additional/further Further education To what extent did your additional/further education
education or training actually help you afterwards ...? (5-point
scale of answers from 1 = "To a very high extent" to
5 = "Not at all".)
173 H10 Need felt to update or develop Further education To what extent do you feel at present a need to
competencies update or develop your competencies further
through additional/further education or training? (5-
point scale of answers from 1 = "To a very high
extent" to 5 = "Not at all".)
174 H11 Need of additional/further Further education To what extent do you agree with the following
education or training statements regarding the need of additional/ further
education or training? (5-point scale of answers from
1 = "Completely agree" to 5 = "Completely
disagree".) Additional/further education or training is
necessary ...
175 H12 Reading of subject related Further education How often did you read subject related
professional/scientific journals professional/scientific journals during the last 12
during last 12 months months?
176 H13 Attendance at professionally Further education How often did you attend professionally relevant
relevant meetings/conferences meetings/conferences during the last 12 months?
during last 12 months
177 H14 Use of internet for professionally Further education How often did you use the internet sources for
relevant information gathering professionally relevant information gathering during
during last 12 months the last 12 months?
178 I1 Gender Student input - bio Gender

data
179 I2 Year of birth Student input - bio Year of birth
data
180 I3 Citizenship and country Student input - bio Please, provide some information about your
data citizenship and your country of schooling, study and
work
181 I4 Region of study, residence, and In which region have you studied and where do you
work live today?
182 I5 Parental and partners highest Student input - bio Parental and partners highest education
education data
183 I6 Residence immediately prior to Student behaviour Did/do you live ... ? Multiple reply possible.
graduation in 1994 or 1995
184 I6 Current residence Living conditions Did/do you live ... ? Multiple reply possible.
185 I7 Number and age of children in Living conditions Are there children in your household?
household
186 I8 Amount of working in household Living conditions How many hours per week are you (and eventually
your partner) working in your household (cleaning,
cooking, child care, etc.)?
73
187 I9 Partners major activity Living conditions What is the major activity of your partner, if
applicable? Please tick only one.
188 J1 Utility of study viewed Evaluation of To what extent did your studies help you ...? (5-point
retrospectively studies scale of answers from 1 = "To a very high extent" to
5 = "Not at all".)
189 J2 Study decision viewed Evaluation of Looking back, if you were free to choose again, how
retrospectively studies likely would you ... (5-point scale of answers from 1
= "Very likely" to 5 = "Not likely at all".)
190 J3 Proposed improvements in Evaluation of What kind of improvements in higher education
higher education studies would you suggest according to your experiences?
In general the CHEERS questionnaire follows a "biographic" logic. In the beginning

easy to answer questions regarding the educational background, then the course of
study, the transition to employment, the actual employment situation, work and
competencies, relationship between study and work, further education and bio data. But
looking to details we see that competence related question are found in different parts,
as well as the retrospective evaluation of studies. Of course, all the time we are able to
find good reasons to employ different sequences of questions.
If we should develop a new CHEERS questionnaire we would of course change some
elements. Especially those which created a lot of problems in the data entry or data
analysis process like the question B1, C10, C11, H1. All these questions are open
questions. One methodological recommendation from the first CHEERS project was to
try to avoid any open question.
7.2 Course of Studies

In different parts of the CHEERS questionnaire you will find questions which refer
directly to the course of study in question. The first part of B. deals only with objective
characteristics of the course of studies. This part B. will be answered quickly and easily
and is supposed to induce the interviewees to remember their time as a student. At any
rate, it should precede the following part C. The part B, like following part, is to be
answered by all interviewees. This is also a reason for putting it at the beginning.
Actually, part H concerning further professional training is not could be integrated in
part B, but this might make the terms of reference of this part less clear, and this would
apply especially to the terms of reference of the second part of B.
At least the following objective information is required:
1. Period of reference course (year of start and year of end)
2. Major field of study of reference course
3. Name of institution of higher education concerning reference course
4. Type of institution of higher education concerning reference course
5. Kind of degree earned in reference course (like Diploma, Bachelor)
6. Grade in reference course
74
Course of Studies
SUBJECT FIELD OF STUDY

Indicator Competencies; Central indicator for the professional qualifications
acquired as result of the education
Indications For the comparison with results of other surveys, the subject area should
be recorded as accurately as possible and should only be summarized in
the analysis. Subject areas which were relevant for the last final degree
should be requested, as the graduates could have started a further course
of study or could have studied a different subject before. Use the ISCED
codes on the lowest level for international comparison.
Check For this, answers of all interviewees should be available (Main-Break-
Variable). Therefore, please check whether cases can be surveyed at all if
no statements are given.
Data analysis Main-Break-Variable
Check whether the Subjects can be summarized, especially if only a few
case identification numbers are available.
Other surveys Similar questions in all surveys.
1 In which field of study were you awarded your Bachelors degree?
1 @ Field 1
2 @ Field 1
3 @ Field 1
4 @ Field 1
5 @ Field 1
6 @
Other: .......................................................................................................................................................................
(please specify)
75
SUBJECT SPECIALISATION, MAIN EMPHASIS OF STUDIES

Indicator Competencies; Central indicator for the professional qualifications
acquired as result of the education.
Adaptation Absolutely necessary as the list is incomplete
Indications This question assumes that it was possible to select a main emphasis in
the course of studies has been possible. If this was not formally possible,
the graduates could be asked in which compulsory subject they feel
strong.
Data analysis Standard; correlation analysis especially with Question 45 but also with
others could be interesting. Therefore it will possibly be used as an
additional Break-Variable. For this question multiple replies are possible.
The answers can be simplified and hence also the analysis if the possible
main emphasis subjects exclude one another. This can also be achieved if
the possible combinations are offered as answers.
Other surveys Used in various surveys.
2 Which were the major subjects of your studies? Multiple reply possible
@ Construction engineering
@ Rural development
@ Water resources development
@ Other
76
Course of Studies
SUBJECT COHORT AND STUDY DURATION

Indicator Age groups/cohorts of the first year students; duration of course of
studies
Adaptation Check whether the sequence of month/year corresponds to the normal
way of writing the date; perhaps it will be necessary to redefine the time
of the completion of the course of study if misunderstandings occur
amongst the interviewees.
Indications The calculation of the duration of the course of studies by stating the start
and finish presupposes that there was no interruption of the studies. If
that is not so the question concerning the duration should be asked
additionally.
Data analysis Standard
Taking Question 3 and 4 it is possible to compute the duration of studies
Other surveys Can be used for all studies
3 When did you start your course of studies?
@ @ @ @ Year of start of studies (like 1998)

or
@@ Month @ @ Year
77
SUBJECT COHORT AND STUDY DURATION

Indicator Identification of groups/cohorts who finished in the same year
Adaptation See Question 3
Indications None
Check Please, check figures and enter the leading zeros; no data should be
missing here
Data analysis Main-Break-Variable; perhaps summarize years if more than three were
surveyed.
Other surveys Can be used for all studies.
4 When did you finish your course of studies?
@ @ @ @ Year of finish of studies (like 2005)

Or
@@ Month @ @ Year
78
Course of Studies
SUBJECT TYPE OF DEGREE

Indicator Indicator for the performance level of the graduates. To what extent are
graduates who are more successful than others during their studies also
more successful in seeking an occupation or in their job? Does the
employment system reward performance or are other criteria of
importance?
Adaptation Absolutely necessary; examples from UK
Indications None
Data analysis Standard; possibly used as additional Break-Variable
Other surveys Is often asked for but differs depending on the type of examination
system and on assessed performances
5 Which university degree did you earn?

1 @ BA Hons
2 @ BA
3 @ BSc Hons
4 @ BSC Bachelor of Science
5 @ Other Bachelor
6 @ Master of Arts (MA)
7 @ Master of Science (MSc)
8 @ Master of Education (Med), etc.
9 @ Other Master's
10 @ PhD
11 @ Other (please specify)
SUBJECT FINAL DEGREE LEVEL

Indicator Indicator for the performance level of the graduates. To what extent are
graduates who are more successful than others during their studies also
more successful in seeking an occupation or in their job? Does the
employment system reward performance or are other criteria of
importance?
Adaptation Absolutely necessary; examples from UK
Indications None
Data analysis Standard; possibly used as additional Break-Variable
Other surveys Is often asked for but differs depending on the type of examination
system and on assessed performances
5 Which university degree did you earn?

1 @ First
79
2 @ Upper second
3 @ Lower second
4 @ Third
5 @ Unclassified
80
Course of Studies
SUBJECT REASONS FOR THE DECISION TO STUDY AT THE

UNIVERSITY
Indicator University admission; reputation of the university; individual
prerequisites for the study.
Adaptation It is recommended that the special features of the university/of the course
of studies be taken into consideration; change of some of the response
items or supplements
Indications The question is directed to the reasons for choosing this special place at
the beginning of the studies - a time which for some graduates is a long
time ago. Therefore, this question should not be overvalued. It even can
be dropped, especially if surveys of first year students or students
evaluations are available. It also can be dispensed with if there are no
other universities in a country offering comparable courses of studies.
Not all conceivable reasons are given in the list of answers.
Other surveys Rarely used in graduate surveys
6 To what extent were the following reasons important for your decision to study at
the University of XY? Scale of answers from 1=very important to 5=not at all
important. Please, specify the importance of the respective reasons with the help
of the five-grade scale. If one of the reasons should not apply to you, please tick
"not at all important".
@ @ @ @ @ Neighbourhood to home of parents or other relatives
@ @ @ @ @ Grant when studying at this university
@ @ @ @ @ Favourable accommodation possibilities for students on the campus
@ @ @ @ @ Attractiveness of town or region
@ @ @ @ @ Reputation of the university among employers
@ @ @ @ @ Practice-orientated education in my subject
@ @ @ @ @ Chance for specialization in my subject
81
SUBJECT STUDY CONDITIONS AND PROVISIONS
CHEERS
B8 If you look back to your course of study that you graduated from in 1994 or 1995: to
what extent were the following modes of teaching and learning emphasised by your
institution of higher education and its teachers? Please rate each of the applicable
options on a 5-point scale
To a very Not at
high extent all
1 2 3 4 5
@ @ @ @ @ a. Facts and instrumental knowledge
@ @ @ @ @ b. Theories, concepts or paradigms
@ @ @ @ @ c. Attitudes and socio-communicative skills
@ @ @ @ @ d. Independent learning
@ @ @ @ @ e. Regular class attendance
@ @ @ @ @ f. Teacher as the main source of information and understanding
@ @ @ @ @ g. Freedom to choose courses and areas of specialisation
@ @ @ @ @ h. Project and problem-based learning
@ @ @ @ @ i. Direct acquisition of work experience
@ @ @ @ @ j. Out-of-class communication between students and staff
@ @ @ @ @ k. Writing a thesis [NatCat; Thesis or other substantial academic assignment]
@ @ @ @ @ l. Detailed regular assessment of academic progress
82
Retrospective Evaluation of Studies at the University
7.3 Retrospective Evaluation of Studies at the University

In a contained form, this part contains the main questions concerning the subjective
evaluation of the course of studies by the graduates. In the last part (11) the same
subject will be picked up again, but this time in a more open form. This order has been
chosen to keep the influence of the self-contained groups of questions on the open ones
as low as possible. Besides, it is to be expected that after mentioning the employment
situation and especially the utilization of the qualifications acquired, the answers to
open questions will be richer in content.
The content of the statements of the assessment based questions exclusively asked for
in this part is often misjudged. It is neither legitimate to play down such assessments as
"only subjective" statements, nor is it right to call them "objective". Regarding these
questions, it is of little interest to interpret the marginal distribution ("How many
graduates give a positive opinion concerning the structure of the studies"?) but it is
interesting to analyse and interpret the differences in the assessments of the groups (e.g.
age groups, groups of subject areas).
83
SUBJECT EALUATION OF THE STUDY CONDITIONS AND STUDY

PROVISIONS
Indicator Quality of higher education, resources of universities and other study
conditions; teaching and learning processes
Adaptation Necessary as some characteristics do not apply and others which are
important are not included in the list
Indications A Subjective assessment of the studies by the graduates will be achieved.
Therefore, from the answers of the graduates you cannot really conclude,
for example, that the institute's buildings are bad, but only that the
graduates consider them poor.
In this question, the Subjective terms of reference of the answers have
intentionally not been limited, as they have in Question 8. Therefore, this
question also can be put to students.
This is the first question asking the interviewees to specify their answer
with the help of a five-grade scale. Therefore, this type of question is
described in detail and it is made especially clear that an answer is
required for each of the listed characteristics.
Other surveys Similar questions are asked quite often
CHEERS
B9 How do you rate the study provision and study conditions you experienced in the
course of study that you graduated from in 1994 or 1995?
Very Very
good bad
1 2 3 4 5
@ @ @ @ @ a. Academic advice offered in general
@ @ @ @ @ b. Assistance/advice for your final examination
@ @ @ @ @ c. Course content of major
@ @ @ @ @ d. Variety of courses offered
@ @ @ @ @ e. Design of degree program
@ @ @ @ @ f. Testing/grading system
@ @ @ @ @ g. Opportunity to choose courses and areas of specialisation
@ @ @ @ @ h. Practical emphasis of teaching and learning
@ @ @ @ @ i. Teaching quality
@ @ @ @ @ j. Chances to participate in research projects
84
@ @ @ @ @ k. Research emphasis of teaching and learning
@ @ @ @ @ l. Provision of work placements and other work experience
@ @ @ @ @ m. Opportunity of out-of-class contacts with teaching staff
@ @ @ @ @ n. Contacts with fellow students
@ @ @ @ @ o. Chance for students to have an impact on university policies
@ @ @ @ @ p. Equipment and stocking of libraries
@ @ @ @ @ q. Supply of teaching material
85
SUBJECT USEFULNESS OF STUDY PROGRAMME

Indicator Differentiated valuation of study programmes/study contents/study aims
of students; retrospective assessment of results of teaching and learning
processes
Adaptation Is necessary, as some characteristics do not apply and others which are
important are not included in the list (see Question 45)
Indications As in Question 7, a Subjective valuation of the studies by the students
will be achieved. The subjective terms of reference of the answers is
delimited by the question for the "previous occupation". Using different
terms of reference, this question can also be put to students. Question 45
deals in more detail with the use of technical qualifications.
Data analysis Standard; reinforced correlation analysis with characteristics of the
professional situation (mainly field of use and position)
Other surveys Similar questions are used quite often.
AAU studies
9 How would you rate the usefulness of some elements of the study programme for
your previous occupation? Scale of answers from 1=very useful to 5=not at all
useful.
@ @ @ @ @ Course contents in your major field of studies
@ @ @ @ @ Variety of courses offered
@ @ @ @ @ Chance for specialization
@ @ @ @ @ Scientific methods
@ @ @ @ @ Research orientation of students'/project work
@ @ @ @ @ Practical orientation of students'/project work
@ @ @ @ @ Practical orientation of teaching
@ @ @ @ @ Practical laboratory training
@ @ @ @ @ Workshop - training
@ @ @ @ @ Practical training in industry
86
SUBJECT GENERAL EVALUATION OF THE STUDIES

Indicator Professional success; results of studies in the comprehensive meaning of
the word ("outcomes")
Adaptation No
Indications In this question, the terms of reference of the valuation of the studies are
broadened to include the aspects listed in the answer. Therefore
generalization of the valuation of the usefulness of "the studies" is
demanded of the graduates.
Other surveys Similar questions are used quite often.
9 Altogether, how do you rate the usefulness of your studies? Scale of answers
from 1=very useful to 5=not at all useful.
@ @ @ @ @ for finding an adequate job after finishing your studies
@ @ @ @ @ for fulfilling your present professional tasks
@ @ @ @ @ for your future professional development/career
@ @ @ @ @ for the development of your personality/education
@ @ @ @ @ for the economic development of your country
CHEERS
J1 To what extent did your studies help you ...?
To a very Not at
high extent all
1 2 3 4 5
@ @ @ @ @ a. finding a satisfying job after finishing your studies?
@ @ @ @ @ b. for your long-term career prospects?
@ @ @ @ @ c. for the development of your personality?
J2 Looking back, if you were free to choose again, how likely would you ...
Very likely Not likely at
all
1 2 3 4 5
@ @ @ @ @ a. choose the same course of study?
@ @ @ @ @ b. choose the same institution of higher education?
87
@ @ @ @ @ c. choose a higher degree level of higher education? [NatCat]
@ @ @ @ @ d. choose a lower degree level of higher education? [NatCat]
@ @ @ @ @ e. decide not to study at all?
7.4 Job Search and Transition to Employment

The focal point of this subject area concerns the transition from studies to a
profession. The first questions relate to the chronological structure of this process, the
course of transition. The following questions refer to the strategies of seeking
employment and to the experiences of the graduates concerning the recruitment criteria
of the employers. These questions only refer to the first search for employment. Since
for different reasons some graduates do not seek employment after finishing their
studies, considerable attention has to be paid to correct filter guidance.
88
Job Search and Transition to Employment
SUBJECT CAREER
Indicator Professional success; main question: How many percent of the graduates
are employed after how many months?
Adaptation No; but if graduates are surveyed who completed their studies more than
three years ago, it is advisable to take a quarter of a year as smallest time
unit instead of taking one month. The annex contains an simpler form of
this question.
Indications With the help of this question it is possible to survey the further
chronological career of the graduates very precisely. As the situations
and the conditions (employed, trainee, etc.) of the interviewees are
surveyed at different times retrospectively, this method is called a
retrospective survey of data progression. This produces far more precise
information about the chronological structuring and is more efficient than
a panel analysis would be. But therefore it is not possible to record very
differentiated information about the individual periods (employment
situations). We recommend differentiating the employment
situation/occupation for each month into five categories only. However,
further differentiation is possible.
In some graduate surveys the course of employment is recorded in the
form of an open question. We must issue a warning against this as any
later coding of such data is very time consuming.
In most of the cases, the suggested form of question can be answered
quickly by the interviewee, and the data entry is also easy to implement.
Check Please pay attention to double naming within one month. Rule: The
priority runs from left to right, this means for 1 and 5 take 1.
There will be gaps left in the statements for some months: Code 9 for
No answer.
Data analysis The results for this question can be illustrated best with the help of a
diagram: Vertical axis 1 to 100 percent; horizontal axis 1 to 36 months
after being awarded the final degree"; stacked bar or plains. Further time-
orientated analysis of data (event history analysis) can easily be realized
with data surveyed in this way.
Other surveys In this form it has scarcely been realized yet but in other forms of
questions it has been used in nearly all studies.
89
10 Please indicate your employment situation and your occupation after being
awarded your (first) degree at the University of XY. Please tick only one appropriate
category for each month after being awarded your first degree. If the situation of your
occupation changed during a month or if you were involved in different activities (e.g.
studying and working), please tick the most important category only. If the completion of
your first course of studies took place more than 3 years ago, please ignore the
remaining months.
Period after Employe Pro- Advanced Not Not employed Other Job title (e.g. primary
graduation d fessional academic employed, and not intending school teacher, production
training study seeking to be employed manager)
employment
1st year
1st month
2nd month
3rd month
4th month
5th month
6th month
7th month
8th month
9th month
10th month
11th month
12th month
2nd year
1st month
2nd month
3rd month
4th month
5th month
6th month
7th month
8th month
9th month
10th month
11th month
12th month
3rd year
1st month
2nd month
3rd month
4th month
5th month
6th month
7th month
8th month
90
9th month
10th month
11th month
12th month
91
SUBJECT JOB SEARCH FOR EMPLOYMENT AFTER GRADUATION

Indicator Description of seeking behaviour.
Indications Not all graduates seek a job for the time after graduation. We this
question we try to find out their reasons and we can filter them to
applicable questions.
CHEERS
C1 Did you ever seek a job since graduation 1994 or 1995? Exclude applications for
casual and vacation jobs.
1 @ Yes PLEASE GO TO QUESTION C2

2 @ No, I set up my own business/self-employment
3 @ No, I continued the job I have had before graduation
4 @ No, I continued to study (or professional traing)
5 @ No, I obtained work without actually searching PLEASE GO TO QUESTION C8

6 @ Other (please specify):
IF YOU HAVE NOT SOUGHT A JOB PLEASE GO TO QUESTION C9
92
SUBJECT TIME OF START OF SEARCH FOR EMPLOYMENT

Indicator Description of seeking behaviour. Is it worthwhile seeking employment
at an early stage?
Adaptation No; this question can be dropped if no differences between the graduates
are expected.
Indications This question only differentiates whether the search for employment
started before or after having been awarded the final degree; you could
also ask for the exact time if this seems to be relevant.
Data analysis Standard; a reinforced analysis is useful;
correlation analysis with individual preconditions of study, performance
of study and professional success
Other surveys Is used rarely
C2 When did you start looking for a job? Exclude search for casual and vacation jobs.
@
months earlier
1
Prior to graduation,
2 @ Around the time of graduation
@
months later
3
After graduation,
93
SUBJECT STRATEGIES OF SEEKING EMPLOYMENT

Indicator Connection between university and employment; in particular, how
important are the efforts of the university to make the transition easier?
Adaptation Is necessary for some items; A11a makes sense only if a manpower
allocation system exists in the respective country; A11d and A11g will
not exist in all countries.
Indications With the help of this question only successful strategies will be obtained;
in many surveys additional or alternative information is wanted about the
employment market and the procedure (Which strategies were used?). In
our opinion, these questions can without risking a great loss of
information be summarized and even stated more precisely in the
question concerning the successful strategies/procedures. This question
specifically investigates how the first employment was found after being
been awarded the final degree. What kind of different (successful)
strategies are used by the students and which quantitative significance
they have will at the same time become apparent from the distribution.
Cf. Employer Questionnaire Question 9.
Data analysis Standard; a reinforced analysis is useful;
Other surveys Used in many studies but with different lists of items
C4 How did you try to find the first job after graduation? Multiple reply possible
@ 1. I applied for an advertised vacancy
@ 2. I contacted employers without knowing about a vacancy
@ 3. I launched advertisements by myself
@ 4. I was approached by an employer
@ 5. I contacted a public employment agency [NatCat]

@ 6. I contacted a commercial employment agency
@ 7. I enlisted the help of the careers/placement office [NatCat] of my institution of higher education
@ 8. I enlisted the help of teaching staff of the institution of higher education
@ 9. I established contacts while working during the course of study
@ 10. I used other personal connections/contacts (e.g. parents, relatives, friends)
@ 11. I started my own business/self-employment

12. Other: ................................................................................................................................................................
@
(please specify)
C5 Which method was the most important one for getting your first job after
graduation in 1994 or 1995? Please fill in the item number from question C4.
Most important method

@ Not applicable, I have not found a job after graduation PLEASE GO TO QUESTION C9
94
SUBJECT INTENSITY OF JOB SEARCH

Indicator Indicator for the intensity with which employment is sought.
Adaptation No; this question may be dropped if the graduates find a position only by
governmental employment allocation.
Indications The number of applications may be interpreted both as an indication of
the objective requirements of the employment market (the more
unfavourable the employment market, as higher the average number of
applications) and also as an indication of the individual efforts
independently of the objective conditions. Independently of the
conditions of the employment market there will also be differences
between the graduates concerning the intensity with which employment
is sought. A measurement for the relative, individual intensity of seeking
employment can be formed by referring the number of applications to the
duration of seeking employment. (RELINT = A13a / A17a)
Check Please check figures
Data analysis Standard; a more detailed analysis is useful;
CHEERS:
C6 How many employers did you contact (by e.g. letter) before you took up your first
job after graduation in 1994 or 1995?
Approx. number of employers contacted
13 How often did you apply for a vacancy?
@@ Number of applications
14 How often did you participate in tests?
@@ Number of tests
15 How often were you invited for an interview?
@@ Number of invitations
16 How many vacancies were you offered?
@@ Number of vacancies
95
SUBJECT DURATION OF SEEKING EMPLOYMENT

Indicator Indicator for the intensity with which employment is sought; situation of
the employment market
Adaptation No; question may be dropped if graduates find a position only by
governmental employment allocation
Indications See indications for 13
Check Please check figures
Data analysis Standard; the questionnaire contains the Variable A17b in an abbreviated
form but in the analysis, as mentioned, Code 2 should be completed.
Other surveys Is used often
17 How long did it take you to find your first employment?
@@ Duration of seeking employment (months)
CHEERS
C7 How many months have you sought all-together (before or after graduation) for your
first job after graduation in 1994 or 1995, which you consider not to be a casual job?
@@ Months of job seeking
96
SUBJECT RECRUITMENT CRITERIA OF THE EMPLOYERS

Indicator How important are characteristics of the graduates which are influenced
by the university?
Adaptation No
Indications Graduates, as parties affected by the recruitment procedures can, of
course, only provide information about their own experiences which do
not necessarily have to correspond with the actual criteria of the
employers. On the other hand, each graduate has made his own
experiences whereas employer surveys only lead to generalized
statements about "the" graduates. Besides, the statements on the
employers are not always more valid than those of the graduates. This is
a matter of more or less mutually complementary perspectives.
The list of the recruitment criteria is not complete. Nor was this intended
as this study mainly concerns the importance of study-orientated
characteristics. In some countries some aspects may certainly be of high
importance but it is not expedient, for example, to ask for any personal
qualifications because graduates have probably not received any
feedback about these. This also goes for all aspects like gender, age and
social, ethnic or regional background. Whether these characteristics of
the graduates are of any importance for professional success may be
checked in the analysis. Do women state longer periods of seeking than
men?
Cf. Employer Questionnaire Question 10
18 In your opinion, how important were the following aspects for your employment in
this occupation? Scale of answers from 1=very important to 5=not at all important
@ @ @ @ @ Field of study
@ @ @ @ @ Main focus of subject area/specialization
@ @ @ @ @ Final examination (subject/form)
@ @ @ @ @ Grades of examination at the university
@ @ @ @ @ Reputation of the university
@ @ @ @ @ Reputation of the department
@ @ @ @ @ Previous work experiences
@ @ @ @ @ Personality
@ @ @ @ @ Foreign experiences
@ @ @ @ @ My own world view/religion
@ @ @ @ @ Other
97
CHEERS
C8 How important, according to your perception, were the following aspects for your
employer in recruiting you for your initial employment after graduation, if
applicable?
Very Not at all
important important
1 2 3 4 5
@ @ @ @ @ a. Field of study
@ @ @ @ @ b. Main subject/specialisation
@ @ @ @ @ c. Exam results [NatCat]
@ @ @ @ @ d. Practical/work experience acquired during course of study
@ @ @ @ @ e. Practical/work experience acquired prior to course of study
@ @ @ @ @ f. Reputation of the institution of higher education
@ @ @ @ @ g. Experience abroad
@ @ @ @ @ h. Foreign language proficiency
@ @ @ @ @ i. Computer skills
@ @ @ @ @ j. Recommendations/references from third persons
@ @ @ @ @ k. Personality
98
Training Period After Graduation
SUBJECT TYPOLOGY OF TRANSITION

Indicator Transition; Labour market
Indications This question is ery helpful to get an overall impression by the graduates;
sometimes it is difficult to get related information from the objective
work history information. Problem: multiple reply possible.
CHEERS
C9 How would you characterise and summarise your predominant activities since your
graduation in 1994 or 1995? Multiple reply possible
@ I have spent most of the time on a regular job
@ I had mainly various temporary jobs
@ I had mainly more than one job at the same time
@ I was most of the time unemployed
@ I mainly embarked on further study/professional training
@ I was predominantly engaged in child rearing or family care
@ Other:
7.5 Training Period After Graduation

Like the previous parts, this part also follows the logic of the individual biography by
picking out the training period of the professional occupation as the central theme. In
particular, it is of high interest to find out to what extent and in what way graduates
receive a specific education during their training period. The interpretation of the results
of this part depends to a large extent on the aims of education of the individual
universities.
99
SUBJECT KIND OF INITIAL TRAINING

Indicator Congruence between qualifications acquired and professional demands
Information about the work conditions the graduates find in the
institution/the company when starting their job Do they feel as if they are
thrown in at the deep end, or are they offered an additional workplace-
orientated qualifying period?
Adaptation Is possible:country- and subject-specific (e.g. internship). There are
country-orientated different relationships between the education and the
employment system and also between the subject areas.
Indications With the help of this question which asks for the actual strategies of the
employers, you will possibly obtain more information than by asking for
the practical orientation of the studies.
The internal training period may be necessary to reduce (practical)
qualification deficiency, on the one hand, but on the other it may also be
used as an internal strategy to qualify young people for management
positions.
Check Please pay attention to the multiple replies; rule ascending priority, for
example, when 1 and 2 are stated, 2 is recorded; but in any case code 5
takes last place.
Data analysis Standard; reinforced: Do employers who provide internal training
programmes for young graduates attach less importance to technically
matched qualifications in their recruitment criteria?
Other surveys Is rarely used
19 How would you describe the character of the training period of your first
occupation after completing your studies?
1 @ No training time, immediate start with normal tasks
2 @ Advice/help from experienced colleagues
3 @ Advice/help also from superiors
4 @ Participation in an extensive formal trainee programme/training course, etc.
5 @ Other
100
SUBJECT DURATION OF THE FORMAL TRAINING PROGRAMME

Indicator Matching of qualifications acquired and employment demands
Adaptation No
Indications See Question 19
Data analysis Standard; see 19
20 If you participated in a training programme (course, trainee programme) please

indicate its full duration
@@@ Duration of the formal training programme (weeks)
101
SUBJECT DURATION OF TRAINING TIME

Adaptation No
Data analysis Standard; see Question 19
Other surveys AAU and CHEERS
21 How long did it take you before you had the impression that you were competent
enough to do your job effectively?
@@@ Duration of training time (weeks)
102
SUBJECT KIND OF QUALIFICATIONS ACQUIRED DURING THE

TRAINING TIME
Adaptation Please check whether the items for the Subject
Indications See 19
Other surveys No, but many studies ask about topics of professional further education
22 In which topics did you gain new knowledge/abilities at the beginning of your
employment? Multiple reply possible
@ Workplace-orientated technical knowledge
@ EDP application
@ Personnel management
@ Financial management
@ Contact with other persons (sales seminars, courses in group dynamics)
@ Organizational structure of the institution/the company or of single sections
@ Other
103
SUBJECT TRAINING FOR MANAGEMENT DUTIES

Indicator Hierarchical level of matching of higher education and employment
demands; see also 19
Adaptation No
Indications None
23 Were you trained at the beginning of your job to take over a management position
in future?
1 @ Yes
2 @ No
See the CHEERS questionnaire, part H, for further questions related to further
education.
7.6 The Present Employment Situation

In this part the main characteristics concerning the current employment situation of
the graduates are investigated. Special importance has been attached to relevant
information about the contents of the professional occupation/work in order to connect
them with the course of studies. The professional/contextual relation between higher
education and employment is also a topic of the following, but there on the basis of the
self-perception of the graduates, whereas this part investigates data which when
connected with the statements of the graduates concerning their studies (especially the
professional main focus of their study) permit statements about the degree of matching
between their professional occupation and the knowledge and abilities acquired during
their studies.
In many countries, the university graduates have an extra job beside their main
occupation. For this extra work they often earn more money than they do with their
"official" job. In our opinion, it is not possible to analyse this extra work in more detail
in graduate surveys as, in general, it is not officially allowed.
In this part, too, you will have to pay attention to correct filter guidance as some
graduates may not have been employed at all since completing their studies, or were
perhaps unemployed at the time of the survey but employed before.
Questions concerning their employment situation should only be put to graduates
who really are employed at the time of the survey
In some studies, these questions are also asked of graduates who are unemployed at
the time of the survey but had been employed before. With this the problem arises that
for all statements you have to ensure that you always find the correct reference group.
Example: "From all graduates, who ..., X % are employed in the public sector" instead
104
The Present Employment Situation
of simply saying: "From all (employed) graduates, X % are working in the public
sector".
105
SUBJECT EMPLOYMENT SITUATION

Indicator Criterion of professional success
Adaptation No, but possibly further differentiation of the current employment
situation/occupation
Indications The question may seem to be redundant as the categories nearly
correspond completely to those of Question 10. But unlike Question 10,
multiple reply is possible and therefore the combination of, for example,
the course of study and the employment can be captured.
Check Please, check the correspondence or plausibility with the statements in
response to Question 10
Data analysis Standard; additionally you may perhaps form a filter variable in order to
ensure that for all questions concerning the employment only those
graduates are taken into account who really are employed at the time of
the survey.
Other surveys Is used in all studies but with different categories or types of question
24 How would you characterize your present employment situation or activity?

Multiple reply possible
@ Employed
@ Professional training
@ Further academic studies
@ Without employment, but seeking employment
@ Without employment, and I do not wish to/cannot start working at present (e.g. raising children, illness)
@ Military service/community service, etc.
@ Other
106
SUBJECT CHANGE OF EMPLOYER

Indicator Career; employment situation
Adaptation No
Indications This question contains the main filter for those graduates who have not
been employed since completing their studies.
Other surveys Is often used.
25 Have you changed your employer/employment since graduation?

1 @ Yes, I have changed my employer/employment
2 @ No
3 @ Not applicable, as I am still unemployed since graduation Please, go to question XXX
107
SUBJECT REASONS FOR THE CHANGE OF EMPLOYER

Indicator Career
Adaptation No, possibly complete the items
Indications This question also has to be answered by graduates who are not
employed at the time of the survey but who had been employed before.
In some studies this question refers to the last change. In the analysis this
reference may to a certain extent also be achieved by analyzing this
question only for graduates who have only changed their
employer/employment once.
Other surveys Used in some other surveys
26 Why did you change your employer/employment? Multiple reply possible

@ In order to obtain a higher income
@ In order to get a better position
@ In order to use the qualifications acquired during my studies
@ The change happened compulsorily (I worked in a temporary job, I was sacked, etc.)
@ To live in a certain place
@ To take over desirable professional tasks
@ Other
108
SUBJECT MOBILITY/CAREER
27 If you have changed your occupation, please indicate for how many employers/in
how many occupations you have worked previously (without counting your
present post).
@ @ Number of previous employers
28 How long have you been working with the present employer?
@ @ Number months with present employer
Indicator Career
Adaptation No
Indications The duration of employment is not identical with professional
experience. In order to be able to calculate professional experience the
times before studying and the times of any further employment after
studying (see Question 10) have to be taken into account.
Check Please check the plausibility of the times given and complete the leading
zeros
Other surveys Is often asked in similar fashion
109
SUBJECT JOB TITLE; RELATION BETWEEN STUDIES AND

PROFESSION
Adaptation The examples have to be adapted.
Indications The answers should be captured as text and additionally they should be
coded. For this step you can use the ISCO-List. See the WWW
Check For the data entry the statements should be suitably abbreviated, e.g. Eng.
instead of Engineer.
Data analysis Please evaluate only the list of the text statements; after the coding:
standard analysis
Other surveys Is often used
29 What is your job title? Please state the precise term, e.g. construction engineer,
production engineer, etc.
..............................................................................................................................................................................................
..............................................................................................................................................................................................
110
SUBJECT KIND OF PROFESSIONAL TASKS; RELATION BETWEEN

STUDIES AND PROFESSION
Adaptation The examples in the brackets are to be adapted.
Indications The answers should be captured as text. You may drop the coding as the
tasks are ascertained in detail in Question 3. This open question serves as
addition.
Check For the data entry the statements should be suitably abbreviated.
Data analysis Please evaluate only the list of the text statements
30 Please outline your professional tasks (e.g. production management and

supervision)
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
CHEERS
D6 What is your current major area of work assignment (e.g. R&D, data processing,
sales or teaching) and what are your additional area(s) of activities, if applicable?
Major area of work (please specify)
..............................................................................................................................................................................................
..............................................................................................................................................................................................
Additional area(s) of work (please specify)
..............................................................................................................................................................................................
..............................................................................................................................................................................................
111
SUBJECT ECONOMIC SECTOR

Indicator Important conditions of the professional work
Adaptation Here special attention has to be paid to the customary terms.
Indications With the help of this question it should be possible, above all, to
differentiate between the employees of the public and the private sector.
The educational sector has been included additionally because it is an
important and very special employment sector. But as the following
question also contains the educational sector as being part of the branch
of industry, you may decide not to include it in this question as a
response item. Cf. Employer Questionnaire Question 5
Other surveys A similar question is used in all studies
31 In which economic sector do you work at present? Please tick one item only
1 @ Private sector
2 @ Parastatal/public enterprise
3 @ Public administration/local or central government
4 @ Other
112
SUBJECT ECONOMIC BRANCH

Indicator Kind of economic activities of the company/the organization;
technical/professional affinity to the study programme of the university
Adaptation Please check correspondence with the customary terms and
classifications and, if necessary, please differentiate some areas in more
detail
Indications With the help of this question the economic main activities of the
company/the organization are to be captured. For this, the system of the
official statistics may serve as a basis, but according to the probable
employment areas of the engineers it is useful to differentiate in such a
way that the employment areas can be captured as precisely as possible.
On the other hand, areas in which engineers are hardly employed may be
summarized more "roughly".
Check Please pay attention to the multiple replies; if a clear assignment is not
possible from the remaining statements of the interviewee, please use the
code "77=Cannot be related clearly".
Data analysis Standard; relation between studies and professional success; possibly
used as break-variable; combinations of some categories is useful and
with regard to the number of cases probably necessary.
Other surveys Is used in most of the studies but in all of them with a different degree of
differentiation.
32 In which of the following branches of industry would you classify your

company/organization? Please tick one item only. The answer should only
concern your main occupation
1 @ Schools
2 @ Universities
3 @ Research institutions
4 @ Agriculture and forestry, fishing
5 @ Mining
6 @ Power supply and other energy industry
7 @ Water supply, water management
8 @ Chemistry, mineral oil manufacturing
9 @ Plastics/rubber/asbestos manufacturing
10 @ Stone, earth, fine ceramics, glass (production and manufacturing)
11 @ Iron/metal production and manufacturing
12 @ Mechanical engineering, vehicle engineering, steel erection and container construction
113
13 @ Electrical engineering
14 @ Precision mechanics, optics, toy industry, and jewellery
15 @ Wood/paper and printing industry
16 @ Textile/leather and clothing industry
17 @ Food and semi-luxury food industry
18 @ Building and construction trade (building constructor)
19 @ Trade (wholesale trade and retail trade)
20 @ Transport (haulage, storage, shipping, railway, etc.)
21 @ Communication (post, broadcasting, television, etc.)
22 @ Health system
23 @ Banking
24 @ Insurance companies
25 @ Legal and commercial advice (also personnel advice)
26 @ Engineering consultants (architect's office)
27 @ Other service trades (e.g. journalism, publishing, housing/real estate, tourism)
28 @ Trade and commercial associations, parties
29 @ Church organizations
30 @ International organizations
31 @ General public administration (regional administrative bodies, state, county, and local authorities)
32 @ Other
114
SUBJECT MAIN FIELD OF ACTIVITY

Indicator Fields of tasks; relation between studies and profession;
affinity/adequacy
Adaptation Necessary; please check the correspondence with the customary terms
and classifications; some areas will probably need further differentiation
or completion
Indications see Question 32. This question also shows that for some graduates it is
not possible to state their "main occupation". Some categories might not
have good selectivity properties which, amongst other things, is a result
of a strong differentiation. In our opinion, these problems cannot be
solved if you want to capture relatively differentiated data concerning the
fields of activity in order to be able to analyse the extent to which a
correspondence exists with the study programme of the university. It is
possible, though, to aggregate more strongly in the subsequent analysis.
Data analysis Standard; please evaluate in a more detailed manner the relation between
studies and professional success, probably used as Break-Variable;
combinations of some categories is useful and with regard to the number
of cases probably necessary.
Other surveys Is used in most of the studies but in all of them with a different degree of
differentiation.
33 What is your current major occupation?

1 @ Settlement/preparation of accounts
2 @ Supervision of production facilities/maintenance
3 @ Training
4 @ Export
5 @ Supervision of construction sites
6 @ Preparation of construction sites/construction/supervision of construction
7 @ Advisory services/consulting
8 @ Maintenance and repair of production facilities
9 @ Controlling
10 @ Data processing
11 @ Development/experiments
12 @ Production
13 @ Preparation of production
14 @ Finances
115
15 @ Research and development
16 @ Research/science
17 @ Estimating/costing
18 @ Construction
19 @ Construction/design
20 @ Management
21 @ Marketing
22 @ Market research
23 @ Material management
24 @ Measurement and testing technology
25 @ Installation/commissioning
26 @ Standardization and licensing
27 @ Personnel affairs
28 @ Planning of functions/use of buildings/plants
29 @ Planning and organization
30 @ Project management
31 @ Accountancy
32 @ Security engineering
33 @ Tax affairs
34 @ System analysis
35 @ Project execution
36 @ Environmental engineering
37 @ Processing development
38 @ Sales management
88 @ Other
116
SUBJECT ADDITIONAL FELDS OF ACTIVITY

Indicator Relation between studies and profession; affinity/adequacy
Adaptation see 33
Indications see 33
Data analysis see 33
33 What your current major occupation - additional activities?

@ Settlement/preparation of accounts
@ Supervision of production facilities/maintenance
@ Training
@ Export
@ Supervision of construction sites
@ Preparation of construction sites/construction/supervision of construction
@ Advisory services/consulting
@ Maintenance and repair of production facilities
@ Controlling
@ Data processing
@ Development/experiments
@ Production
@ Preparation of production
@ Finances
@ Research and development
@ Research/science
@ Estimating/costing
@ Construction
@ Construction/design
@ Management
@ Marketing
@ Market research
@ Material management
@ Measurement and testing technology
@ Installation/commissioning
@ Standardization and licensing
117
@ Personnel affairs
@ Planning of functions/use of buildings/plants
@ Planning and organization
@ Project management
@ Accountancy
@ Security engineering
@ Tax affairs
@ System analysis
@ Project execution
@ Environmental engineering
@ Processing development
@ Sales management
@ Other
118
SUBJECT SIZE OF THE COMPANY/THE ORGANIZATION

Indicator Information about the companies/the organizations; conditions of the
professional work
Adaptation Please check the terms for the groups of employees
Indications For companies/organizations owning spatially separated firms/branches it
is difficult to define precisely the terms of reference for all cases.
Therefore, it is left to the graduates which figures they think to be
appropriate. It is possible, too, to think of a solution as shown in the
Employer Questionnaire Question 1 to 3.
Check Please check the plausibility of the figures
Data analysis Standard; please carry out classifications; more detailed correlation
analysis between size of company/organization and especially
professional success, use of qualifications and requirements.
Other surveys Is often used in similar form.
34 How many employees are working for the company/the organization you work for?
If you don't know the exact number, please estimate.
@@@@@ Number of employees
@@@@@ Number of university graduates employed
@@@@@ Number of university graduates in the subject area Z employed
@@@@@ Number of university graduates in the subject Z from the University of XY employed
CHEERS
D9 Please estimate, to the best of your ability, the approximate number of people who
are working in ...
a. the location where you currently work.

approx.
b. the entire organisation if there is more than one location.

approx.
119
SUBJECT WORKING TIME

Indicator Employment situation
Adaptation No
Indications Up to now, all questions could also be answered by the independent
businessman/woman/self-employed persons, but that is not possible for
this question and some following ones. We propose to include for these
questions the item "Not applicable, I am an independent
businessman/woman/self-employed" instead of "filtering" this group and
asking them special questions which could not be answered by the other
graduates. However, should you enter any questions in your study which
only can be answered by independent businessman/woman/self-
employed persons, then probably a filter guidance would be more useful.
Data analysis Standard; in order to be able to analyse income, it is useful to distinguish
between the full-time and the part-time employees
Other surveys AAU graduate surveys; CHEERS C10/C11 and D7
35 Are you employed full-time?

1 @ Yes
2 @ No, I am employed part-time
3 @ Not applicable, I have my own business/I am self-employed
Or (CHEERS)
D7 How many hours per week are you working on average? Multiple reply possible
Working hours
per week
Contract hours of my major assignment

Additional working hours of my major assignment (paid and unpaid overtime)

Working hours on other assignments (second occupation, side jobs, etc.)

Total working hours (incl. self-employment)

36 Are you the superior of other employees?

1 @ No
2 @ Yes
120
SUBJECT MANAGEMENT DUTIES

Indicator Criterion for professional success
Adaptation No
Indications The number of persons for whom graduates are responsible or whom
they have to supervise ("span of supervision") may also be understood as
an indicator for the professional position achieved. See indications for
Question 37.
Check Please check the plausibility of the statements with the "open" statements
of the graduates for the Question 38 as well as the figures concerning the
size of the company/the organization
Data analysis Standard; please carry out more detailed correlation analysis with the
remaining criteria for professional success, the individual characteristics,
the duration of studies, etc.; therefore probably used as additional Break-
Variable
Other surveys AAU studies
37 Which of the following management and leadership levels characterize your

professional position?
1 @ Top/senior management (board of directors, general manager, etc.)
2 @ Average management (head of department, local manager, etc.)
3 @ Lower management (group leader, etc.)
4 @ No management tasks at all
5 @ Other
121
SUBJECT MANAGEMENT LEVEL

Indicator Professional position; criterion for professional success
Adaptation Please check the examples
Indications In some studies, the professional position achieved - together with the
income - is the main indicator for professional success. In graduates
surveys, though, it is only possible to a certain extent to ascertain the
professional position achieved clearly in order to be able to use it as an
indicator because the terms for the hierarchical positions of companies
and organizations are not standardized and, besides, the individual
companies/organizations are vertically diversified in a different way.
Additional problems occur when making comparisons between different
countries. Therefore, we recommend that you do not overvalue the
results concerning the professional position and pay at least the same
attention to other criteria of professional success.
Check Please check the plausibility of the classification with the open
statements of the graduates in the following Question 38.
Data analysis Standard; please carry out more detailed correlation analysis with the
remaining criteria for professional success, the individual characteristics,
the duration of professional experience, the performance during studies,
etc.; therefore probably used as additional Break-Variable
38 What is the term for your professional position? Please indicate the most precise
term (e.g. management assistant, owner of a business)
..............................................................................................................................................................................................
..............................................................................................................................................................................................
Indicator Professional position; criterion of professional success

Adaptation Please check examples
Indications First of all, the open statements of the graduates are supposed to enable a
check of the plausibility of the classification in Question 37.
Check Please shorten/correct the text statements where necessary (e.g. Ass.
instead of Assistant)
Data analysis Only list of text answers; possibly coding
122
SUBJECT DURATION OF EMPLOYMENT IN THE PRESENT POSITION

Indicator Criterion of professional success; professional career
Adaptation No
Indications With the help of this Question it can be ascertained after what length of
employment promotion can be achieved.
Check Please check plausibility of times
Other surveys Is used occasionally
39 For how long have you been working in your present position?
@@@@@ Duration of work in the present position (months)
123
SUBJECT INCOME
Adaptation Please check if it is possible to ask frankly about the income in the
country; possibly propose income classification
Indications Giving the currency is only necessary to enable conversion of the figures
in case graduates are employed abroad.
Check Please pay attention to the statement regarding currency and, if
necessary, convert it into the state currency
Data analysis Standard; please evaluate connections with the other criteria of
professional success
Other surveys There are similar questions in all studies
40 How much is your monthly gross income? Please take into account only the
income from your main occupation and, if necessary, take the average value
@@@@@ Monthly gross income
CHEERS
D11 What is your approximate annual gross income?[NatCat local currency]:
Thousand [NatCat]
a. from your current major job (excluding overtime and extra payments)?

b. from overtime and extra payments in your major job?

c. from other jobs?

124
SUBJECT ADDITIONAL GRANTS OF THE EMPLOYER

Adaptation Probably complete further grants
Indications None
41 Do you receive any fringe benefits from your employer? Multiple reply possible
@ Car, car allowance, or other grants for using public transport
@ Housing or grant towards the rent
@ Health service or something similar
@ (Additional) provision for old age
@ Other
@ No additional grants
125
SUBJECT FURTHER OCCUPATIONS

Indicator Professional situation
Adaptation No
Indications As mentioned before, we don't think it useful to ask any more questions
about the further occupation.
42 Do you have any further professional occupations?

1 @ Yes
2 @ No
126
SUBJECT REGION OF EMPLOYMENT

Indicator Basic conditions of the occupation; regional mobility
Adaptation Is necessary, as only the officially named regions of the respective
country are useful
Indications Some studies also ask for the size of the town or they propose types of
regions (e.g. capital, city, industrial centre, etc.). We recommend that you
include a list of the regions of your country; with the help of this list you
are able to ascertain the mobility quite precisely as well and you will get
to know the economic characteristics of the individual regions.
Other surveys A similar question is used in many studies
43 In which region are you working?

1 @ (text)
2 @ (text)
99 @ No answer
127
SUBJECT ASSESSMENT OF THE SELF-EMPLOYED PERSON

Indicator Information
Adaptation Probably complete further aspects
Indications In graduates surveys, independent businessmen/women/self-employed
persons are often underrepresented or are represented only in such few
numbers of cases that reliable statements concerning their professional
situation can hardly be made. This question provides indirect information
about the professional situation of the independent
businessman/woman/self-employed person, as all graduates are asked for
their assessment of this Subject.
Other surveys Is used occasionally; most of the time a similar question about the
reasons for taking up an independent occupation are only asked of self-
employed people. AAU studies.
44 How far do you agree with the following statements concerning work in one's own
business/being self-employed? Scale of answers from 1=completely applicable to
5=not at all applicable.
Persons having their own business/being self-employed achieve a relatively high
@ @ @ @ @ income
@ @ @ @ @ Persons having their own business/being self-employed have long working hours
Graduates establish their own business/are self-employed mainly because they have
@ @ @ @ @ not found any other employment
Higher education does not really prepare graduates sufficiently for an occupation with
@ @ @ @ @ regard to setting up their own business/to be self-employed
Favourable long-term job prospects exist for persons having their own business/being
@ @ @ @ @ self-employed
7.7 Work, Professional Requirements and Use of

Qualifications
This topic includes the two questions 45 and 46. The first question concerns the
professional/contextual relation of higher education and employment on the basis of the
self-perception of the graduates and the second question deals with the non-professional
qualification requirements. It is advisable, though, to differentiate the first question
more strongly than has been done in this Specimen Questionnaire, as the results are a
main focus of this study for the purpose of taking into account the educational
programme of the university appropriately. You will have to propose longer lists of
course contents, particularly if engineers are educated in different subject areas.
128
Work, Professional Requirements and Use of Qualifications
SUBJECT USE OF PROFESSIONAL QUALIFICATIONS

Indicator Relation between studies and profession; use of professional
qualifications acquired; affinity of the professional tasks
Adaptation Is necessary; please carry out further differentiation of proposed answers,
corresponding to the respective study contents.
Indications The proposed answers are relatively highly aggregated and are equally
suitable for mechanical engineers, electrical engineers and civil
engineers. We recommend that you use a stronger differentiation of the
proposed answers for your study corresponding to the course of studies
of your university. Cf. Employer Questionnaire Question 30
Data analysis Standard; reinforced factor analysis, probably clusters should be built
Other surveys Is used in individual studies only; AAU studies
45 To what extent do you use qualifications acquired during your studies for your
present job? Scale of answers from 1=to a very high extent to 5=not at all. If you
have not acquired any of the following knowledge or skills, please don't tick any
item in the corresponding line
@ @ @ @ @ Mathematics
@ @ @ @ @ Natural sciences (physics, chemistry), material technology
@ @ @ @ @ Ecology and conservation
Theoretical basics of engineering sciences (technical mechanics, thermodynamics,

@ @ @ @ @ structural engineering, electrical engineering, etc.)
@ @ @ @ @ Operation, measurement, and control technology
@ @ @ @ @ Applied technical fields (technical sets, machine systems, installations, connections)
@ @ @ @ @ System analysis and optimization
@ @ @ @ @ Planning, design, calculation, and construction (product- and process-orientated)
@ @ @ @ @ Experimental and practical working
@ @ @ @ @ EDP application (CAD, CIM, etc.)
@ @ @ @ @ Social sciences (psychology, sociology, politics)
@ @ @ @ @ Economics (finances, costing, etc.)
@ @ @ @ @ Law (elements relevant to discipline/subject)
@ @ @ @ @ Knowledge of the English language
129
SUBJECT NON-PROFESSIONAL QUALIFICATION REQUIREMENTS

Indicator Relation between studies and profession
Adaptation No
Indications For the execution of professional tasks not only the knowledge and
abilities which are obviously the aim of higher education are necessary
but graduates also have to possess "non-professional" qualifications and
orientations. To what extent the universities teach these "non-
professional" qualifications and orientations will differ highly between
the individual cases. Besides, it is not known how these qualification
contents can be produced or how they were produced. Many of them
might have existed at the time the course of studies was commenced (e.g.
persistence, determination) On the other hand, others might have been
specially supported during the course of studies (e.g. economically
effective thinking, ability to solve problems, innovativeness, self-
confidence).
Data analysis Standard; reinforced factor analysis
Other surveys Is used in some studies but with different lists. AAU studies
46 To what extent are you confronted with the following requirements in your present
occupation? Scale of answers from 1=to a very high extent to 5=not at all.
130
Work, Professional Requirements and Use of Qualifications
@ @ @ @ @ Willingness to learn
@ @ @ @ @ Ability to solve problems
@ @ @ @ @ Ability to reflect upon your own actions/activities
@ @ @ @ @ Ability to express yourself in writing
@ @ @ @ @ Unconventional thinking
@ @ @ @ @ Willingness to perform/commitment
@ @ @ @ @ Ability to coordinate
@ @ @ @ @ Ability to improvise
@ @ @ @ @ Reliability
@ @ @ @ @ Ability to work under pressure
@ @ @ @ @ Independence
@ @ @ @ @ Sense of responsibility
@ @ @ @ @ Innovativeness
@ @ @ @ @ Creativity
@ @ @ @ @ Economically efficient thinking
@ @ @ @ @ Determination
@ @ @ @ @ Loyalty to the institution and its objectives
@ @ @ @ @ Persistence
@ @ @ @ @ Ability to cooperate
@ @ @ @ @ Ability to assert oneself
@ @ @ @ @ Self-confidence
@ @ @ @ @ Adaptability
@ @ @ @ @ Empathy
@ @ @ @ @ Leadership qualities
@ @ @ @ @ Initiative and drive
Or in the CHEERS project:

E1 Please, state the extent to which you had the following competencies at the time
of graduation in 1994 or 1995 and to what extent they are required in your current
work. If you are not employed please answer only (A).
131
A. Possessed at time of Knowledge, skills and competencies

B. Work requirements
graduation 1994 or 1995
To a Not To a very Not at

very high at all high extent all
extent
1 2 3 4 5 1 2 3 4 5
@ @ @ @ @ Broad general knowledge @ @ @ @ @
@ @ @ @ @ Cross-disciplinary thinking/knowledge @ @ @ @ @
@ @ @ @ @ Field-specific theoretical knowledge @ @ @ @ @
@ @ @ @ @ Field-specific knowledge of methods @ @ @ @ @
@ @ @ @ @ Foreign language proficiency @ @ @ @ @
@ @ @ @ @ Computer skills @ @ @ @ @
Understanding complex social,
@ @ @ @ @ organisational and technical systems @ @ @ @ @
@ @ @ @ @ Planning, co-ordinating and organising @ @ @ @ @
@ @ @ @ @ Applying rules and regulations @ @ @ @ @
@ @ @ @ @ Economic reasoning @ @ @ @ @
@ @ @ @ @ Documenting ideas and information @ @ @ @ @
@ @ @ @ @ Problem-solving ability @ @ @ @ @
@ @ @ @ @ Analytical competencies @ @ @ @ @
@ @ @ @ @ Learning abilities @ @ @ @ @
@ @ @ @ @ Reflective thinking, assessing one's own work @ @ @ @ @
@ @ @ @ @ Creativity @ @ @ @ @
@ @ @ @ @ Working under pressure @ @ @ @ @
@ @ @ @ @ Accuracy, attention to detail @ @ @ @ @
@ @ @ @ @ Time management @ @ @ @ @
@ @ @ @ @ Negotiating @ @ @ @ @
@ @ @ @ @ Fitness for work @ @ @ @ @
@ @ @ @ @ Manual skills @ @ @ @ @
@ @ @ @ @ Working independently @ @ @ @ @
@ @ @ @ @ Working in a team @ @ @ @ @
132
Assessment of the Professional Situation
@ @ @ @ @ Initiative @ @ @ @ @
@ @ @ @ @ Adaptability @ @ @ @ @
@ @ @ @ @ Assertiveness, decisiveness, persistence @ @ @ @ @
@ @ @ @ @ Power of concentration @ @ @ @ @
@ @ @ @ @ Getting personally involved @ @ @ @ @
@ @ @ @ @ Loyalty, integrity @ @ @ @ @
@ @ @ @ @ Critical thinking @ @ @ @ @
@ @ @ @ @ Oral communication skills @ @ @ @ @
@ @ @ @ @ Written communication skills @ @ @ @ @
@ @ @ @ @ Tolerance, appreciating of different points of view @ @ @ @ @
@ @ @ @ @ Leadership @ @ @ @ @
@ @ @ @ @ Taking responsibilities, decisions @ @ @ @ @
7.8 Assessment of the Professional Situation

The term of this subject area is not very precise as in this part different subject areas
are summarized. First of all you will find questions concerning the relation between
studies and employment, the results of which provide information about important
aspects of professional success. The questions concerning the professional satisfaction
also provide details about professional success with regard to important characteristics
of the professional situation as well as in general. In the question about the professional
motivation the orientations which are important for individual actions are of
considerable importance for the explanation of the professional development of the
graduates. The final question provides information about the further perspectives of the
graduates.
133
SUBJECT REALIZATION OF THE PROFESSIONAL IDEAS

Adaptation No
Indications The question aims at the degree of matching between the job outline at
the end of the studies and subsequent experiences. The match may only
be slight, but nevertheless the professional satisfaction may be high.
Therefore, with the help of this question we do not ascertain professional
satisfaction.
Data analysis Standard; connections with the other criteria of professional success
47 To what extent were you able to realize the professional ideas you had at the end
of your studies? Scale of answers from 1=to a very high extent to 5=not at all.
@ @ @ @ @ Realization of the professional ideas
134
SUBJECT USE OF KNOWLEDGE AND SKILLS

Indicator Relation between studies and profession; criterion of professional success
Adaptation No
Indications The extent of the use of qualifications has been already ascertained in
detail in part 6. Here, a summarizing characterization by the graduates is
wanted.
Data analysis Standard; correlation analysis with the other criteria of professional
success
Other surveys Similar questions are used often
48 When you look at your current professional tasks as a whole: to what extent do
you use the qualifications acquired during your course of studies? Scale of
answers from 1=to a very high extent to 5=not at all.
@ @ @ @ @ Extent of the use of qualifications
Cheers:
E2 To what extent has your study (you graduated from 1994 or 1995) been useful for
...?
To a very Not at
high extent all
1 2 3 4 5
@ @ @ @ @ a. preparing you for your present work tasks?
@ @ @ @ @ b. preparing you for tasks in other spheres of life?
135
SUBJECT APPROPRIATENESS OF THE PROFESSIONAL POSITION

Indicator Relation between studies and profession; criterion of professional
success. A central question in the discussions concerning the
consequences of university expansion in the industrialized countries is if
and to what extent graduates have positions which are below the level
looked upon as being the standard level for graduates.
Adaptation No
Indications None
success
Other surveys Is used in similar form in some studies
49 How would you characterize your current professional position? To what extent is
your professional position adequate to your education? Scale of answers from
1=completely to 5=not at all.
@ @ @ @ @ Appropriateness of the professional position
Cheers
F3 If you consider all dimensions of your employment and work (status, position,
income, work tasks, etc.):
a. To what extent is your employment and work appropriate to your level of

education?
Completely Not at all

appropriate appropriate
1 2 3 4 5
@ @ @ @ @
b. What is the most appropriate level of course of study/degree for your employment
and work in comparison to that which you graduated from in 1994 or 1995?
1 @ A higher level than the one I graduated from
2 @ The same level
3 @ A lower level of higher/tertiary education
4 @ No higher/tertiary education at all
5 @ Others (please specify): ...........................................................................................................................................
136
SUBJECT GENERAL APPROPRIATENESS OF THE PROFESSIONAL

SITUATION
Indicator Relation between studies and profession; criterion of professional success
Adaptation No
Indications The comprehensive assessment of the professional situation is supposed
to give graduates the chance to take into account further aspects of their
professional situation - beside the above mentioned aspects "use of
qualification" and "appropriateness" - and to weight the individual
characteristics for their opinion.
success
Other surveys Is used in similar form in some studies
50 Assessed as a whole, to what extent does your occupation correspond to your

education? Please take into account all aspects which you think are important, for
example the admission requirements for a profession, the chance of using
qualifications, the professional and social position, the further professional
perspectives, etc. Scale of answers from 1=completely to 5=not at all.
@ @ @ @ @ General appropriateness of the professional situation
137
SUBJECT REASONS FOR INADEQUATE EMPLOYMENT

Indicator Relation between studies and profession
Adaptation No
Indications In some studies, a filter question is placed before the question for the
reasons for an inadequate employment so that this question only can be
answered by those who - at least partly - don't think their profession is
adequate . A "soft" filter has been installed here and, additionally, the
category "Not at all applicable" has been included for the reasons.
Other surveys Is used in a few studies only
51 If, at least partially, you don't think your occupation is adequate: why do you work
in a job like this? Multiple reply possible
@ I earn more money doing this work than doing a study-orientated job
@ I prefer an occupation which is not closely connected to my studies
@ This job promises better career prospects than a study-orientated occupation
@ I am very interested in this work, it is very important for me
@ Because of promotion I am no longer working in an occupation closely related to my studies any longer
@ I preferred a part-time job or a flexible occupation
@ I wanted to work in a certain local area but I could not find any adequate occupation
@ Even though I would prefer a study-orientated occupation, I could not find any
@ My family situation reduced the possibility of choice
@ My current occupation is a prerequisite for my desired future profession
@ Other
@ Not applicable because I think my job is fully adequate
138
SUBJECT RELEVANCE OF THE PROFESSIONAL OCCUPATION FOR

THE DEVELOPMENT OF THE COUNTRY
52 To what extent does your occupation contribute to the economic development of

your country? Scale of answers from 1=to a very high extent to 5=not at all.
@ @ @ @ @ Relevance of the professional occupation for the development of the country
Adaptation No
Indications The question aims at the contribution towards economic development. In
this way problems concerning the differences in the understanding of
"development" are to be avoided.
Other surveys Is used in some studies
53 To what extent are you satisfied with the following characteristics of your
professional situation? Scale of answers from 1=to a very high extent to 5=not at
all.
@ @ @ @ @ Contents of work/the professional tasks
@ @ @ @ @ Working atmosphere
@ @ @ @ @ Safety of the workplace
@ @ @ @ @ Possibility to use qualifications acquired during my studies
@ @ @ @ @ Possibility to work in a demanding job
@ @ @ @ @ Professional position achieved
@ @ @ @ @ Amount of income
@ @ @ @ @ Prospects for promotion
@ @ @ @ @ Opportunity to benefit society
@ @ @ @ @ Chance to realize my own ideas
@ @ @ @ @ Fringe benefits granted by the employer
@ @ @ @ @ Chances to obtain further professional qualifications
@ @ @ @ @ Equipment of the workplace as regards necessary working material
@ @ @ @ @ Workplace surroundings (noise, space, climat, etc.)
139
SUBJECT SATISFACTION WITH THE INDIVIDUAL

CHARACTERISTICS OF THE PROFESSIONAL SITUATION
Adaptation No
Indications None
success; factor analysis
Other surveys Is used in many studies
54 Altogether, to what extent are you satisfied with your professional situation?
Please also take into account in your statement any professional sidelines. Scale
of answers from 1=to a very high extent to 5=not at all.
@ @ @ @ @ General professional satisfaction
140
SUBJECT GENERAL SATISFACTION WITH PROFESSIONAL

SITUATION
Adaptation No
Indications None
success; factor analysis
55 How important are the different characteristics of an occupation for you

personally? Please start out from your own objectives for a professional
occupation regardless of whether you have achieved them yet. Please indicate the
importance for you personally of each of the following characteristics. Scale of
answers from 1=very important to 5=not at all important.
@ @ @ @ @ Largely independent planning of my own work
@ @ @ @ @ Chance for scientific work
@ @ @ @ @ Clear and well-ordered tasks
@ @ @ @ @ Possibilities of using acquired qualifications
@ @ @ @ @ High safety of the workplace
@ @ @ @ @ Social respect and acceptance
@ @ @ @ @ Possibility to develop and realize own ideas
@ @ @ @ @ Good working atmosphere
@ @ @ @ @ Chance to obtain further professional qualifications
@ @ @ @ @ High income
@ @ @ @ @ Chances of political influence
@ @ @ @ @ To work in a demanding job
@ @ @ @ @ Good promotion prospects
@ @ @ @ @ Lot of free time
@ @ @ @ @ Assumption of coordinating and management tasks
@ @ @ @ @ Possibility of team-work
@ @ @ @ @ Chance to do something useful for society
141
SUBJECT PROFESSIONAL MOTIVATION

Indicator Orientation for one's own actions which is important for understanding
individual professional development
Adaptation No
Indications This question again is to be answered by all graduates including those
who are unemployed. If you include additional questions into the
questionnaire, please pay attention to the filter guidance
Data analysis Standard; factor analysis; to be included in regression analyses;
correlation analysis with the criteria of professional success
56 Are you a member of an organization/a committee with development-related

tasks?
1 @ Yes
2 @ No
142
SUBJECT MEMBERSHIP IN A DEVELOPMENT ORGANIZATION

Indicator Commitment for the development of the country
Adaptation possibly include list of organizations/committees or ask for them in an
"open" question
Indications None
Other surveys Is used in individual studies
57 Are you a member of any professional associations?

1 @ No
2 @ Yes
143
SUBJECT MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS

Indicator Professionalism; criterion for professional success if membership in
professional associations is connected with a certain standard of
professional performance
Adaptation Probably propose list of home associations instead of the "open" question
Indications The interpretation of the names of the professional organizations
presupposes knowledge concerning these organizations, therefore the
coding and following analysis of this item is only useful if this
knowledge exists.
Other surveys Is used in individual studies only
7.9 8. Further/Other Formal Higher Education

This part, like the following ones does not pursue the individual biography. Other
higher education could have been completed before the course of studies this
questionnaire refers to.
This chapter is about the main objective characteristics of a further higher education
and additionally it asks for the reasons for it. When interpreting the results and the
educational concept of the university, the basic conditions for the professional
occupation of university graduates of the respective country and the individual
orientation of the graduates have to be taken into account.
In various aspects those graduates who completed other higher education are an
interesting group: if they have completed a further course of study at a different
university than the University of XY they are equipped to make a basic comparison with
their studies at the University of XY. In any case, they also ascribe professional success
less directly to being an "effect" of the course of studies at the University of XY than do
the graduates who do not have any other higher education. It has to be taken into
account that this group has clearly less professional experience than other graduates and
therefore their professional success, as far as it depends on the duration of the
professional experience (e.g. promotion by merits), may initially be lower even though
they have more education.
144
8. Further/Other Formal Higher Education
SUBJECT FURTHER COURSE OF STUDIES

Indicator Professional development
Adaptation No
Data analysis Standard analysis
Other surveys A similar question is used in many studies.
59 Have your started a further/another course of studies?

1 @ Yes, I have completed it successfully
2 @ Yes, I am still studying
3 @ Yes, I have stopped my further course of studies
4 @ No, I have not started a further course of studies
145
SUBJECT SUBJECT AREA OF FURTHER COURSE OF STUDIES

Indicator Professional development
Adaptation No
Indications Here, an open question has been used as, in advance, it is hardly possible
to create exhaustive lists of the departments, the institutions, etc.
According to the status the question about further higher education has in
the framework of this study, it must be decided whether the statements of
the graduates will be coded and in what way this will be done. In the
statements concerning the Subject area you could only differentiate
whether this subject area shows great coincidence with the subject area at
the University of XY (= affinitive subject area) or whether it does not
show any at all.
Data analysis A quantitative standard analysis is possible after coding
Other surveys A similar question is used in many studies.
60 (Major) Subject area(s)
..............................................................................................................................................................................................
..............................................................................................................................................................................................
61 Name of the university/institution
..............................................................................................................................................................................................
..............................................................................................................................................................................................
62 Kind of degree
1 @ Bachelor
2 @ Master
3 @ PhD
4 @ Other
63 When did you start your course of studies? And when was the end?
Month @ @ Year @ @ @ @ Start of course of studies

Month @ @ Year @ @ @ @ Endt of course of studies
1 @ Not finished yet
146
Further Professional Training
7.10 Further Professional Training

As was the case for the questions concerning further higher education, the objective
characteristics of the further professional education will mainly be ascertained. For the
interpretation of the results not only the educational concept of the university has to be
taken into account but also the national basic conditions for graduate employment as
well as individual orientations.
The statements in this part also serve to provide important information about the need
for further professional education which may also be addressed to the University of XY.
147
SUBJECT FURTHER PROFESSIONAL EDUCATION

Indicator It is also a gauge for the individual professional orientation
Adaptation No
Indications See the Employer Questionnaire
Data analysis Standard, possibly used as Break-Variable
65 Have you continued professional education after completing your studies?

1 @ Yes
2 @ No
148
Further Professional Training
SUBJECT CONSEQUENCES OF FURTHER PROFESSIONAL

EDUCATION
Indicator It is also a gauge for the individual professional orientation
Adaptation No
Indications See the Employer Questionnaire Questions 18 to 22
Other surveys No
66 Which consequences did your further education have for your employment
situation so far? Multiple reply possible
@ Helped changing the profession
@ Helped changing the employer
@ Helped towards economic independence (establishment of firm, etc.)
@ Prevented worsening of my professional situation
@ Belonged to my field of activity
@ Helped me to earn more money
@ Helped me to get a better position
@ Has been important to get a job at all
@ Has not shown any results yet
@ Did not lead to any changes in my occupation even though I expected it
@ Other
149
SUBJECT KIND OF NEED FOR FURTHER PROFESSIONAL

EDUCATION
Adaptation Is necessary; please pay attention to the exceptional features of the
departments
Indications Cf. Employers Questionnaire Question 19
67 In which topic would you like to receive further professional training if you had the
opportunity to participate? Multiple reply possible
@ Reinforcement of technical basic knowledge/skills
@ EDP-application
@ Finance management
@ Contact with other persons (sales seminar/courses on group dynamics)
@ Preparation for management functions
@ Other
7.11 Bio-Data: Personal Background

This part is about the evaluation of the main individual characteristics of the
graduates, e.g. year of birth, gender, etc. which were already facts before studies were
started. Some far-reaching assumptions about differences between graduate groups are
connected with these biographical characteristics and are investigated in many graduate
studies.
In some studies, this subject is much more differentiated than is proposed here. In the
appendix we have included further questions which allow greater depth.
We recommend that these questions be placed at the end of the questionnaire as it may
then be more comprehensible for the graduates why these questions are asked. Besides,
they are easy to answer and this caters for any tiredness which may have developed in
the course of the interview.
150
Bio-Data: Personal Background
SUBJECT YEAR OF BIRTH

Indicator Individual characteristics; information about the sample
Adaptation No
Indications None
Data analysis Standard (mean and classification). The actual age (including a certain
mistake) can be found from the difference age = actual year - year of
birth.
Other surveys Is used in all studies
68 Year of birth
@ @ @ @ Year of birth
151
SUBJECT COUNTRY OF BIRTH

Indicator Origin; individual characteristic; information about the sample
Adaptation No
Indications None
Data analysis After coding standard analysis
Other surveys Is used in most studies
69 Country of birth
1 @ (text)
2 @ (text)
3 @ (text)
88 @ Other
99 @ No answer
70 Country of present residence
1 @ (text)
2 @ (text)
3 @ (text)
88 @ Other
99 @ No answer
152
SUBJECT REASONS FOR STAYING IN ANOTHER COUNTRY

Indicator Brain drain
Adaptation No
Indications As a basis for the calculation of a Brain-Drain-Quota only those
graduates should be chosen who give the reason "Better working
conditions in the present country of residence".
71 If you do not live in your country of birth at present, please indicate the reasons
for this: Multiple reply possible
@ Further higher education
@ Further professional education
@ Better employment conditions in the present country of residence
@ Political circumstances in my home country
@ Other
153
SUBJECT PROFESSIONAL EDUCATION BEFORE STUDYING

Adaptation May be dropped if this only applies to a few graduates
Indications With the help of an open question, you may additionally ask for the kind
of professional education (see appendix)
72 Did you complete a professional education prior to your studies at the University
of XY?
1 @ Yes
2 @ No
154
SUBJECT EMPLOYMENT BEFORE STARTING TO STUDY

Adaptation May be dropped if this only applies to a few graduates.
Indications None
Other surveys Is used in some studies only
74 Were you unemployed for a long time before you started your studies at the
University of XY?
1 @ No
2 @ Yes
74 How many years did you work before you started your studies at the university of
XY?

Adaptation May be dropped if this only applies to a few graduates.
Indications None
Check Please check the plausibility of the given time and the given age
Data analysis Standard; to be taken into account for the whole duration of the
employment
Other surveys Is used in some studies only
155
SUBJECT SOCIAL ORIGIN

Indicator Individual characteristics; information about the sample.
The inequality of the social levels participating in higher education has
been a main interest of the education research in the industrialized
countries, and also has a certain importance in developing countries in
the debate about the justification of public financing of higher education
costs.
Adaptation Is necessary, corresponding to the national education system
Indications In many studies, the social origin is captured with further variables the
income of the parents, the profession/position etc. Our proposal, to
ascertain only the "education origin" is, on the one hand, justified by the
empirically backed knowledge that the individual "characteristics of the
social level" are more or less strongly connected with each other. But it is
always easier and more reliable to ascertain the origin of education than
the other characteristics of social origin.
Data analysis Standard; possibly used as Break-Variable
Other surveys Is used in most of the studies
75 What is the highest level of education attained by your parents?

1 @ No formal education
2 @ Completion of compulsory education
3 @ Completion of secondary education and/or higher vocational school
5 @ Attended college of higher education for up to two years
6 @ First degree awarded at a university (three or more years of study; e.g. Bachelor)
7 @ Higher degree awarded at a university (e.g. Master, PhD)
8 @ I don't know
1 @ No formal education
156
Comments Concerning the Studies
SUBJECT GENDER
During the last years, a growing awareness of sex-related differentiation
has been noted (headword: discrimination against women, promotion of
women). Therefore, a main question for graduate surveys is connected
with the "gender".
Adaptation No
Indications Usually, you use the short word "gender" instead of formulating "What
is your gender?"
Data analysis Standard - Break-Variable; the share of women in the engineering
sciences is only very small, therefore, the analysis may fail due to the
excessively small numbers of cases.
Other surveys Is used in all studies
76 Gender
1 @ Male
2 @ Female
7.12 Comments Concerning the Studies
157
SUBJECT STRENGTHS AND WEAKNESSES OF THE STUDIES

Indicator Evaluation of studies
Check Code the answers, use the same list for Question 77, 78, and 79.
Other surveys Sometimes
77 In your opinion, what are the strengths of the studies at the University of XY?
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
78 In your opinion, what are the weaknesses of the study programme at the
University of XY?
79 Looking at your present professional experiences, which changes would you
suggest (technical emphasis, ways of education, etc.) in the study programme?
100 @ Facilities
101 @ Laboratory facilities
102 @ University library
103 @ Faculty library
104 @ Classroom space
105 @ Computer facilities (hardware)
106 @ Computer facilities (software)
107 @ Other facilities
108 @ Study programme
109 @ Curriculum
110 @ Workshop training
111 @ Practical work
112 @ Research
113 @ Councelling
114 @ Other study programme
115 @ Teaching and learning
116 @ Methods of teaching
117 @ Availability of lecturers
158
118 @ (text)
119 @ (text)
120 @ Other teaching and learning
121 @ Other
122 @ No answer
159
SUBJECT CONTACTS OR COOPERATION BETWEEN UNIVERSITY

AND ITS GRADUATES
Adaptation Possibly
Indications None
80 What kind of connections/contacts do you have to the Faculty Z of the University

XY and how should connections/contacts be organized between the Faculty Z of
the University XY and its graduates? Multiple reply possible
@ Newsletter
@ Graduate meetings
@ Foundation/support of a graduate' union
@ Professional cooperation in projects
@ Help with current problems
@ Other
160
SUBJECT REQUEST OF REPORT

Adaptation Possibly
Indications None
Data analysis No
81 Request of report
1 @ Yes
2 @ No
161
SUBJECT ADDRESSES
Indicator Important information for matching the data from the employer and the
graduate questionnaire; incentive for participation in the survey (see also
text of the enclosed letter)
Adaptation Country-orientated
Indications If this statement represents sensitive data in the respective country, please
point out that answering is optional.
Check In order to guarantee anonymity, this slip should be cut off immediately
after receipt. The addresses should not be integrated in the data record
later either. If you intend to connect the data from the Graduates
Questionnaire (case-orientated) with the data from the Employers
Questionnaire, the questionnaire and address-slip should be given the
same number.
Data analysis No
Other surveys Is asked for in many studies in developing countries
82 Addresses
1 @ Yes
2 @ No
162
8 Employer Survey
Employer Survey
SUBJECT ADMINISTRATIVE INFORMATION

01 Case number
02 Card number
Adaptation A card number is not necessary if a data bank programm like DATA
ENTRY or DBASE is used
Check Sequence of the cards
03 Date of returned questionnaire
Adaptation no
Data analysis Special: Relevant only for the chapter on methods
8.1 Characteristics of the Employing Organization
164
Characteristics of the Employing Organization
SUBJECT STRUCTURE OF COMPANY/ORGANIZATION

Indicator Description of the sample; effects of the organization structure on the
conditions of use of the qualifications and the professional further
education of the graduates;
Adaptation Possibly; the question should refer to the relevant structures of
organization of the main employers of the Subject areas surveyed.
Indications As the structures of organization of private and public enterprises follow
different logics they are hardly to be captured with the same question.
Our proposal more or less follows the structures of the private
enterprises.
Data analysis Standard; correlation analysis with the size of the company/organization;
when interpreting the findings please take the results into account
appropiately.
Reinforced To what extent do differences exist regarding the recruitment strategies
and the recruitment criteria? For example, is the professional affinity of
study and profession less decisive in central enterprises because of more
training time or additional introductory or further professional education
offered?
1 Is the company/organization you are working for part of a (bigger)

company/organization?
1 @ No
2 @ Yes, it is the head office/central unit of a company/organization
3 @ Yes, it is a branch of the company/organization
165
Employer Survey
SUBJECT SIZE OF COMPANY/INSTITUTION

Indicator Description of the samples; consequences of the organization structure
for the demand for qualifications, professional tasks and internal
possibilities for professional further education. Could it be that in smaller
enterprises more generally educated graduates are wanted and that in
bigger firms an increasing demand exists for graduates who specialized
more strongly in certain Subjects.
Adaptation No
Indications Alternatively a classification regarding the size of the
company/organization could be proposed. The classification into these
categories would be quite easy for the interviewees as only general
details are expected. Of course, this includes a lack of data. You would
not receive any information about the variation of statements within the
categories.
Check Please check the plausibility of the given figures.
Data analysis Main-Break-Variable; it is interesting to investigate the influence of the
size of the company/organization on the qualifications required, the area
of responsibility and the supply of internal/external qualifying measures.
If the company/organization is part of a bigger enterprise (see Question
1) we propose to use as Main-Break-Variable the number of employees
at the respective plant because the following questions refer only to this
and not to the whole enterprise. This, however, does not exclude using
the total number of employees for certain questions/cases.
The formation of classifications regarding the size of the
company/organization (small business, middle-sized business, large
concern) can either be done by following the classifications of official
statistics if these classifications are appropriate for the respective
investigation area. Or else you can use standardized statistical measures
for forming classifications (forming quartiles or percentiles of the
investigated data).
Other surveys Is used often.
2 How many employees work for the branch of the company/organization you are
working for?
3 How many people are employed by the whole company/organization?
166
SUBJECT ECONOMIC BRANCH OF THE COMPANY/ORGANIZATION

Adaptation Subject-specific
Indicator Kind of work
Indications Compare Graduates Questionnaire Question 32
As far as possible and appropriate for the investigation, official statistics
can be used for the classifications. In most of the cases changes will be
necessary which could be made as follows
1. Selecting relevant upper categories (non-relevant upper categories will
be investigated by "Other");
2. amongst the upper categories selecting relevant sub-categories or
possibly introducing further differentiations (non-relevant sub-categories
will be investigated by "Other" specified by the name of the respective
upper category)
Following the procedure described in the explanatory chapter a very
sensitive system of the branches of industry for mechanical engineering
has been developed (see A1.4). However, within the framework of the
necessary adaptation of the classifications of the branches of industry we
recommend developing a category of average differentiation. Starting
from the strongly differentiated version, for example, you may focus the
differentiations or drop them or capture them under "Other" if you think
they are too clearly defined. In case of doubt a more differentiated
version of the categories of answers is recommended which can be
aggregated more strongly for the analysis.
Data analysis Standard; in order to classify the findings, please use the comparison
with the respective data of the official statistics as far as possible.
Other surveys Is used in a different form in nearly all studies
4 Please specify the field in which the company/organization best can be best
classified. Please tick one item only.
1 @ School
2 @ University
3 @ Research institution
4 @ Agriculture and forestry/fishing
5 @ Mining
6 @ Electricity supply and other energy industry
7 @ Water supply and water industry
167
Employer Survey
SUBJECT ECONOMIC SECTOR

Indicator Important work conditions
Adaptation Please pay special attention to the terms used in the respective country.
Indications This question serves mainly to differentiate between the employees in the
public and private sectors. The educational field has additionally been
included because it is an important sector with very special
characteristics. Since the next question also contains the educational field
as an employment sector you may well decide not to include it in this
question as part of the proposed answers.
See Graduates Questionnaire Question 31
Other surveys A similar question is used in all studies.
5 To which of the following sectors does the company/organization belong? Please

tick one item only
1 @ Private sector
2 @ Parastatal/public enterprise
3 @ Public sector/local or central government
4 @ Other
168
SUBJECT NUMBER OF ENGINEERS WORKING FOR THE

COMPANY/ORGANIZATION
Indicator Effect of the organization structure on the demand for qualifications,
professional tasks and internal professional further education.
The answers to the questions concerning the qualification assessments of
the graduates of the University of XY will inform you about the
experience level of the interviewee.
The number of female graduates provides indications about the
employment chances of women in the company/organization.
Adaptation Subject-specific; if any further related subject areas of a university are
included in this study, the information should also be ascertained for each
of them (cf. example in the appendix).
Indications The number of graduates of a specific Subject area can be regarded as
specific indicator for the size of the enterprise.
Check Please, check the plausibility of the given figures.
Data analysis Standard; classifications; correlation analysis with the size of the
enterprise; after forming classifications the variables can be used as
break-variables.
Other surveys Is used rarely.
6 How many engineers are employed in the company/organization?

Number of all engineers
Number of female engineers
Number of engineers of the university of XY
169
Employer Survey
SUBJECT REASONS FOR NOT EMPLOYING GRADUATES OF THE

UNIVERSITY OF XY
Indicator Implicit assessment of the educational concept at the University of XY
(with this, though, effects of the self-selection of the graduates are not
captured).
For example, do anticipated or really experienced qualification shortfalls
or unwanted qualification conditions of the graduates lead to poor
chances on the employment market?
Adaptation It depends on the design; if you want to include employers of the
questioned graduate groups only, this question must be dropped in this
study.
Indications None
Data analysis Standard after coding
Other surveys No
7 If you do not employ any engineers from the University of XY: what are the
decisive reasons for this?
..............................................................................................................................................................................................
..............................................................................................................................................................................................
170
Recruitment Procedures and Criteria
SUBJECT NUMBER OF TECHNICIANS AND SKILLED WORKERS

Indicator Effects of the organization structure in the company/organization on the
duties of the engineers. Studies concerning the developing countries
often represent the thesis that because of a country-wide lack of
technicians and skilled workers, engineers are working in jobs which are
done by technicians and skilled workers in industrialized countries.
Question 14 deals with these facts more precisely. This question only
surveys objective quantities.
Adaptation Subject-specific and possibly country-specific
Indications None
Data analysis Standard; relation between the number of engineers and the number of
technicians respectively skilled workers; it would be useful to take
comparative figures from countries which do not have a shortage of
qualified engineers. For example, a German electrical concern employs
nearly as many graduates educated in natural or engineering sciences as
skilled workers or technicians/technical employees.
Other surveys Is used rarely.
8 How many technicians and skilled workers are employed in the

Number of technicians (FTC-Diploma)
Number of skilled workers
8.2 Recruitment Procedures and Criteria
171
Employer Survey
SUBJECT RECRUITMENT PROCEDURES

Indicator Mediation mechanism between study and profession
What kind of role do the different institutions play in the recruitment
process (especially the University of XY)? How important is the internal
employment market?
Adaptation Necessary; please check the list with regard to the country-specific items
Indications Cf. Graduates Questionnaire Question 11
9 What kind of procedures does the company/organization use to recruit engineers?

Multiple reply possible
@ Advertisements of vacancies in newspapers (daily papers, special periodicals, etc.)
@ Advertisements in the Internet
@ Internal advertisements of vacancies
@ Direct application by graduates
@ Career advisory agency at the University of XY
@ Other contacts to the University of XY
@ Personal contacts to graduates
@ Manpower allocation
@ Public work administration (public placement services, manpower allocation system, etc.)
@ Private employment agencies
@ Binding students by scholarships
@ Other
172
Recruitment Procedures and Criteria
SUBJECT WOMEN-SUPPORTING
Indicator To what extent do companies/organizations help towards implementing
equality of men and women which in many cases is not yet achieved?
Adaptation No
Indications None
Data analysis Reinforced What kind of characteristics distinguish
companies/organizations which use measures to support women? In this
context you may think of the size, the branch or of the special main
emphasis of the company/organization.
Other surveys No
10 Does the company/organization support the recruitment of female engineers?
..............................................................................................................................................................................................
..............................................................................................................................................................................................
173
Employer Survey
SUBJECT RECRUITMENT CRITERIAS

Indicator Mediation mechanism between study and profession
How important are especially those characteristics of the graduates which
are influenced by the university? To what extent are further qualification
certificates obtained additionally to the university certificates important?
What kind of role does the factual coherence between the contents of the
study and of the profession (professional affinity) play in the recruitment
of engineers; indication for a possible mismatch between the
qualifications of the graduates and the qualification demand of the
workplace)?
Adaptation Country-specific (addition or specification of items)
Indications Cf. Graduates Questionnaire Question 18. The list of the recruitment
criteria is incomplete. However, completeness is not intended since,
above all, this study concerns the importance of study-orientated
characteristics. The items of some points, therefore, are intentionally
formulated globally (e.g. personality). As in the Graduates Questionnaire,
the importance of social background, ethnic origin or sex (so-called
ascribing characteristics) when filling the post are not asked about here.
It may be supposed that you will receive socially desirable, but not
necessarily valid answers from the employers. In order to be able to
capture the phenomenon of social inequality when filling the post it is
advisable to ask for facts (e.g. question concerning the share of a certain
social/ethnic group amongst the company/organization staff).
Data analysis Standard; reinforced factor analysis
Other surveys Is used often, but with very different lists
11 How important in general are the following aspects for the recruitment of
engineers? Scale of answers from 1=very important to 5=not at all important.
174
Initial Training for Graduates
@ @ @ @ @ Field of study
@ @ @ @ @ Main focus of subject area/specialization
@ @ @ @ @ Final examination (subject/form)
@ @ @ @ @ Grades of examinations at the university
@ @ @ @ @ Practical experience acquired during course of study
@ @ @ @ @ Practical experience acquired prior to course of study
@ @ @ @ @ Reputation of university
@ @ @ @ @ Reputation of the department
@ @ @ @ @ Experience abroad
@ @ @ @ @ Recommendations/references from third persons
@ @ @ @ @ Results of recruitments tests
@ @ @ @ @ Behaviour during interview
@ @ @ @ @ Personality
@ @ @ @ @ Candidate's own world view/religion
@ @ @ @ @ Other
8.3 Initial Training for Graduates

12 In your opinion, how long does it take before newly employed engineers who have
just finished their university studies are able to carry out professional tasks
properly?
Duration of the training period for engineers in general
(months)
Duration of the training period for engineers of the University
of XY (months)
175
Employer Survey
SUBJECT DURATION OF THE TRAINING PERIOD

Indicator Structure of the transition from studies to profession; in connection with
Question 13, these statements can also be interpreted as the match
between the qualifications acquired at the University of XY and the
professional requirements
Adaptation No
Indications If graduates who completed their studies more than five years ago are
surveyed, the questions concerning the training period should be
dropped.
The differentiation between both groups of graduates is also useful if the
course of study or the courses of study are offered only at a home
university. Graduates who received their final degree at a university
abroad may then serve as a comparative group.
Cf. Graduates Questionnaire Question 20
Other surveys No
176
SUBJECT REASONS FOR THE DIFFERENCES IN THE DURATION OF

THE TRAINING PERIOD
Indicator Comparing assessments of the universities concerning the matching of
the qualifications acquired and the professional demand - this
presupposes, though, that the workplace demands of both graduate
groups can be compared with each other.
The reasons for the different duration of the training period may on the
one hand result from the work demands which are objectively
ascertainable (qualification demands of the respective areas of work,
training for future management duties) and on the other hand may result
from the professional and additional qualifications of the graduates. If for
comparable workplaces various companies/organizations emphasize
professional qualification shortfalls of the graduates of the University of
XY, this can be taken as proof of a comparably low match betweeen
acquired qualifications and professional demand.
Adaptation No
Indications None
Data analysis Standard; please check, to what extent the workplaces of both graduate
groups are comparable (Question 24 and 25)
Other surveys No
13 If the times required by the two groups of graduates are different, what - in your
opinion - are the decisive reasons for this?
..............................................................................................................................................................................................
..............................................................................................................................................................................................
177
Employer Survey
SUBJECT KIND OF INITIAL TRAINING PERIOD

Indicator Information about the work conditions the graduates find in the
company/organization when starting their job Do they feel as if they were
thrown into the deep end, or are they offered an additional workplace-
orientated qualifying period?
Adaptation Possibly country- and Subject-specific (e.g. internship)
Indications With the help of this question which asks for the actual strategies of the
employers you will possibly obtain more information than by asking
about the practical orientation of the studies.
The internal training period may be necessary to reduce (practical)
qualification deficiencies, but it may equally be used as an internal
strategy to qualify young people for management positions.
Data analysis Standard; reinforced Do employers who provide internal training
programmes for young graduates attach less importance to practical
matching of qualifications and demands in their recruitment criteria?
Other surveys Can't be used in employers surveys
14 As a rule, how would you describe the training period of engineers in the
company/organization Please tick one item only
1 @ Immediate assumption of normal tasks without any support
2 @ Advice/help from experienced colleagues
3 @ Advice/help from superiors also
4 @ Participation in an extensive formal trainee programme/training course
5 @ Other
178
SUBJECT COMPONENTS OF THE TRAINING PERIOD

Indicator Formalized learning processes; structure of transition from the studies to
the profession
Adaptation No
Indications None
Other surveys No
15 What are the different essentials of the training period? Multiple reply possible
@ Getting to know different departments
@ Training periods inside the company/organization
@ Training periods in external education institutions
@ Other
179
Employer Survey
SUBJECT KIND OF QUALIFICATIONS ACQUIRED DURING THE

TRAINING PERIOD
Indicator Matching of qualifications acquired and professional demands
Adaptation Single Subject-specifically formulated items
Indications None
Other surveys Not used in employers surveys
16 What kind of knowledge and abilities are usually acquired during the training
period? Multiple reply possible
@ Knowledge of the organizational structure of the enterprise or of single sections
@ Application-orientated EDP-knowledge
@ Knowledge/capability in the field of personnel management
@ Knowledge/capability in the field of financial management
@ Skills in dealing with other persons (sales seminars, courses for group dynamics)
@ Other
180
SUBJECT TRAINING FOR MANAGEMENT DUTIES

Indicator Hierarchical level of matching of higher education and professional
demands
Adaptation No
Indications None
Other surveys No
17 Are engineers prepared for assumption of future management posts when they
start to work in the company/organization
1 @ Yes
2 @ No
181
Employer Survey
SUBJECT FURTHER PROFESSIONAL TRAINING

18 Does the company/organization offer any internal or external possibilities for
further professional training for engineers?
182
SUBJECT FURTHER EDUCATION FOR ENGINEERS IN THE

Indicator Post-graduate qualification possibilities
Adaptation No
Indications If job starters are mainly surveyed with the help of the graduate study,
the chapter about further education and further professional training may
be considerably shortened or possibly dropped.
The first question also takes over a filter leading function as with the help
of the following questions you ask for the kind of internal further
education possibilities.
Other surveys Is used in a different form for many studies
183
Employer Survey
SUBJECT KIND AND CONTENT OF THE FURTHER EDUCATION

COURSES
Indicator Post-graduate qualification possibilities. Information about the main
emphasis of the internal and external courses which may also seen as
indication for the need of the respective further education.
In order to distinguish it from further professional training, further
education is often defined as the educational area which does not aim at
acquiring any appreciated final examination/result.
Adaptation Individual items formulated in a Subject-orientated manner have to be
adapted.
Indications If detailed information about internal courses of further education is
available from different sources this question may be dropped.
In the chapter about the training period as well as in the chapter
concerning further education, detailed information is wanted about the
qualifications acquired respectively about the kind of qualifications
offered. Thus, information will be obtained about whether, and to what
extent different emphasis is put on the qualification of engineers during
their professional training period and during their further education.
Therefore, it is advisable to use comparable categories of answers for
both questions.
As an indicator for the quantitative size of the offers of further education,
statements were consulted about the number of courses and the average
duration of the course units. These statements may possibly provide
important comparable information if for example the matter under review
is the right timing for further education courses planned shortly at the
University of XY. If you are not interested in such detailed information
you can ask for the main emphasis of the internal and external further
education with the help of a categorized question.
Other surveys Is often used as an open question
19 Which topics/subject areas are concerned? Please indicate also whether (a) the
courses of futher professsional training were offered by the company/organization
itself or by another organization (employers' federation, trade organizations,
universities, etc.); (b) on average, how many courses are offered annually and (c)
how long do they last?
@ Topics of training supplied by the company/organization itself
@ EDP-application
@ Preparation for management tasks
@ Financial management
@ Dealing with customers/clients (sales seminars, courses in group dynamics, etc.)
184
@ Other courses in the field of personality development (creativity training, resolution of conflicts, etc.)
@ Other
185
Employer Survey
SUBJECT FURTHER TRAINING POSSIBILITIES ABROAD

Adaptation This question is relevant mainly for engineering and natural sciences as
in developing countries foreign technology know-how is often imported
or adapted.
Indications None
Other surveys Is used in a similar form in many studies
20 Are possibilities for further professional training abroad offered to engineers by

the company/organization (courses, training on the job, etc.)?
1 @ Yes
2 @ No
186
SUBJECT SUPPORT OF FURTHER TRAINING BY RELEASE FROM

COMPANY-SPECIFIC TASKS
Adaptation No
Indications None
Other surveys No
21 To what extent does the company/organization support the participation of

engineers in further professional training by releasing them from company-
specific tasks? Scale of answers from 1=to a very high extent to 5=not at all.
@ @ @ @ @ Release from company-specific tasks
187
Employer Survey
SUBJECT FINANCIAL SUPPORT OF EXTERNAL FURTHER

EDUCATION MEASURES
Adaptation No
Indications Differing from the previous question this is about a "harder" indicator for
the support of further education activities of the graduates as it does not
concern self-financing decisions.
Other surveys No
22 If further professional training for engineers is offered by external

(education)institutions, to what extent are costs paid by the company/organization
(attendance fees, accommodation, travelling costs)? Scale of answers from
1=completely to 5=not at all.
@ @ @ @ @ Financial support for external further professional training
188
Tasks of Engineers and Qualification Requirements
SUBJECT INTERNAL SUPPORT OF FURTHER TRAINING

Adaptation No
Indications Information about awarding scholarships is also included in Question 12
concerning the procedures of recruitment.
Other surveys Is used more often in a different form
23 Does the company/organization offer grants to engineers for courses of further

study ending with an academic degree (secondary studies, research studies,
PhD)?
8.4 Tasks of Engineers and Qualification Requirements
189
Employer Survey
SUBJECT MAIN FIELD OF ACTIVITY OF ENGINEERS

Indicator Frame of interpretation, especially for the questions about the
qualification demands and qualification assessments; relation between
studies and profession (content-specific level)
Adaptation Subject-specific, possibly also country-specific
In some cases, the function areas and fields of activity can follow the
categories of professional qualifications relatively closely or they can be
used in such a way that there is only a weak connection between them.
The decision regarding adequate categorization also depends on a
concrete formulation of the questions. To analyse the affinity of studies
and profession - as far as possible - you may, for instance, fall back upon
a system of categorie, which establishes a fairly close relation between
those two dimensions.
If you include several related professional groups in the survey, you have
to consider to what extent different Subject-specific lists of activities
have to be given in order to investigate the questions of the affinity of
studies and profession.
First the function areas/fields of activity should be captured in a
relatively differentiated fashion and should only be combined to form
larger units in the analysis phase. In many analyses you actually will
work with a more aggregated form, for certain questions, though, you
may again carry out important differentiations.
Additionally or alternatively to this you will find in some empirical
surveys a list including different job characteristics (e.g. to sell/to
distribute, to develop/to project, to set up/to monitor/to adjust a machine)
with the help of which the specific work tasks are to be described in more
detail. However, for several reasons this procedure has not been chosen
here:
The statements concerning the job characteristics provide an atomistic
picture of the professional work which can only be replaced by a more
complex picture (pragmatic argument) with the help of further analysis
procedures (e.g. factor analysis and/or cluster analysis) .
Besides, it is hardly possible to depict all relevant job characteristics.
As far as job characteristics of different occupational groups are involved
in the survey, the problem of the ambiguity of various job characteristics
may emerge.
Finally, the categories do not show any relation to the (professional) aims
of education of the university (research-strategic argument).
Data analysis Main-Break-Variable; in order to classify the findings, please compare -
as far as possible - with the respective data of the public statistics.
Other surveys Is used in most of the studies but with very different degrees of
differentiation of the areas of responsibility.
190
24 What is the main occupation and the main field of activity of engineers in the
..............................................................................................................................................................................................
..............................................................................................................................................................................................
191
Employer Survey
SUBJECT ADDITIONAL FELDS OF ACTIVITY OF ENGINEERS

Adaptation see 24
Indications see 24
Data analysis see 24
24 What are the additional fields of activity of engineers in the
@ Settlement/preparation of accounts
@ Supervision of production facilities/maintenance
@ Training
@ Export
@ Supervision of construction sites
@ Preparation of construction sites/construction/supervision of construction
@ Advisory services/consulting
@ Maintenance and repair of production facilities
@ Controlling
@ Data processing
@ Development/experiments
@ Production
@ Preparation of production
@ Finances
@ Research and development
@ Research/science
@ Estimating/costing
@ Construction
@ Construction/design
@ Management
@ Marketing
@ Market research
@ Material management
@ Measurement and testing technology
@ Installation/commissioning
@ Standardization and licensing
@ Personnel affairs
192
@ Planning of functions/use of buildings/plants
@ Planning and organization
@ Project management
@ Accountancy
@ Security engineering
@ Tax affairs
@ System analysis
@ Project execution
@ Environmental engineering
@ Processing development
@ Sales management
@ Other
193
Employer Survey
SUBJECT MAIN FIELD OF ACTIVITY OF ENGINEERS FROM THE

UNIVERSITY OF XY
Indicator Frame of interpretation for the questions concerning the assessment of
qualifications of the graduates of the University of XY
These statements are of some relevance especially for the interpretation
of comparisons of assessments of the qualifications of engineers of the
University of XY and of other engineers. On the one hand, differences
may be explained by real differences in the qualifications of the
graduates and on the other hand by differences in the job situation.
Do the statements of the employers reveal a typical job and task profile
of the engineers from the University of XY in the company/organization
and, with this, do they possibly show the strengths and weaknesses of
higher education?
Do relatively poor qualification assessments of the graduates have to be
referred to the fact that they are working in areas of responsibility for
which they were hardly or not at all prepared - purposely or involuntarily
- by the university? If the answer is no, you will have to look for other
explanations - e.g. in the sphere of quality of the higher education
(relation between theory and experience; qualifications of the university
teachers, etc.)
Adaptation See 24
Indications The differentiation between the two groups is useful even when the
course(s) of studies are offered at a home university only. In this case,
graduates who received their final degree at a foreign university may
serve as a comparative group.
Data analysis Standard; correlation analysis with the qualification assessments
Other surveys No
25 What is the main occupation and the main field of activity of engineers from the
University of XY in the company/organization?
..............................................................................................................................................................................................
..............................................................................................................................................................................................
194
SUBJECT FURTHER FIELDS OF ACTIVITY OF ENGINEERS FROM

THE UNIVERSITY OF XY
Adaptation See 25 above
Indications See 25 above
Data analysis Standard; correlation analysis with the qualification assessments
Other surveys No
25 What is the main occupation and the main field of activity of engineers from the
University of XY in the company/organization?
..............................................................................................................................................................................................
..............................................................................................................................................................................................
195
Employer Survey
SUBJECT PROFESSIONALLY UNTYPICAL TAKS

Indicator Adequacy of the professional work; relation between studies and
profession
Adaptation No
Indications These data can only partly be obtained from the statements concerning
the areas of responsibility.
Other surveys No
26 Do engineers in the company/organization take on tasks which could be

performed by technicians or skilled workers?
1 @ Yes
2 @ No
196
SUBJECT REASONS FOR TAKING OVER PROFESSIONALLY

UNTYPICAL TASKS
Indicator Adaequacy of the professional work; relation between studies and
profession
Studies concerning the developing countries often represent the thesis
that because of a country-wide lack of technicians and skilled workers,
engineers are working in jobs which in industrialized countries are done
by technicians and skilled workers.
Adaptation Subject-specific and possibly country-specific
Indications None
Other surveys No
27 If engineers in the company/organization have to take on professionally untypical

tasks, what are the decisive reasons for this? Multiple reply possible
@ There is a lack of technicians/skilled workers
@ Engineers are working in jobs which are usually occupied by people without a university degree.
@ Engineers are given these tasks only during their training period in order to enlarge their practical experience.
@ Engineers are given these tasks outside their training period also in order to train other persons in these fields.
@ Other
197
Employer Survey
SUBJECT PROFESSIONAL QUALIFICATION DEMANDS

Indicator Relation between studies and profession. How are the graduates assessed
concerning the main professional qualifications for their job?
Adaptation Subject-specific and country-specific; B28n should be referred to the
most important (foreign) language in the respective country or to general
linguistic proficiency in case several (foreign) languages are relevant.
Indications The proposed answers are relatively highly aggregated and are equally
suitable for mechanical engineers, electrical engineers, and civil
engineers. For your study we recommend using a stronger differentiation
of the proposed answers corresponding to the courses of study of your
university.
Data analysis Standard; factor analysis. What kind of qualification clusters arise in the
professional work?
Other surveys Is rarely used.
28 To what extent are engineers required to have knowledge and skills in the
following fields?

@ @ @ @ @ Planning, design, calculation, and construction (product and process-orientated)
@ @ @ @ @ Experimental and practical work
198
SUBJECT NON-PROFESSIONAL/KEY QUALIFICATION DEMANDS

Indicator Relation between studies and profession. For completing professional
tasks graduates not only need professional knowledge and skills which
are obviously offered by the higher education, but they also need non-
professional qualifications and orientations.
Adaptation No
Data analysis Standard; factor analysis. What kind of qualification clusters arise in the
professional work?
Other surveys Is used rarely and, in addition, in less detailed form. See the list in the
CHEERS survey (E1).
29 To what extent are engineers confronted with the following requirements in the
199
Employer Survey
@ @ @ @ @ Ability to reflect upon one's own conduct
@ @ @ @ @ Ability to express oneself in writing
@ @ @ @ @ Empathy
@ @ @ @ @ Initiative
200
SUBJECT ASSESSMENT OF THE PROFESSIONAL QUALIFICATIONS

OF ENGINEERS FROM THE UNIVERSITY OF XY
Indicators Assessment of the education in the department of Z
Adaptation See Question 28
30 How do you assess the knowlegde and ability of engineers from the University of
XY in the following fields? Scale of answers from 1=very good to 5=very bad.

@ @ @ @ @ Planning, design, calculation, and construction (product and process-orientated)
@ @ @ @ @ Experimental and practical work
201
Employer Survey
SUBJECT ASSESSMENT OF THE NON-PROFESSIONAL

QUALIFICATIONS OF ENGINEERS FROM THE UNIVERSITY OF XY
Adaptation No
Other surveys Sometimes, but very different item lists . AAU + CHEERS
31 How do you assess the non professional orientated qualifications of engineers

from the University of XY in the following fields?
202
@ @ @ @ @ Ability to reflect upon one's own conduct
@ @ @ @ @ Ability to express oneself in writing
@ @ @ @ @ Empathy
@ @ @ @ @ Initiative
203
Employer Survey
SUBJECT COMPARING QUALIFICATION ASSESSMENT

Adaptation Subject-specific
Indications None
Other surveys Not used in a differentiated manner
32 How do you assess knowledge and abilities of engineers from the University of XY
compared to engineers from other universities with regard to the following
aspects? Scale of answers from 1=much better to 5=much worse.
@ @ @ @ @ Technical basic knowledge
@ @ @ @ @ Special technical knowledge
@ @ @ @ @ Knowledge in non-technical fields
@ @ @ @ @ Non professionally-orientated qualifications
8.5 Prospects
204
Prospects
SUBJECT EXPECTATION OF CHANGES IN THE

Indicator Potential changes in the qualification requirements
The structural, organizational or technological changes enquired about in
this question can induce differently accentuated demands relating to the
professional and non-professional qualifications of the graduates. Thus,
for example, it is supposed that according to the dropping off of
hierarchies more emphasis is put on certain non-professional
qualifications like independence or sense of responsibility, or that
according to a diversification of products increased consultancy
strategies have to be developed depending on the individual needs of the
customers.
Adaptation A more Subject-orientated differentiation is possible but this should
always take place with regard to the effects of qualification demands.
Indications For any relevant curricular decisions this question hardly provides more
than background information or certain ideas.
Data analysis Standard; do the changes more or less concentrate on certain types of
organizations or is a more general trend to be noticed with regard to
certain aspects?
33 Do you expect extensive changes in the company/organization within the next five
years? Multiple reply possible
@ Implementation of new domestic production and manufacturing technologies
@ Implementation of new foreign production and manufacturing technologies
@ Development/marketing of new products/diversification of products
@ Implementation/expansion of computer technology
@ Internal organizational restructuring
@ Building up/expanding of international business connections
@ No, extensive changes are not expected
@ Other
205
Employer Survey
SUBJECT NEED OF GRADUATES

Indicator Feedback to the employment agency of the University of XY or to other
agencies with similar tasks
Adaptation No
Indications This question relates initially to the kind of changes and only then to the
quantitative statements. As in many enterprises hardly any detailed plans
for personnel staff are or can be elaborated due to the instability of the
market, the graded form of the question does at least provide statements
about the expected trends.
Other surveys No
34 In your opinion, will the number of employed engineers change within the next five
years?
1 @ No, the number of employed engineers will remain nearly constant.
2 @ Yes, the number of employed engineers will increase.
3 @ Yes, the number of employed engineers will decrease.
4 @ I don't know
8.6 Personal Background of the Interviewee
206
Personal Background of the Interviewee
SUBJECT POSITION IN THE COMPANY/ORGANIZATION

Indicator Documentation of the implementation of the employers survey which
may be helpful in case it is repeated some years later; and at the same
time check to the extent to which the group of persons addressed has
answered the questions; assessment basis of the interviewee in questions
relating to the qualification demands and assessments
Indications None
Adaptation No
35 Your position in the establishment
..............................................................................................................................................................................................
..............................................................................................................................................................................................
207
Employer Survey
SUBJECT DOCUMENTATION OF THE IMPLEMENTATION OF THE

EMPLOYER SURVEY
Indicator Assessment basis of the interviewee in questions relating to the
qualification demands and assessments
Adaptation No
Indications None
Data analysis Standard; reinforced: Break-Variable for all questions about
qualifications as in big firms the statements about the tasks and fields of
activity do not provide sufficiently detailed information about the
concrete experience background of the interviewees. In order to achieve
clear results the departments should be reduced to a smaller number of
relatively homogenous departments.
36 Exact name of the technical department you work for
..............................................................................................................................................................................................
..............................................................................................................................................................................................
208
SUBJECT NUMBER OF ENGINEERS IN THE SECTORAL

DEPARTMENT
Indicator Assessment basis of the interviewees in questions relating to qualification
demands and assessments
Adaptation No
Indications None
Other surveys No
37 Number of engineers in your technical department

Number of engineers in the technical department
209
Employer Survey
SUBJECT KNOWLEDGE OF THE EDUCATIONAL PROGRAMME OF

THE UNIVERSITY OF XY
Indicator Information about the extent to which the training programme is known,
as well as about the kind of contacts which exist between the education
and employment system; assessment basis of the interviewees.
Adaptation This question will above all be included if there is a need for the
respective information, e.g. when establishing new departments or when
examining the effectiveness of public relation actions.
Indications None
Data analysis Standard; reinforced Do interviewees who know the study programme of
the University of XY possibly assess the (professional) qualifications of
the graduates very critically because they compare the qualifications with
the curricular aims?
Other surveys No
38 How did you come to know about the degree course for engineers at the
University of XY? Multiple reply possible
@ Through contacts with students who did a period of practical training/graduates of the University of XY
@ Through contacts with university staff
@ Through my own studies or through attending courses at the University of XY
@ Through working as a lecturer at the University of XY
@ Through information material/information courses of the University of XY
@ Through information from others (e.g. other establishments)
@ Other
210
SUBJECT REQUEST OF REPORT

Adaptation Possibly
Indications None
Data analysis No
39 Request of report
1 @ Yes
2 @ No
211
Employer Survey
212
SUBJECT ADDRESS OF EMPLOYER

Indicator Important information for matching the data from the employer and the
graduate questionnaire; incentive for participation in the survey (see also
text of the enclosed letter)
Adaptation Country-orientated
Indications If this statement represents sensitive data in the respective country, please
point out that answering is optional.
Check In order to guarantee anonymity, this slip should be cut off immediately
after receipt.
The addresses should not be integrated in the data record later either.
If you intend to connect the data from the Graduates Questionnaire (case-
orientated) with the data from the Employers Questionnaire, the
questionnaire and address-slip should be given the same number.
Data analysis No
Other surveys Is asked for in many studies in developing countries
40 Addresses
1 @ Yes
2 @ No
9 Data Collection - Implementation of the Survey

As in all other empirical studies, the implementation of the survey is of high
importance. The outcome of your survey, on the whole, depends substantially on the
fact of actually reaching the target group and motivating it to participate in the study.
Check list of the most important activities for a postal survey:
Procuring the addresses of the graduates/employers
Production of a ready for printing copy of the questionnaire
Printing of the questionnaire
Printing of the covering letter(s)
Purchase of stamps for the return letter
Procuring of envelopes (three different types)
Preparation of the dispatch material
Checking of the questionnaires
Implementation of the survey in three dispatch actions
- 1st dispatch action (questionnaire + envelope)
- 2nd dispatch action (= 1st reminder; lettre)
- 3rd dispatch action (= 2nd reminder; lettre + questionnaire + envelope)
213
Data Collection - Implementation of the Survey
9.1 Measures for Obtaining a High Participation

The success of the implementation of a survey is mainly measured by the number of
returns. The smaller the number of graduates who refused to complete the questionnaire,
the higher the proportion of returns. A high proportion of returns then is very important
when the actual number of graduates questioned is low, as this reduces the possibility of
data analysis very much.
Please try to obtain a high participation
For written graduate surveys, the proportion of returns is for the most part between 30
and 60 percent, for employer surveys it is nearly always clearly lower.
Please carry out two reminder actions in order to obtain a high proportion of returns
In a written survey, the proportion of returns can clearly be increased through sending
reminders.
We recommend that you proceed as follows:
1st Dispatch
Questionnaire, stamped return envelope containing your address, possibly a
supplementary covering letter (in addition to the covering letter on the cover page of the
questionnaire).
2nd Dispatch
Please send a first reminder about two weeks after the first dispatch to those graduates
who have not responded by then.
3rd Dispatch
Please send a second reminder, another questionnaire and a stamped return envelope
about four to five weeks after the first dispatch to those graduates who have not
responded by then.
Therefore, the implementation of a postal survey including three dispatch actions
takes at least two months - independently of the number of persons who are to be
questioned.
Doing interviews, the duration of the implementation depends very much on the
local/regional conditions so that no general indications can be given.
Guiding and checking are your main tasks during this period of the survey; you will
easily be able to delegate the implementation.
9.2 Checking of the Questionnaires and First Corrections

The checking of the returned questionnaires is one step of the proceedings which can
partly be understood as a preparatory step for the data entry.
Please check the returned questionnaires
We recommend not only collecting the returned questionnaires, but checking them
with regard to the four following criteria:
214
Training of Survey Staff
Figure 18 Rules for the Check of Questionnaires

1. Target Group Has the questionnaire been completed by a member of the target group? This check
is especially important as it is easily possible that the addresses you received are
not the ones you actually wanted. During this period of the implementation of the
survey you have the opportunity to correct these mistakes.
Questionnaires which were not completed by members of the target group are left
out of the survey (no data entry) but they are counted for the proportion of returns.
2. Completeness In some cases, you will receive questionnaires which were not completed properly
without being given a good reason for this (e.g. unemployment). These
questionnaires are generally left out of the survey, too, but are counted for the
proportion of returns.
3. Seriousness It is not easy to describe how to check whether the completion of the questionnaire
has been done seriously. If, for example, you take the responses/the long list of
items for the question with a five point scale you may suppose a lack of seriousness
if a plausible pattern for the ticked responses cannot be seen. This check can be
very time-consuming if it is done systematically. Besides, it is not very plausible why
many interviewees should bother to purposely give foolish answers. Therefore, we
recommend that you only casually look for signs of lack of seriousness while doing
the general check. However, only during the process of data analysis is it possible to
do this kind of check more systematically.
4. Clearness and It is the most costly workstep within the check of the questionnaires to check the
Consistency of clearness and consistency of the answers.
Answers It will happen more often that the interviewees do not keep to the formulated rules
given in the questionnaire:
even though they are asked to tick one item only, you will find two items
being marked;
some interviewees may tick "Other" without ticking the corresponding box;
for a five point scale, you may find two ticks in one line or a tick between
two boxes.
In all these cases you have to correct the statements of the interviewees in order to
enable the data entry. In the "Explanation of the Specimen Questionnaires" you will
find many indications showing in what way the correction can be done.
All multi-figure numbers being filled in by the interviewees (e.g. number of

applications) have to be captured flash right.
Leading zeros do not necessarily have to be filled in, but during the check attention
has to be paid to the fact that all statements can be captured correctly.
Especially all more than two-figure numbers (e.g. income or number of employees)
have to be checked to see whether they are captured flash right.
If this is not so, you will have to correct the figures.
9.3 Training of Survey Staff

In case other people are involved in the implementation of the survey, you have to
organize a training course for them.
Form and content of the training course depend on the kind of participation of these
people.
For a postal dispatch of the questionnaires you will only have to give technical
indications concerning the dispatch action.
For a personal delivery of the questionnaire ("interviews"), though, it is necessary that
all staff members are very well informed about the study and that they know the
questionnaire perfectly. The interviewer will certainly be asked often to explain the
objectives of the study and to give explanations and help for responding the individual
questions. Thus, interviewers more or less influence the results of the study. Generally,
this kind of influence cannot be avoided but it has to be an objective of the training
215
Data Collection - Implementation of the Survey
course to control the influence insofar that all staff members have the same knowledge
about the study and that all of them orientate towards the same rules when doing the
interview.
Possible proceedings: You offer a one-day training course. Each person interested in
participating in the implementation of the survey has to attend the training course.
Previously, they have to read your paper concerning the objectives of the study, the
questionnaire, and the "Explanation of the Questionnaire".
If other people take part in implementing the survey, please make sure they are well
trained.
An important aid for controlling the implementation is the record of the interviewer
which, for instance, could be designed as follows:
216
Training of Survey Staff
Figure 19 Form of a Interview Protocol

Date of interview
Name of interviewee:

Name of graduate:
Duration of interview Minutes
Location:
Which problems occurred for some of the questions? Please, state number and column of
the question and give a brief description of the problems.
Question Item/Variable Kind of Problem
Comments:
217
The QTAFI Codebook
10 The QTAFI Codebook
10.1 Overview
When the data collection is in progress you can start to prepare the data entry and
coding. For this task you need a instruction manual called "codebook". Even if you
enter your data directly with SPSS (in a kind of spreadsheet) or if someone is doing the
job for you must prepare a codebook. There are no formal requirements for a codebook
besides the point that anybody who reads the codebook should be able to understand
how the information given in the questionnaire are treated as data.
The QTAFI macro provides you with a specific format of a codebook which has the following
main advantages:
1. From the codebook you can get automatically an online questionnaire
2. From the codebook you get automatically a full SPSS data definition (SYNTAX)
with
DATA LIST for ASCII data (optional)
Dummy data file for data entry in SPSS (no manual data definition necessary)
Variable labels for all items
Value labels for all answers
Missing values for all variables.
3. Form the codebook you can get automatically an SPSS tables job, which allows
you to get ready-to-print tables of all questions in your questionnaire with little
efforts.
Codebook Main part of the documentation of a survey

contains the rules of the coding (assignment of figures to
responses)
contains a description of the data being captured
is mostly used by persons who are directly involved in data
capturing and/or data analysis
Below you find the content of the master codebook, which contains all necessary
formal elements of a codebook. To create you own codebook you can load the file
CB_MASTER.DOC and modify it according your questionnaire.
218
Explanation of styles
Study:
Year: 2003
Codebook
Version:
Prepared by
Date:
Adress: University XY
10.2 Explanation of styles

All relevant information for data entry and data analysis should be stated in the codebook.
The codebook is organised in tables with three columns. The content of each row is explained in
column one.
Col 1 Col 2 Col2 Explanation Status
H1 Number of the section Text of the section Section heading used in the questionnaire optional
title
219
The QTAFI Codebook
QU Number of the question Text of the question required

VN or Explanations of the columns below optional
VV or
OT
CV Name of the variable Label of the variable required
MD (max 8 characters)
MC
OR
ME
TE
CV Name of the variable Label of the variable Categorical variable (like GENDER) required
(max 8 characters) CV2 indicates that the number of digits should
be 2
MD Name of the variable Label of the variable Multiple reply variable - dichotomy answers required
(max 8 characters) (yes/no)
MC Name of the variable Label of the variable Multiple reply categorical variable (many required
(max 8 characters) different answers)
ME6 Name of the variable Label of the variable Metric variable (like INCOME, YEAR) required
(max 8 characters) ME6 indicates that the number of digits should
be 6 - open question
TE25 Name of the variable Label of the variable Text variable (like Job title) required
(max 8 characters) TE25 indicates that the number of digits should
be 25 - open question
CC Value/code Label of the value Should be like in the questionnaire. Do not use
abbreviations.
Text. Should summarize the key concept of the required
SU Subject
question. Will be used as the title for tables
IN Indications Text Explanations of the question optional
Check Text Rule how to check the plausibility of the optional
CH
answers
Missing value Code/value Indicates the values which should not be treated required
MV
as valid answers like (9 = no answer)
Questionnaire Text Formatting information for a questionnaire optional
layout:
Newpage; - new page after this question.
Continue, - this question should be
connected with the previous one.
QF Filter(from_variable,value,to_variable); - if
value of from_variable is ticked, a filter to the
to_variable will be activated;
Twocol6; arrange the items/codes in two
columns, start the break after row 6
Codelist(filename); use the codelist from file
DA Data analysis Text Indicates the use for data analysis optional
220
Recommendations and rules for coding and data cleaning
Table 14: Kind of Variables used in the Codebook and Related Analysis
Kind of Explanation of Variable Kind of Typical Tables
variable
CV Categorical Variable (one answer) Tables with percentages
MC Multiple Categorical (multiple responses Tables with percentages
Dichotomous the particular coded value is
1)
MR Multiple Categorical (multiple Responses Tables with percentages
with no limits of distinct values)
OR ORdinal scale Tables with means; additional
tables with percentages for the
dichotomised answers
ME MEans - Interval scale Tables with arithmetic means,
and median
TE TEext - alphanumeric characters Listing of answers
General paragraph for values and value labels

CC Values (codes) and value labels
10.3 Recommendations and rules for coding and data

cleaning
10.3.1 Code lists
A general rule: Code as detailed as possible and useful. Later the data can be aggregated
on a higher level. Ask your national statistics agency or the relevant institution for rules
to transform the national codes into international codes e.g. for job titles, economic
branch, field of study.
For example, if it is said here that the code for "Field of study" has two digits, then two
digits are the highest possible aggregation; it is strongly recommended that the national
codes are more differentiated.
The code lists should be included in the codebook, or a reference has to been stated.
10.3.2 Missing values

Code "8", "88", "888" and so on should be used for "Not applicable".
Code "9", "99", "999" and so on should be used for "No answer".
Blanks should never be coded with "0".
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The QTAFI Codebook
10.3.3 Scales
When more than one box is ticked, and the ticked ones are neighbours, then take the
more extreme one, e.g. if "1" and "2" had been ticked, take "1". In all other cases, enter
the mean value, e.g. if "4" and "2" are ticked, enter "3".
10.3.4 Imputations
Blanks and missings should be imputed as far as possible. The imputations should be
documented well. But do not impute blanks with "0", as mentioned above.
10.3.5 Multiple response

Only ticks should be coded, actually with a "1". After data entry, if at least one item of a
list of items was ticked, the ones not ticked will be recoded into "2" ("No"). If no item at
all is ticked, the blanks will be recoded into "9" ("Missing").
Table 1 General Rules for Checking the Questionnaire

. Rule Example
1. All corrections and remarks are to be done
with a red pencil (or with a pencil in another @
contrasting colour, if the questionnaire is
filled in with a red one).
2. Deletions are to be done by two parallel
slashes.
3. On the front page of the questionnaire an
abbreviation of the name of the person
having checked the questionnaire has to be
stated
4. In case of scales: if two values are ticked, e.g. on a scale of 5
one has to be deleted. As a rule, the more the 1 and 2 are ticked =
extreme value counts 1 is the valid value
5. Entries have to be done on the check sheet. Like: "Answer to question
5 is unclear"
6. Replies under the category "other" have to
be classified under the given categories, if
possible.
7. Unclear figures/numbers have to e.g. 2-3 persons
approximated. becomes 3 persons -
All figures have to be controlled (e.g. figures are to be
question 25) and, if necessary, must be approximated
corrected.
222
ID Number and Return Date
10.4 ID Number and Return Date
Figure 20 CODEBOOK: ID Number and Return Date
Figure 21 CODEBOOK: Categorical (Nominal) Variable - CV
223
The QTAFI Codebook
Figure 22 CODEBOOK: Ordinal Scale Variables - OR
Figure 23 CODEBOOK: Multiple Reply - Dichotomy - Variables - MD
224
ID Number and Return Date
Figure 24 CODEBOOK: Multiple Reply - Categorical - Variables - MD
Figure 25 CODEBOOK: Metric Variables - ME
225
Data analysis
Figure 26 CODEBOOK: Text Variables - TE
11 Data analysis
11.1 Overview
This chapter deals with the different types of problems which are connected with the
quantitative data analysis of the data ascertained.
The data entry and the data control are the prerequisites of the statistical data analysis
(in the narrow sense of meaning: the data analysis).
Even if you do not intend to do this work yourself, you should still read the following
chapters in order to be able to appraise the results of the processes.
Before beginning the data entry, you should decide the form you want to choose to
handle the open questions, which requires text answers like job title, suggestions for
improvements, etc.
The following procedures are possible:
First, all responses to open questions ("text file") are captured and code them
and then all numerical data (for the open and the closed questions) ("raw data").
First, please capture all responses to closed questions ("raw data1") and then all
responses to open questions ("text file"). After having coded the open responses,
please capture the new numerical data ("raw data2").
As in the previous paragraph, please capture all responses to closed questions
("raw data") and then the responses to open questions ("text file") without
coding them.
You can/should assign the data entry to professionals but you can contribute
substantially to the quality of the data: That is why you should take part in data control.
The data analysis could also be done by professionals but it is imperative to have
fundamental knowledge in order to be able to understand and to interpret the results of
the statistical analysis.
For this chapter, too, we have developed some tools which will make work
substantially easier for you (see enclosed CD-Rom).
226
Codebook
We especially recommend drawing up an extensive table volume. This will serve as a

fundamental basis because you will be able to insert selected tables directly into the
final report.
In this manual, we do not intend to give a detailed introduction into the procedures
and problems of the data analysis. Depending on the extent to which you expect to do
the data analysis yourself, it may be necessary to additionally consult the SPSS manual.
11.2 Codebook
Nearly all questions of the graduate and the employer questionnaire contain response
items which already are coded, i.e. codes (figures) are assigned to each of them. For the
later data analysis they can be directly entered.
ASCII/ text data entry

For this data entry type, columns are indicated additionally to each question
respectively to each response item that give the position on the card where the codes
have to be entered. Up to a few years ago, punch cards (containing exactly 80 columns)
were mainly used as data carrier, whereas nowadays magnetic tapes or diskettes are
used for data entry which do not involve a limitation of the number of columns.
But there are still many reasons why data entry, even on modern data carriers,
should be done according to the principle used for punch cards:
for the most part, even on screens, a maximum of 80 characters can be shown
side by side (columns),
code sheets get unwieldy if they contain more than 80 columns.
Coding of open questions

However, for some questions response items are not given, for others, supplements
additionally to response items are possible (e.g. "Other").
This chapter shows the procedures which will enable you to quantitatively analyse
these "open responses", too.
The quantitative analysis presupposes that figures have to be assigned to the responses
by established rules (which have to be included/have to be recognisable in the
codebook). The assignment of figures to answers is called coding.
The codes (figures which have to be captured) may either be entered in the
questionnaire (on the margin) or on a separate sheet (the so-called code leaf or code
sheet). However, for data entry it has to be indicated, additionally, in which column
(and on which card) data entry is carried out or in which "field" of a data bank the
information have to be entered.
On the other hand, we would like to achieve a situation in which the results of the data
analysis - for example the tables which we produce - not only contain the "bare figures"
but also contain a description of the figures. The codebook enables this kind of "re-
translation" and is therefore a main aid during the period of the data analysis.
In the data analysis we regard the responses of the interviewees as values of variables.
By using the name of the variable which is included in the codebook we refer to
individual questions or response items. As the name of the variable is of central
importance for the data analysis, in the codebook it is printed in bold, e.g. A2a.
227
Data analysis
We recommend to create the names of the variables by a simple scheme which will
have considerable advantages for the data control and the further data management.
Two alternative procedures have to be distinguished:
1.raw data in a fixed table format (data entry in columns)
2.raw data in a database format (e.g. as dBase file)
11.2.1 Table Format (Data entry in Columns)

All names of the variables of a survey should start with the same letter and should
include the information of the column, i.e. the variable "subject" is called A110 (card 1,
column 10). The first letter (e.g. A) could serve for identification of the survey. In case
that two surveys are conducted at the same time (e.g. a graduate survey and an
employer survey) all variables of the graduate survey could be named A. By doing so all
variables of the graduate survey can be easily identified.
For the distribution of the name of the variables, the advantage of this scheme results
from its simplicity: the naming of the columns in the questionnaire which is absolutely
necessary already contains the name of the variables - if, your actual codebook is not to
hand, each questionnaire serves as aid-codebook, too. Furthermore, during the period of
data control, this scheme facilitates checking where a mistake may exist in the data
record as the name of the variable indicates the place in the data record where the values
of the variable have been captured.
11.2.2 Format of the data base (e.g. dBase or DATA ENTRY)

All variable names of the same survey should begin with a letter and contain an
indication on the question and the item, e.g. the variable "subject" may have the name
A1a (question 1, item a). In our case the capital A stands for "graduate survey".
Moreover, the statistical programme SPSS (as well as others) only allows the name of
variables to contain eight characters at the most, so, the description of the content of a
variable by its name is hardly possible at all. Therefore, further description of the
content of the variables (so-called VARIABLE LABELS in SPSS) is always necessary
in order to receive readable prints of the statistical data analysis.
Furthermore, we especially emphasize the function of the explanations of the
questionnaires as a codebook by giving each variable a brief description concerning its
content. In cases of multiple replies and responses of five point scales, the description of
the content of variables is given "automatically" for each individual response item forms
a variable itself and the introductory question can mostly be left out of consideration.
The description of the variable (VARIABLE LABEL) is identical with the item.
On the other hand, however, for the nominal scaled variables (e.g. field of study), the
open questions and the questions consisting of figures that have to be entered (e.g. time
of graduation) the description, as a rule, can be taken from the formulation of the
question. In these cases, the description of the variables is a concise formulation of the
questions.
For the description of the results in the final report you will need such abbreviations in
order to formulate precisely the questions in the questionnaire.
If, in the codebook, you already provide the variables with brief descriptions, it is
possible to establish the standard table programme with little effort only.
228
Codebook
11.2.3 Coding of Open Responses
Text Entry of all Open Responses

The answers of the interviewees concerning a particular question (in the following
called "texts") are copied out in such a way that it is possible to separate and sort the
texts of the individual interviewees given on different questions. Therefore, the number
of the question as well as the case number have to be noted additionally to the actual
text of the answer.
For this reason the sorting is very important as for the next step - the forming of
categories of responses - it is necessary to obtain a complete overview of all answers
concerning one particular question; while all other answers of the individual
interviewees, as a rule, are not important.
It is useful to determine abbreviations before starting to enter the text (e.g.
"eng." instead of "engineer").
Spelling mistakes, etc. may be corrected as only the meaning is important.
Before the EDP age, the classical way was to do the text entry on a typewriter, to cut
the texts apart and to do the sorting by hand.
The advantage of this kind of procedure is that all necessary aids (typewriter and
scissors) are available everywhere.
It is more elegant - but also more complicated - to use the possibilities of word
processors and/or data bases for managing (sorting) the texts.
We recommend using a word-processing programme like Microsoft WINWORD; in
the following we will explain the procedures which can easily be converted for other
word-processing programmes.
In order to be able to sort the answers, a column for the case number and the question
number should be captured together with the text.
Figure 27 Example for the Data Entry of Text

ID Question Code Text
number
001 12 Response
001 15 Response
001 16 Response
002 15 Response
002 16 Response
003 15 Response
003 16 Response
11.2.4 Should all Responses be Coded?

If only a few interviewees answered open questions it is not worthwhile to plan a
quantitative data analysis but the responses should still be captured as texts and for the
formulation of the examination report they should be taken into consideration.
Rough rule: If you received responses from more than 5 percent of the interviewees,
they should be coded.
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Data analysis
11.2.5 Development of Response Categories

Please look for so-called head-categories under which several individual responses
can be subsumed.
We presume that the meaning of the statements in question is the same even when
different expressions are used. However, for the coding process criteria for the
similarity should be given in the codebook. This is mostly done by indicating examples.
In this connection, all reflections should be taken into account that are described in
part 6 for the development of questions and response categories (the operationalization),
especially about the level of measuring questions/responses.
According to the emphasis of the examination, you will look for different
aggregations and you will differentiate the response categories respectively.
11.2.6 Example: Coding of semi-open questions
1 Did you have financial problems during your studies?
1 @ No
2 @ Yes
(please specify)
If "yes", please specify the kind of problems:
For the first 50 cases, the following text responses were entered in the data record:
ID Q Code Answers
001 1.8 simply bursary was not enough to maintain
005 1.8 When I had to return home with my family I had a shortage of money
006 1.8 I was permitted "Extraordinary Leave without Pay" so for the support
of my parents financial problems exist
008 1.8 We have to sacrifice so many demands of wife and son such as pleasure
trips, cinemashow and so many.
009 1.8 not sufficient
010 1.8 To pay the childs school fees so most faculty was getting it from AIT &
students were not getting any money from AIT and school teachers
started feeling that students are over-subsidized.
013 1.8 in thesis works (transformation for field works)
022 1.8 not sufficient - had to cut down legitimate expenses
023 1.8 when studying, when my family member was serious ill I had a
problem in arranging the money to go back home suddenly.
031 1.8 first term, not sufficient for study material
034 1.8 For data collection back in country
037 1.8 travel allowance for surveying during thesis-work
040 1.8 study materials, books
043 1.8 to support my family
050 1.8 Food, clothing & beverage
230
Codebook
On the whole, 15 interviewees have given statements concerning the kind of financial
problems.
All the statements show that the graduates only gave one detail about the kind of
financial problems; this means, there is only one variable necessary in the data record.
It is useful to note down the name of the variable, the description of the variable
(VARIABLE LABELS) and the value of the variable including its comments (VALUE
LABELS) in the way that has been proposed.
Name of variable: Fincprob

Variable Label: Kind of financial problems during study
After checking all 15 cases, the following proposal for coding the open responses
could result from this:
231
Data analysis
QU 1.8 Do you remember any financial problems during your

studies?
VN Variable name Variable label
CV2 Fincprob Kind of financial problems during studies
VV Value/codes Value label
CC 1 Study material (not explicitly in connection with the

studies/final work)
CC 2 In connection with the studies/final work
CC 3 Living costs (own ones and for the family)
CC 4 For return to the home country
CC 5 Financial problems for the family
CC 7 Travel expenses for unforeseen return flight
CC 8 No further comments
CC 9 Other
CC 88 Not applicable, no financial problems stated
CC 99 No answer
Other
OT Text
information
SU Subject Kind of financial problems during study
IN Indications
CH Check
MV Missing value 88,99
QF Questionnaire
DA Data analysis
As it is possible that further response categories have to be formed because new

aspects occur while coding the remaining cases, it is useful to reserve two columns for
the codes even though at first one column may seem to be sufficient. It then is easy to
supplement new codes.
Moreover, for response categories which generally occur in all questions the same
codes should possibly be used. In the previous example these are the codes 77, 88, and
99.
The coding itself can be done, for example, into the text file directly.
The advantage of this kind of procedure is that we can quickly check the coherence of
coding by sorting the cases by codes.
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Codebook
11.2.7 Numerical Data Entry

The "data entry" contains the act of copying the codes from the questionnaire onto a
suitable data carrier (which nowadays will probably be the diskette).
As happens in every other writing process, data capturing is also afflicted with
mistakes. But contrary to other "normal" texts, mistakes done in data capturing are not
easily found (see data control) as the sequence of the figures entered is different in each
questionnaire. Therefore, precautions should be taken to carry out data capturing
perfectly. That is why for data capturing professionals do not use a normal word-
processing programme but a special capturing programme which, for example, checks
the plausibility of the acceptable numerical values while entering the numerical values.
DATA ENTRY of SPSS/PC is such a data capturing programme enabling the user to
draw up masks for the data capturing and also to carry out plausibility checks. With
DATA ENTRY you can capture your data perfectly. Because of the great number of
variables in your study, the programming of the plausibility ckecks and the drawing up
of the masks, is quite costly though and not at all easy. That is why we recommend
having the data capturing done by professionals.
One more tip: the error rate can be reduced extremely by capturing the data twice;
first, all questionnaires are captured normally and afterwards all questionnaires are
captured again (in the same sequence), but in the second stage only the correspondence
with the first entry has to be detected and, if necessary, data have to be corrected.
It definitely increases the costs to do data capturing this way but in the following
phase of data correction costs will be saved.
11.2.8 Data Control

The control of the captured data (raw data and text of responses) is a process that has
to be continued until the data reach a quality which is accepted as sufficient. However,
it is neither meaningful nor feasible to strive for completely perfect data: in any case,
the costs of removing even the last mistakes too are far to high.
The data control has the function of excluding all systematic errors and of determining
the degree of errors made accidentally.
11.2.9 Quality control - check of entered data

If the data capturing is done by professionals, first a random selection of about 10-30
questionnaires should be captured and then this capturing should be checked very
carefully by yourself or by others.
In pratice, the captured data should be compared with the entry in the questionnaire in
that way that one person reads the captured codes (including "blanks") and a second
person checks these codes with the ones entered in the questionnaire.
All differences should be noted down, the different kinds of errors should be analysed
and the proportion of errors should be calculated.
You should then report back the results of the data control to the professionals.
In general, a proportion of errors of 2-3 percent is still acceptable (excluding
systematic errors).
11.2.10 Second phase of data control

As a result of the data capturing you will receive different data files.
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Data analysis
DATA FILES
Raw Data (numerical data) Graduate Questionnaire: GRAD.DAT
Employer Questionnaire: EMP.DAT
Text files (response on open Graduate Questionnaire: GRADTXT.DAT
questions) Employer Questionnaire: EM5TXT.DAT
If the data capturing has been effected without any mistakes, you could do the data
analysis. Experience shows, though, that the data still contain errors which have to be
resolved. For this phase of the data control it is advisable to use the possibilities of EDP
(and SPSS/PC).
First, you have to define the data both for the later statistical analysis and also for the
second phase of the data control.
11.2.11 Data Definition for the Statistical Analysis with SPSS

For the analysis of the data with the help of SPSS, only a few instructions are
necessary which will inform the programme about the structure of the data (similar to
the CREATE-instruction in DBASE).
Here, the main instruction is the DATA LIST-instruction. With the help of this
instruction we regulate the reading of the data with the help of SPSS by describing a
"example case".
Errors in the DATA LIST-instruction have serious consequences.
Structure errors of the raw data, i.e. missing or interchanged cards, are serious errors,
too.
Therefore, the DATA-LIST-instruction and the structure of the raw data have to be
ckecked very carefully. It is advisable to know the number of cases and the number of
lines (=cards) of the raw data file before processing the data by SPSS. A basic
examination of the raw data will then easily be done:
The number of lines in the raw data file has to correspond to the product of the number
of cases and the number of cards per case.
It is very easy to understand the rules for the DATA LIST-instruction:
Figure 28 Example of Data Definition with SPSS

SPSS Instruction Explanation of the Instructions
DATA LIST Name of the SPSS command
FILE='GRAD95.DAT' The data should be read from the file GRAD95.DAT.
/ Read the first card. Reading any further cards belonging to a case is
also steered by an oblique.
A101 1-4 The 1st variable should be named A101. It contains the columns 1 to 4
and it is numeric.
A105 5-6 The second variable should be named A105. It contains the columns 5
to 6 and it is numeric.
A110 to A129 10-29 Read 19 single-columned numeric variables and name them A111,
A112,...A119 (inclusively list of variables).
A130 30-32 (1) Read a three-columned numeric variable with one decimal with the
name A130.
234
Codebook
... further instructions

....
SAVE OUT Save the data (together with the data definition) in a SPSS system file.
='G95-A.SYC' Name of the system file
/COMPRESSED. The file should be recorded in a compressed form.
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Data analysis
SPSS-System File In general, the raw data (together with the data definition) are
SAVE FILE/GET FILE read once only and then they are recorded in a "system file" - a file
in SPSS format which you cannot read or change with other
programmes.
All other data analysis should be done by system files which
you can easily load with the help of GET FILE (e.g. GET
FILE='GRAD95-A.SAV').
Changes in the data and the labels can be done in this first
system file and it can be recorded in a new (corrected) system
file.
GET FILE='GRAD-A.SAV'.
...
Data modifications
...
SAVE FILE='GRAD-B.SAV'.
The further instructions concerning the data definition (VARIABLE LABELS,

VALUE LABELS) are optional. But you should not do without them because they
improve the reading of the prints of the analysis (see the examples on the floppy disc).
11.2.12 Short explanations of the most important SPSS-syntax

Style of instructions
Nearly all instructions can be abbreviated. Mostly, the first three characters of an
instruction are sufficient to enable SPSS to interpret them correctly; e.g. it is
sufficient to write VAR LAB instead of writing VARIABLE LABELS. It is not
necessary to write the abbreviations in capital letters, "Var Lab" is correct, too.
End of instruction
SPSS, recognizes a point (.) as the end of an instruction. Instructions may extend
over many lines (see Var Lab instructions).
Table 15 SPSS Syntax: Labels and Missing Values
VARIABLE Description of a variable VAR LAB A1a 'Field of

LABELS Complete name of the variable. study'
120 characters at the most (most of the
SPSS procedures only print the first 40
characters)
With regard to the text, the variable
labels correspond to the response items
of the questionnaire; only if those are
too long do they have to be shortened
correspondingly.
VALUE Description of the values of the VALUE LABELS A1a
LABELS variables 1 'Mechanical
60 characters at the most (most of the engineering'
SPSS procedures only print the first 20 2 'Electrical engineering'
characters). 3 'Civil engineering'
236
Codebook
9 'No answer'
MISSING Some values of a variable receive the MISSING VALUE A1a (9)
VALUES status "missing".
On average, those interviewees who
give a so defined "missing" value are not
taken into consideration for the data
analysis of this variable.
11.2.13 Missing values

By using the MISSING VALUES-instruction, the data are not changed but the data
analysis programme receives notice for the data analysis not to take into account those
cases showing values which are defined as missing.
The term "MISSING VALUES" is not very appropriate, for these values are not really
missing in the data record - this is not allowed to happen as SPSS only processes files of
a rectangular form.
237
Data analysis
The following counting of the frequency of the variable A157 from the fictitious data
record shows the action of the MISSING VALUES-instruction:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
A157 Organization of practical training
Valid Cum
Value Label Value Frequency Percent Percent Percent
1 very good 1 1 10.0 12.5 12.5

2 2 20.0 25.0 37.5
3 2 20.0 25.0 62.5
4 3 30.0 37.5 100.0
No statement 9 2 20.0 MISSING
------- ------- -------
TOTAL 10 100.0 100.0
Valid Cases 8 Missing Cases 2
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
For the variable A157, the value 9 has been defined as MISSING VALUE.
This can be seen from the column "Valid Percent", as for the value "9" no percentage
is entered but the term "missing".
The percentages in this column are based on the number of valid cases (Valid Cases =
8) while all cases are included in the column "Percent". If you only take into account the
valid cases, one finding shows that 38 % of the interviewees value the organization of
the professional training done by the university as "good".
When should the values be defined as MISSING VALUES?

It will often happen that individual questions are not answered by the
interviewees without any cause being noticeable for this ("missing at random").
For data capturing, in cases like this, you can explicitly establish a code for "no
response", e.g. the Code 9 (or 0).
In case of some of the questions it will happen that certain groups of the
interviewees are excluded from reply (the item "not applicable"). A
systematical reason make it impossible for these persons to answer the
question. E.g.: questions asking for motives for having changed employers can
only be answered by those who actually had done this. For data capturing you
can explicitely provide a code for "not applicable" (e.g. code 7).
If in data capturing (actually) missing responses were explicitly coded it is necessary
to inform the data analysis programme by the MISSING VALUES-instruction that for
example the value "9" has to be understood as a missing value (MISSING = user-
defined missing values).
If in data capturing (actually) missing responses have not been explicitly coded
(BLANKS in data record) at first it is useful to change (with the help of RECODE
varname (SYSMIS=9)) the coding of the missing values (SYSMIS = system-
defined missing values; represented as point in print-outs), done by the SPSS-
Programme as standard and then to inform the data analysis programme by the
238
Codebook
MISSING VALUES-instruction that, for example, the value "9" has to be understood as
missing value.
It is very important for the analysis of the data to deal carefully with the MISSING
VALUES and it is necessary to decide for each individual question in what way missing
responses are to be interpreted.
Please, define a missing value for each variable and avoid SYSMIS
11.2.14 SPSS syntax for data modification: RECOCE and COMPUTE

In data analysis it often is necessary to change the values of existing variables (e.g. to
combine values - with the help of RECODE) or to create new variables (with the help of
COMPUTE, COUNT or IF).
Table 16 SPSS Syntax: RECODE and COMPUTE
SPSS Explanation Example

syntax
RECODE Recode of values of existing RECODE A157 (SYSMIS=9)
variables
COMPUTE Create a new variable COMPUTE Field = A1a.

e.g. the content of an existing
variable will be copied into a
new variable:
The instructions RECODE and COMPUTE are often used together if new variables
have to be formed. One typical use is the forming of age-groups (similar to the
proceedings of classifying other variables).
The creation of a new variable should include the use of the instructions of the data
definition VARIABLE LABELS, VALUE LABELS and MISSING VALUES.
* -----------------------------------------------.
COMPUTE YEARG = A4b.
RECODE YEARG (89 THRU 91 = 1) (92 THRU 94 = 3) (MISSING = 0) .
VAR LAB YEARG 'Year of graduation'.
VAL LAB YEARG
1 '1989-1991'
2 '1992-1994'.
MISSING VALUES YEARG (0).
* ------------------------------------------------.
Table 17 SPSS Syntax: COUNT
239
Data analysis
syntax
COUNT Frequency counting of COUNT A11=A11a TO A11r (1)
values within a group
of variables
In the following example, with the help of the COUNT-instruction, a new variable
A11 will be formed, the value of which contains the number of responses for the
question 11 per case. The frequency counting of this variable shows that the majority of
the (fictitious) interviewees state more than one subject and the absence of the value "0"
shows that all cases at least stated one subject.
Therefore it is permissible to recode all missing values of the individual variables of
question 11 into code 2 (RECODE A11a to A11r (MISSING=2)).
* ----------------------------------------------------------------.
count A11=A11a to A11r (1).
freq A11.
A11
Valid Cum
Value Label Value Frequency Percent Percent Percent
1.00 1 10.0 10.0 10.0

2.00 1 10.0 10.0 20.0
3.00 5 50.0 50.0 70.0
4.00 2 20.0 20.0 90.0
6.00 1 10.0 10.0 100.0
------- ------- -------
TOTAL 10 100.0 100.0
Valid Cases 10 Missing Cases 0

-------------------------------------------------------------------------------
11.2.15 Simple data analysis: frequencies

The first step of the actual data analysis is to carry out simple frequency countings and
aggregate statistics (statistical values) of all variables. This is also very important for the
unfinished data control.
Table 18 SPSS Syntax: FREQUENCIES and DESCRIPTIVES
SPSS syntax Explanation Example

FREQUENCIES Counting of frequency of FREQUENCIES A1a
Or FREQ ALL.
values of variables
DESCRIPTIVES Calculation of statistical DESCRIPTIVES All.
measurements
The advantage of the DESCRIPTIVES procedure lies in the compact form of the
print-outs as the statistical descriptives together with the name of the variable and the
label are shown in one line.
Further statistical descriptives for analysing the distribution of a variable (e.g. the
median) can be produced by the STATISTICS-instruction of the FREQUENCIES
procedure (see also SPSS Manual).
240
Codebook
During the phase of data control, though, the statistical descriptives are not interesting
but the print-out of the FREQUENCIES-procedure is merely needed for checking each
individual variable to ascertain whether its values seem to be plausible. For the fault
location, two cases have to be distinguished:
Are the values within a permissible field of values?
If, for example, the possible responses lie only between 1 and 5 in the field of
values, the value 6 is inadmissable - which means this is a "wild code" that
proves that errors have been made in data capturing.
Are the values plausible when taking into account further statements of the same
interviewee?
If an interviewee indicates, for example, that he has not found any employment
yet he should not give any further statements concerning the methods of finding
employment.
Frequency countings inform about whether any errors exist at all within the data. In
order to determinate the error and to possibly correct it, it is necessary to find out the
case in which the error occurs.
The procedure LIST enables you to look at the values of variables of individual cases.
Table 19 SPSS Syntax: LIST and SELECT IF

syntax
LIST Lists the value of variables for all cases LIST A1a to A9e.
In many cases the results of such lists are very
confused. With the help of an instruction
concerning the selection of cases, only those of
which the values are to be looked at can be
listed specifically.
SELECT The following procedure is carried out for SELECT IF (A1a EQ 1)
IF selected cases only
11.2.16 Data correction with SPSS syntax

In order to be able to correct the data, it is necessary to take the questionnaires to hand
again.
The correction of data
can be effected directly in the raw data (please be careful not to produce other
errors);
can be implemented in the system file with the help of DATA ENTRY (the raw
data remain faulty, but here, too, you have to work very carefully in order not to
produce any other errors);
can also be effected by using IF-instructions in the system file (the raw data
remain faulty but the correction of the errors stays transparent and can be
checked any time).
Use SPSS syntax for data corrections. This is the only way to check this important
change of your data.
241
Data analysis
The last version is the most reliable way of data correction but it may lead to quite an
extensive data correction file. If we assume the checking of the questionnaires of the
interviewees with the case numbers 7 and 9 revealed that they actually "have not found
any employment yet", this means we have to correct all remaining variables which
belong to the Question 3.2 and which were ticked. This kind of data correction
including "IF"-instructions could be done as follows:
* -------------------------------------------.
IF (A101 EQ 007) A347 = 0.
IF (A101 EQ 007) A351 = 0.
IF (A101 EQ 007) A357 = 0.
IF (A101 EQ 007) A360 = 0.
IF (A101 EQ 007) A361 = 0.
IF (A101 EQ 007) A363 = 0.
* -------------------------------------------.
IF (A101 EQ 009) A347 = 0.
IF (A101 EQ 009) A351 = 0.
IF (A101 EQ 009) A357 = 0.
IF (A101 EQ 009) A360 = 0.
IF (A101 EQ 009) A361 = 0.
IF (A101 EQ 009) A363 = 0.
* -------------------------------------------.
Table 20 SPSS Syntax: IF

syntax
IF Change of the values of variables IF (A101 EQ 007) A347 = 0
In order to be able to understand the corrections effected later, it is advisable to collect

all corrections of the raw data that change system files in one correction file (name, for
example, GCORR.DEF'). The changes in the Var Labels, Value Labels and the building
of new variables should be collected in one file, too. Starting from the original system
file (G-A.SYC), you can easily form a new system file any time you like. But if you
carry out and record any changes in the system file (e.g. recoding of values) without
explicitly documenting the changes you may have difficulties when writing the survey
report in reconstructing the way of interpreting the results. Also, the necessity may
occur later to revise any former recodings.
11.2.17 Standard-Table Programme

The previous chapter concerning frequency counting and statistical descriptives forms
an important basis for more detailed analysis. With the help of these instruments, many
survey questions can be answered already - in as far as they refer to the totality of
graduates.
The representation of results which only contain statements of the totality of graduates
(e.g. "the average income of graduates is ..."; "x % of the graduates are employed") is
not really false but often the meaning is of doubtful value. Differentiated analysis is
necessary, especially if efforts are based on results of graduates and employers surveys
242
Codebook
for the amelioration of education. If, for example, you have interviewed five age groups,
for many questions it seems reasonable to check whether the responses of the individual
age groups are different.
Standard tables: As second strategy of the main analysis we recommend that you
make out a table volume that differentiates all results by the central aggregation
characteristics of the interviewees.
The following variables are to be considered (for this see also the comments of
Chapter 5):
Standard Breaks for Graduate Survey:

Field of study
Year of graduation
Sector of employment
Main field of work
Standard Breaks for Employer Survey :

Main field of work of engineers
Size of company/organization
Field of employment
The following table programme was (nearly) performed automatically.

If you have designed your codebook as described, you can produce SPSS instructions
for the SPSS Tables Programme with the Winword macro "QTAFI".
243
Data analysis
The following Codebook (see also CB_Handbook.doc) contains examples of the most
important variable types.
CHEERS
Careers after Higher Education
A European Research Study
Survey of Graduates in 12 Countries
Selected variables CHEERS data

Codebook, Rev. 2, Version 02.06.1999
H1 1. Categorical answers
QU I1 Gender
CV GENDER Gender
CC 1 Male
CC 2 Female
CC 9 No answer
SU Subject Gender
MV Missing value 9
QU B2 Did you spend any time abroad during the period of your study (in order
to work or to study)?
CV TIMEABST Time spent abroad during study period
CC 1 Yes
CC 2 No
CC 9 No answer
SU Subject Time Spent Abroad During Study Period
MV Missing value 9
244
Codebook
H1
2. Ordinal treated as categorical answers +
arithmetic means
QU B7 To what extent did your work experiences (employment, internships tc.)

during study tie up with the content of your studies (you graduated
from in 1994 or 1995)? (5-point scale of answers.)
OR WEXPSTUD Relationship between work experiences and studies
CC 1 1 To a very high extent
CC 22
CC 33
CC 44
CC 5 5 Not at all
CC 6 6 Not applicable, no work experiences
CC 9 No answer
CC -9 Not asked
SU Subject Relationship Between Work Experiences and Content of Study
MV Missing value 6, 9, -9
245
Data analysis
H1 3. Ordinal answers
QU B9 How do you rate the study provision and study conditions you
experienced in the course of study that you graduated from in 1994 or
1995? (5-point scale of answers from 1 = "Very good" to 5 = "Very
bad".)
OR B9ADVICE Academic advice offered in general
OR B9ADEXAM Assistance/advice for your final examination
OR B9CONTNT Course content of major
OR B9VARIET Variety of courses offered
OR B9DESIGN Design of degree program
OR B9TESTSY Testing/grading system
OR B9CHOOSE Opportunity to choose courses and areas of specialisation
OR B9PRACTI Practical emphasis of teaching and learning
OR B9TEQUAL Teaching quality
OR B9RESPRO Chances to participate in research projects
OR B9RESEAR Research emphasis of teaching and learning
OR B9WORKEX Provision of work placements and other work experience
OR B9CONTTE Opportunity of out-of-class contacts with teaching staff
OR B9CONTST Contacts with fellow students
OR B9UNIPOL Chance for students to have an impact on university policies
OR B9LIBRAR Equipment and stocking of libraries
OR B9TEAMAT Supply of teaching material
OR B9TEQUIP Quality of technical equipment (e.g. PC, measuring instruments, etc.)
CC 1 1 Very good
CC 22
CC 33
CC 44
CC 5 5 Very bad
CC 9 No answer
SU Subject Rating of Study Provisions and Conditions
MV Missing value 9
246
Codebook
H1 4. Multiple reply answers
QU C4 How did you try to find the first job after graduation? Multiple reply
possible.
MD C4APPLYV I applied for an advertised vacancy
MD C4WITHOV I contacted employers without knowing about a vacancy
MD C4LAUNCH I launched advertisements by myself
MD C4APPROA I was approached by an employer
MD C4PAGNCY I contacted a public employment agency
MD C4CAGNCY I contacted a commercial employment agency
MD C4OFFINS I enlisted the help of the careers/placement office of my institution of
higher education
MD C4STAINS I enlisted the help of teaching staff of the institution of higher
education
MD C4DURSTU I established contacts while working during the course of study
MD C4OTHPER I used other personal connections/contacts (e.g. parents, relatives,
friends)
MD C4OWNBUS I started my own business/self-employment
MD C4OT Other
CC 1 Yes
CC 2 No
CC 8 Not applicable, no job search
CC 9 No answer to C4
CC -9 Not asked
SU Subject Methods of Job Search
MV Missing value 8,9, -9
H1 5. Metric answers
QU C7 How many months have you sought all-together (before or after

graduation) for your first job after graduation in 1994 or 1995, which you
consider not to be a casual job?
ME2 JSMO Duration of job search
CC 1 1 month
CC 2 2 months
CC 59 59 months
CC 60 60 months
CC 88 Not applicable, no job search
CC 99 No answer
SU Subject Duration of Job Search for First Job After Graduation in 1994/1995
MV Missing value 88, 99
247
Data analysis
QU G1 Altogether, to what extent are you satisfied with your current work? (5-
point scale of answers from 1 = "Very satisfied" to 5 = "Very
dissatisfied".)
OR SATISFAC General satisfaction with current work
CC 1 1 Very satisfied
CC 22
CC 33
CC 44
CC 5 5 Very dissatisfied
CC 9 No answer
SU Subject General Satisfaction with Current Work
MV Missing value 8, 9
248
Codebook
Figure 29 QTAFI - Generate SPSS Data Definition

Press "Generate SPSS data definition"
The following SPSS data definition was produced by the macro QTAFI
* ***************************************.
* ************* VARIABLE LABELS *********.
* ***************************************.
VARIABLE LABELS
GENDER "Gender"
/TIMEABST "Time spent abroad during study period"
/WEXPSTUD "Relationship between work experiences and studies"
/B9ADVICE "Academic advice offered in general"
/B9ADEXAM "Assistance/advice for your final examination"
/B9CONTNT "Course content of major"
/B9VARIET "Variety of courses offered"
/B9DESIGN "Design of degree program"
/B9TESTSY "Testing/grading system"
/B9CHOOSE "Opportunity to choose courses and areas of specialisation"
/B9PRACTI "Practical emphasis of teaching and learning"
/B9TEQUAL "Teaching quality"
/B9RESPRO "Chances to participate in research projects"
/B9RESEAR "Research emphasis of teaching and learning"
/B9WORKEX "Provision of work placements and other work experience"
/B9CONTTE "Opportunity of out-of-class contacts with teaching staff"
/B9CONTST "Contacts with fellow students"
/B9UNIPOL "Chance for students to have an impact on university policies"
/B9LIBRAR "Equipment and stocking of libraries"
/B9TEAMAT "Supply of teaching material"
/B9TEQUIP "Quality of technical equipment (e.g. PC, measuring instruments, etc.)"
/C4APPLYV "I applied for an advertised vacancy"
/C4WITHOV "I contacted employers without knowing about a vacancy"
/C4LAUNCH "I launched advertisements by myself"
/C4APPROA "I was approached by an employer"
/C4PAGNCY "I contacted a public employment agency"
/C4CAGNCY "I contacted a commercial employment agency"
249
Data analysis
/C4OFFINS "I enlisted the help of the careers/placement office of my institution of

higher education"
/C4STAINS "I enlisted the help of teaching staff of the institution of higher
education"
/C4DURSTU "I established contacts while working during the course of study"
/C4OTHPER "I used other personal connections/contacts (e.g. parents, relatives,
friends)"
/C4OWNBUS "I started my own business/self-employment"
/C4OT "Other"
/JSMO "Duration of job search"
/SATISFAC "General satisfaction with current work"
.
* ***************************************.
* ************* Value labels ************.
* ***************************************.
VALUE LABELS
GENDER
1 "Male"
2 "Female"
9 "No answer"
/TIMEABST
1 "Yes"
2 "No"
9 "No answer"
/WEXPSTUD
1 "1 To a very high extent"
2 "2"
3 "3"
4 "4"
5 "5 Not at all"
6 "6 Not applicable, no work experiences"
9 "No answer"
-9 "Not asked"
/B9ADVICE
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9ADEXAM
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9CONTNT
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9VARIET
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9DESIGN
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9TESTSY
1 "1 Very good"
2 "2"
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Codebook
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9CHOOSE
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9PRACTI
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9TEQUAL
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9RESPRO
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9RESEAR
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9WORKEX
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9CONTTE
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9CONTST
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9UNIPOL
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9LIBRAR
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
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Data analysis
9 "No answer"
/B9TEAMAT
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/B9TEQUIP
1 "1 Very good"
2 "2"
3 "3"
4 "4"
5 "5 Very bad"
9 "No answer"
/C4APPLYV
1 "Yes"
2 "No"
8 "Not applicable, no job search"
9 "No answer to C4"
-9 "Not asked"
/C4WITHOV
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4LAUNCH
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4APPROA
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4PAGNCY
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4CAGNCY
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4OFFINS
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4STAINS
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4DURSTU
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4OTHPER
1 "Yes"
2 "No"
252
Codebook
9 "No answer to C4"

-9 "Not asked"
/C4OWNBUS
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/C4OT
1 "Yes"
2 "No"
9 "No answer to C4"
-9 "Not asked"
/JSMO
1 "1 month"
2 "2 months"
59 "59 months"
60 "60 months"
99 "No answer"
/SATISFAC
1 "1 Very satisfied"
2 "2"
3 "3"
4 "4"
5 "5 Very dissatisfied"
9 "No answer"
.
* ***************************************.
* ************* MISSING VALUES **********.
* ***************************************.
MISSING VALUES
GENDER (9 )
/TIMEABST (9 )
/WEXPSTUD (6 9, -9)
/B9ADVICE (9 )
/B9ADEXAM (9 )
/B9CONTNT (9 )
/B9VARIET (9 )
/B9DESIGN (9 )
/B9TESTSY (9 )
/B9CHOOSE (9 )
/B9PRACTI (9 )
/B9TEQUAL (9 )
/B9RESPRO (9 )
/B9RESEAR (9 )
/B9WORKEX (9 )
/B9CONTTE (9 )
/B9CONTST (9 )
/B9UNIPOL (9 )
/B9LIBRAR (9 )
/B9TEAMAT (9 )
/B9TEQUIP (9 )
/C4APPLYV (8 9, -9)
/C4WITHOV (8 9, -9)
/C4LAUNCH (8 9, -9)
/C4APPROA (8 9, -9)
/C4PAGNCY (8 9, -9)
/C4CAGNCY (8 9, -9)
/C4OFFINS (8 9, -9)
/C4STAINS (8 9, -9)
/C4DURSTU (8 9, -9)
/C4OTHPER (8 9, -9)
/C4OWNBUS (8 9, -9)
/C4OT (8 9, -9)
/JSMO (88 99)
/SATISFAC (8 9)
.
See also the files
253
Data analysis
1. DEF01.SPS (to use with SPSS)

2. INF_QU.txt (for database of questions)
3. INF_VAR.txt (for database of variables)
4. VARLIST.DAT (only variable names)
which contains the data definition information.
254
Codebook
Figure 30 Example of Data Definition with ASCII Data File
TITLE "cb-test.sps ++++++".

.
*-----------------------------------------.
*.
*Number of questions: 5
*Number of variables: 20
.
*-----------------------------------------.
*.
DATA LIST RECORDS = 1 /
A1a 10
A2a 11
A2b 12
A2c 13
A2d 14
A9a 15
A9b 16
A9c 17
A9d 18
A9e 19
A9f 20
A9g 21
A9h 22
A9i 23
A9j 24
A14a 25- 26
A30a 27- 28
A30b 29- 30
A30c 31- 32
A30d 33- 34
.
Begin data.
00011
.
End data.
.
*-----------------------------------------.
*.
save out="c:\grad95\test1.sav".
execute.
* -------------------------------------------
* INPUT PROGRAM to generate data.
* -------------------------------------------
INPUT PROGRAM.
+ LOOP #I= 1 to 500.
+ COMPUTE A1a= rnd(RV.Uniform(1,3)).
+ DO REPEAT v1= a2a a2b a2c a2d.

+ COMPUTE v1= rnd(RV.Uniform(1,5)).
255
Data analysis
+ END REPEAT.
+ DO REPEAT v2= a9a a9b a9c a9d a9e a9f a9g a9h a9i a9j.
+ COMPUTE v2= rnd(RV.Normal(3,1)).
+ END REPEAT.
+ COMPUTE A14a= rnd(RV.Normal(4,1)).

+ COMPUTE A17a= rnd(RV.Normal(9,2)).
+ DO REPEAT v3= a30a a30b a30c a30d.

+ COMPUTE v3= rnd(RV.Uniform(1,15)).
+ END REPEAT.
+ END CASE.
+ END LOOP.
+ END FILE.
END INPUT PROGRAM.
execute.
*.
VAR LABELS
A1a "Subject"
/A2a "Construction engineering"
/A2b "Rural development"
/A2c "Water resources development"
/A2d "Other"
/A9a "Course contents in your major field of studies"
/A9b "Variety of courses offered"
/A9c "Chance for specialization"
/A9d "Scientific methods"
/A9e "Research orientation of students'/project work"
/A9f "Practical orientation of students'/project work"
/A9g "Practical orientation of teaching"
/A9h "Practical laboratory training"
/A9i "Workshop - training"
/A9j "Practical training in industry"
/A14a "Number of tests"
/A17a "Duration of seeking employment (months)"
/A30a "Kind of professional tasks (1)"
/A30b "Kind of professional tasks (2)"
/A30c "Kind of professional tasks (3)"
/A30d "Kind of professional tasks (4)"
.
256
Codebook
*-----------------------------------------.
*.
VALUE LABELS
/A1a 1 'Mechanical engineering'
2 'Electrical engineering'
3 'Civil engineering'
/A2a 1 'Yes' 2 'No' 9 'No answer'
/A2b 1 'Yes' 2 'No' 9 'No answer'
/A2c 1 'Yes' 2 'No' 9 'No answer'
/A2d 1 'Yes' 2 'No' 9 'No answer'
/A9a 1 '1 very useful' 5 '5 not at all useful'
/A9b 1 '1 very useful' 5 '5 not at all useful'
/A9c 1 '1 very useful' 5 '5 not at all useful'
/A9d 1 '1 very useful' 5 '5 not at all useful'
/A9e 1 '1 very useful' 5 '5 not at all useful'
/A9f 1 '1 very useful' 5 '5 not at all useful'
/A9g 1 '1 very useful' 5 '5 not at all useful'
/A9h 1 '1 very useful' 5 '5 not at all useful'
/A9i 1 '1 very useful' 5 '5 not at all useful'
/A9j 1 '1 very useful' 5 '5 not at all useful'
/A30a to A30d
01 'Item 1'
02 'Item 2'
03 'Item 3'
88 'Other'
99 'No answer'
.
if (a30b ge a30a) a30b=0.
if (a30c ge a30a) a30c=0.
if (a30d ge a30a) a30d=0.
if (a30c ge a30b) a30c=0.
if (a30d ge a30b) a30d=0.
Recode a2a to a2d (3 thru hi=0).
Recode a1a to a30d (lo thru 0=0) /a9a to a9j (6=0).
Missing values a1a to a30d (0).
SAVE OUTFILE='C:\GRAD95\TEST2.SAV'
/COMPRESSED.
desc all.
257
Data analysis
Figure 31 Examples of a SPSS Tables Programme Generated by QTAFI

1. Insert the information of your break variable, at least the name of the variable (like
FIELD)
2. Insert the number of categories of the break variable and press Check table wirth
3. Check the table options
4. Press Create SPSS tables
The following SPSS Tables syntax was created by the QTAFI macro.
Set WorkSpace = 512.

Set Journal=ON.
Set FORMAT=F8.2.
Set ERRORS=ON.
Set MESSAGES=ON.
Set BOX = X '2D7C2B2B2B2B2B2B2B2B2B'.
Set HISTOGRAM = X '9F'.
Set BLOCK = X '9E'.
Set Length = None.
Set WIDTH = 132.
Set PRINTBACK=ON.
* ----------------------.
Get File='C:\03_YOGYA\TEST10b.SAV'.
* ----------------------.
COMPUTE X = 1 .
VAR LABEL X '' .
VAL LAB X 1 ''.
* ----------------------.
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Codebook
* ------------------------------------------------.
*REM <H1>1. Categorical answers
* ------------------------------------------------.
*----------------------------------------------------------------------.
* Question: I1 SPSS6_TB_CROSSTABS (07/08/2003) *.
* Table: 1 Title: Gender *.
*----------------------------------------------------------------------.
TEMPORARY.
VARIABLE LABELS GENDER '' .
TABLES
/BOXCHAR=SYSTEM /FTOT=TOTAL 'Total'
/FORMAT=CWIDTH(45,10) OFFSET(CENTER) INDENT(0) TFSPACE(0) TTSPACE(0)
MARGINS(1,145) ZERO BOX FRAME
/TABLES= GENDER + TOTAL
BY FIELD + TOTAL
/STATISTICS=CPCT ('' (F3.0): FIELD)
COUNT (TOTAL 'Count (n)' (PAREN4.0))
/TTITLE LEFT 'Table #:'
"Gender"
'by Field of Study Area'
'(percent)'
/TFOOT LEFT
"Question I1: Gender"
.
*----------------------------------------------------------------------.
* Question: B2 SPSS6_TB_CROSSTABS (07/08/2003) *.
* Table: 2 Title: Time Spent Abroad During Study Period *.
*----------------------------------------------------------------------.
TEMPORARY.
VARIABLE LABELS TIMEABST '' .
TABLES
/TABLES= TIMEABST + TOTAL
BY FIELD + TOTAL
/STATISTICS=CPCT ('' (F3.0): FIELD)
COUNT (TOTAL 'Count (n)' (PAREN4.0))
"Time Spent Abroad During Study Period"
'(percent)'
/TFOOT LEFT
"Question B2: Did you spend any time abroad during the period of your study"
" (in order to work or to study)?"
.
* ------------------------------------------------.
*REM <H1>2. Ordinal treated as categorical answers + arithmetic means
* ------------------------------------------------.
*----------------------------------------------------------------------.
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Data analysis
* Question: B7 SPSS6_TB_CROSSTABS (07/08/2003) *.

* Table: 3 Title: Relationship Between Work Experiences and Con *.
*----------------------------------------------------------------------.
COMPUTE X1=WEXPSTUD.
VAR LABEL X1 'Arithmetic mean'.
COMPUTE NUM=0.
IF (NOT (MISSING (X1))) NUM=1.
VALUE LABELS NUM 1 ''.
MISSING VALUES NUM (0).
VAR LABELS NUM ''.
COMPUTE X1RECODE= WEXPSTUD.
RECODE X1RECODE (1,2=1) (3=2) (4,5=3).
VAR LAB X1RECODE 'Recoded values'.
VAL LAB X1RECODE 1 '1,2' 2 '3' 3 '4,5'.
* --------------------------------------------------.
TABLES
/OBSERVATION= X1
/TABLES =
WEXPSTUD + NUM + X1RECODE + X1
BY FIELD + TOTAL
/STATISTICS = MEAN (X1 '' (F3.1) )
CPCT (WEXPSTUD '' (F4.0): FIELD)
CPCT ( X1RECODE '' (F4.0): FIELD)
CPCT ( NUM 'Total' (F4.0): FIELD)
COUNT (NUM '' (PAREN5.0) )
"Relationship Between Work Experiences and Content of Study"
'(percent; arithmetic mean)'
/TFOOT LEFT
"Question B7: To what extent did your work experiences (employment,"
" internships tc.) during study tie up with the content of your"
" studies (you graduated from in 1994 or 1995)? (5-point scale of"
" answers.)"
.
* ------------------------------------------------.
*REM <H1>3. Ordinal answers
* ------------------------------------------------.
*----------------------------------------------------------------------.
* Question: B9 OM (07/08/2003) *.
* Table: 4 Title: Rating of Study Provisions and Conditions *.
*----------------------------------------------------------------------.
COUNT n2 =
B9ADVICE B9ADEXAM B9CONTNT B9VARIET B9DESIGN B9TESTSY B9CHOOSE
B9PRACTI B9TEQUAL B9RESPRO B9RESEAR B9WORKEX B9CONTTE
B9CONTST B9UNIPOL B9LIBRAR B9TEAMAT B9TEQUIP
(1 THRU 5) .
RECODE n2 (1 THRU HI = 1) (ELSE = 2).
VALUE LABELS n2 1 '' 2 'DELETEME'.
VAR LABELS n2 'DELETETOTAL'.
260
Codebook
MISSING VALUES n2 (2).

TABLES /OBSERVATION =
n2
/TABLES =
B9ADVICE+B9ADEXAM+B9CONTNT+B9VARIET+B9DESIGN+B9TESTSY+B9CHOOSE
+B9PRACTI+B9TEQUAL+B9RESPRO+B9RESEAR+B9WORKEX+B9CONTTE
+B9CONTST+B9UNIPOL+B9LIBRAR+B9TEAMAT+B9TEQUIP
+ n2
BY FIELD + TOTAL
/STATISTICS = MEAN ( (F3.1) '')
VALIDN ( n2 'Count (n)' (PAREN4.0) )
"Rating of Study Provisions and Conditions"
'(arithmetic mean)'
/TFOOT LEFT
"Question B9: How do you rate the study provision and study conditions you"
" experienced in the course of study that you graduated from in"
" 1994 or 1995? (5-point scale of answers from 1 = 'Very good' to"
" 5 = 'Very bad'.)"
.
*----------------------------------------------------------------------.
* Question: B9 Scale - Percentages (07/08/2003) *.
* Table: 4 Title: Rating of Study Provisions and Conditions *.
*----------------------------------------------------------------------.
TEMPORARY.
RECODE
(1, 2 = 1) (3, 4, 5 = 2) (Else = sysmis) .
VALUE LABELS
1'' 2 'DELETEME'.
TABLES
/TABLES=
B9ADVICE+B9ADEXAM+B9CONTNT+B9VARIET+B9DESIGN+B9TESTSY+B9CHOOSE
+B9PRACTI+B9TEQUAL+B9RESPRO+B9RESEAR+B9WORKEX+B9CONTTE
+B9CONTST+B9UNIPOL+B9LIBRAR+B9TEAMAT+B9TEQUIP
+ n2 BY FIELD + TOTAL
/STATISTICS = CPCT ('' (F3.0): FIELD )
COUNT ( n2 'Count (n)' (PAREN4.0))
"Rating of Study Provisions and Conditions"
261
Data analysis

'(percent; responses 1 and 2)'
/TFOOT LEFT
"Question B9: How do you rate the study provision and study conditions you"
" experienced in the course of study that you graduated from in"
" 1994 or 1995? (5-point scale of answers from 1 = 'Very good' to"
" 5 = 'Very bad'.)"
.
* ------------------------------------------------.
*REM <H1>4. Multiple reply answers
* ------------------------------------------------.
*----------------------------------------------------------------------.
* Question: C4 MD (07/08/2003) *.
* Table: 5 Title: Methods of Job Search *.
*----------------------------------------------------------------------.
TABLES
/MDGROUP = GRU1, ''
C4APPLYV C4WITHOV C4LAUNCH C4APPROA C4PAGNCY C4CAGNCY C4OFFINS
C4STAINS C4DURSTU C4OTHPER C4OWNBUS C4OT (1)
/TABLES = GRU1 + TOTAL BY FIELD + TOTAL
/STATISTICS = RPCT ('' (F3.0): FIELD )
CASES (TOTAL'Count (n)' (PAREN4.0))
"Methods of Job Search"
'(percent; multiple responses)'
/TFOOT LEFT
"Question C4: How did you try to find the first job after graduation? Multiple"
" reply possible."
.
* ------------------------------------------------.
*REM <H1>5. Metric answers
* ------------------------------------------------.
*----------------------------------------------------------------------.
* Question: C7 SPSS_TB_Means (07/08/2003) *.
* Table: 6 Title: Duration of Job Search for First Job After Gr *.
*----------------------------------------------------------------------.
TABLES /OBSERVATION =
JSMO
/TABLES= JSMO
BY FIELD + TOTAL
/STATISTICS =
MEAN ('Arithm. mean' (F5.1) )
MEDIAN ('Median' (F5.1) )
MIN ('Minimum' (F5.1) )
262
Codebook
MAX ('Maximum' (F5.1) )

VALIDN ('Count' (paren5.0) )
"Duration of Job Search for First Job After Graduation in 1994/1995"
'(means)'
/TFOOT LEFT
"Question C7: How many months have you sought all-together (before or after"
" graduation) for your first job after graduation in 1994 or"
" 1995, which you consider not to be a casual job?"
.
*----------------------------------------------------------------------.
* Question: G1 SPSS_TB_Means (07/08/2003) *.
* Table: 7 Title: General Satisfaction with Current Work *.
*----------------------------------------------------------------------.
COMPUTE X1=SATISFAC.
VAR LABEL X1 'Arithmetic mean'.
COMPUTE NUM=0.
IF (NOT (MISSING (X1))) NUM=1.
VALUE LABELS NUM 1 ''.
MISSING VALUES NUM (0).
VAR LABELS NUM ''.
COMPUTE X1RECODE= SATISFAC.
RECODE X1RECODE (1,2=1) (3=2) (4,5=3).
VAR LAB X1RECODE 'Recoded values'.
VAL LAB X1RECODE 1 '1,2' 2 '3' 3 '4,5'.
* --------------------------------------------------.
TABLES
/OBSERVATION= X1
/TABLES =
SATISFAC + NUM + X1RECODE + X1
BY FIELD + TOTAL
/STATISTICS = MEAN (X1 '' (F3.1) )
CPCT (SATISFAC '' (F4.0): FIELD)
CPCT ( X1RECODE '' (F4.0): FIELD)
CPCT ( NUM 'Total' (F4.0): FIELD)
COUNT (NUM '' (PAREN5.0) )
"General Satisfaction with Current Work"
'(percent; arithmetic mean)'
/TFOOT LEFT
"Question G1: Altogether, to what extent are you satisfied with your current"
" work? (5-point scale of answers from 1 = 'Very satisfied' to 5"
" = 'Very dissatisfied'.)"
.
Run the tables with SPSS and paste the output (SPSS listing) in a new WINWORD document.
Then perform the next QTAFI step: Clean and format SPSS listing.
263
Data analysis
Figure 32 QTAFI - Clean and Format Tables

1. Load the SPSS listing or paste in a new document
2. Set or adjust the page layout
3. Press Clean and format
You will then get the following cleaned and formatted tables:
Figure 33 QTAFI - Ready to Print Tables
1. Categorical answers
Table 1 Gender by Field of Study Area (percent)
Field of Study Area Total

Edu Hum SocSci Bus Sci Eng Law
Male 24 27 45 57 61 73 53 51
Female 76 73 55 43 39 27 47 49
Total 100 100 100 100 100 100 100 100
Count (n) (1049) (1558) (1097) (1549) (1130) (2195) (935) (9513)
Question I1: Gender
264
Codebook
Table 2 Time Spent Abroad During Study Period by Field of Study Area (percent)

Yes 14 35 19 23 17 20 15 22
No 86 65 81 77 83 80 85 78
Total 100 100 100 100 100 100 100 100
Count (n) (1043) (1535) (1075) (1526) (1112) (2177) (906) (9374)
Question B2: Did you spend any time abroad during the period of your study (in order to work or to study)?
2. Ordinal treated as categorical answers + arithmetic means
Table 3 Relationship Between Work Experiences and Content of Study by Field of

Study Area (percent; arithmetic mean)

1 To a very high extent 18 11 7 9 13 15 7 12
2 27 17 15 20 18 23 10 19
3 15 15 16 23 16 17 16 17
4 15 20 24 22 19 16 20 19
5 Not at all 25 37 38 25 33 29 47 33
Total 100 100 100 100 100 100 100 100
Count (784) (1310) (956) (1166) (852) (1678) (673) (7419)
Recoded values
1, 2 45 28 22 29 31 38 17 31
3 15 15 16 23 16 17 16 17
4, 5 40 57 62 48 52 46 67 52
Arithmetic mean 3.0 3.6 3.7 3.4 3.4 3.2 3.9 3.4
Question B7: To what extent did your work experiences (employment internships etc.) during study tie up with the content of you
studies (you graduated from in 1994 or 1995)? (5-point scale o answers.)
265
Data analysis
3. Ordinal answers
Table 4a Rating of Study Provisions and Conditions by Field of Study Area (arithmetic
mean)

Academic advice offered in general 3.1 3.1 3.1 3.2 3.1 3.0 3.4 3.1
Assistance/advice for your final examination 2.8 2.8 2.8 3.0 2.8 2.7 3.3 2.8
Course content of major 2.5 2.5 2.5 2.5 2.5 2.5 2.7 2.5
Variety of courses offered 2.9 2.8 2.6 2.6 2.7 2.6 2.8 2.7
Design of degree program 3.0 3.1 2.9 2.8 3.0 2.8 3.0 2.9
Testing/grading system 3.0 3.0 3.0 2.9 3.0 2.9 3.2 3.0
Opportunity to choose courses and areas of
specialisation 3.1 2.8 2.6 2.8 2.8 2.7 3.0 2.8
Practical emphasis of teaching and learning 3.1 3.5 3.6 3.4 3.5 3.2 3.8 3.4
Teaching quality 2.9 2.9 3.1 2.9 2.9 2.9 3.0 2.9
Chances to participate in research projects 3.9 3.9 3.7 3.9 3.4 3.6 4.1 3.8
Research emphasis of teaching and learning 3.5 3.4 3.2 3.7 3.1 3.4 3.8 3.4
Provision of work placements and other work
experience 3.2 4.0 3.8 3.6 3.8 3.5 4.1 3.7
Opportunity of out-of-class contacts with
teaching staff 3.3 3.3 3.5 3.5 3.2 3.3 3.8 3.4
Contacts with fellow students 2.0 2.3 2.3 2.1 2.1 2.1 2.4 2.2
Chance for students to have an impact on
university policies 3.4 3.6 3.5 3.4 3.5 3.4 3.6 3.5
Equipment and stocking of libraries 2.5 2.5 2.5 2.5 2.5 2.5 2.4 2.5
Supply of teaching material 2.7 2.9 2.9 2.7 2.8 2.7 2.9 2.8
Quality of technical equipment (e.g. PC,
measuring instruments, etc.) 3.1 3.3 3.2 3.0 2.8 2.8 3.6 3.1
Count (n) (1048) (1551) (1092) (1545) (1126) (2187) (924) (9473)
Question B9: How do you rate the study provision and study conditions you experienced in the course of study that you graduated
from i 1994 or 1995? (5-point scale of answers from 1 = 'Very good' to 5 = 'Very bad'.)
266
Codebook
Table 4b Rating of Study Provisions and Conditions by Field of Study Area (percent;
responses 1 and 2)

Academic advice offered in general 28 30 31 23 28 31 20 28
Assistance/advice for your final examination 43 46 45 37 43 48 25 42
Course content of major 51 53 51 54 55 54 43 52
Variety of courses offered 38 41 52 50 44 49 41 46
Design of degree program 28 26 32 36 28 36 28 32
Testing/grading system 30 25 25 33 30 35 21 29
Opportunity to choose courses and areas of
specialisation 31 43 53 44 43 45 37 43
Practical emphasis of teaching and learning 32 19 16 21 19 27 13 22
Teaching quality 34 34 25 34 34 33 26 32
Chances to participate in research projects 11 13 16 10 25 19 4 15
Research emphasis of teaching and learning 17 24 30 13 35 22 12 22
Provision of work placements and other work
experience 35 13 14 22 17 24 11 20
Opportunity of out-of-class contacts with
teaching staff 27 27 21 18 29 24 13 23
Contacts with fellow students 72 61 61 69 70 72 57 67
Chance for students to have an impact on
university policies 15 13 15 16 14 17 14 15
Equipment and stocking of libraries 57 55 57 53 55 54 58 55
Supply of teaching material 43 39 36 44 42 46 37 42
Quality of technical equipment (e.g. PC,
measuring instruments, etc.) 33 25 30 36 43 44 15 34
Count (n) (1048) (1551) (1092) (1545) (1126) (2187) (924) (9473)
Question B9: How do you rate the study provision and study conditions you experienced in the course of study that you graduated
from i 1994 or 1995? (5-point scale of answers from 1 = 'Very good' to 5 = 'Very bad'.)
267
Data analysis
4. Multiple reply answers
Table 5 Methods of Job Search by Field of Study Area (percent; multiple responses)

I applied for an advertised vacancy 64 69 78 80 74 73 65 73
I contacted employers without knowing about a
vacancy 40 41 38 52 51 52 41 46
I launched advertisements by myself 6 6 4 6 7 7 4 6
I was approached by an employer 15 12 17 16 12 14 13 14
I contacted a public employment agency 30 35 35 34 43 35 31 35
I contacted a commercial employment agency 10 16 18 21 13 15 14 16
I enlisted the help of the careers/placement
office of my institution of higher education 15 33 41 29 22 28 30 29
I enlisted the help of teaching staff of the
institution of higher education 7 13 11 8 20 21 7 13
I established contacts while working during
the course of study 18 13 14 13 14 19 7 15
I used other personal connections/contacts
(e.g. parents, relatives, friends) 22 33 29 35 30 29 36 31
I started my own business/self-employment 2 5 2 3 4 4 5 4
Other 20 13 10 7 12 6 13 11
Total 248 291 298 304 304 302 268 291
Count (n) (790) (1158) (858) (1170) (752) (1567) (654) (6949)
Question C4: How did you try to find the first job after graduation? Multiple reply possible.
5. Metric answers
Table 6 Duration of Job Search for First Job After Graduation in 1994/1995 by Field of
Study Area (means)

Arithm. mean 6.3 8.0 7.2 6.4 6.9 5.7 6.8 6.7
Median 3.0 6.0 5.0 4.0 4.0 4.0 5.0 4.0
Minimum 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0
Maximum 68.0 60.0 68.0 64.0 60.0 54.0 96.0 96.0
Count (542) (901) (718) (982) (583) (1269) (520) (5515)
Question C7: How many months have you sought all-together (before or after graduation) for your first job after graduation in 1994
o 1995, which you consider not to be a casual job
268
Codebook
Table 7 General Satisfaction with Current Work by Field of Study Area (percent;
arithmetic mean)

General satisfaction with current work
1 Very satisfied 24 18 17 15 20 18 18 18
2 46 39 38 46 46 45 39 43
3 20 23 26 25 21 24 25 24
4 7 15 15 12 11 11 14 12
5 Very dissatisfied 2 5 4 3 3 3 5 3
Total 100 100 100 100 100 100 100 100
Count (878) (1292) (945) (1421) (984) (2029) (773) (8322)
Recoded values
1, 2 70 57 54 61 66 63 57 61
3 20 23 26 25 21 24 25 24
4, 5 10 20 19 14 13 13 18 15
Arithmetic mean 2.2 2.5 2.5 2.4 2.3 2.3 2.5 2.4
Question G1: Altogether, to what extent are you satisfied with your current work? (5-point scale of answers from 1 = 'Very satisfied'
to = 'Very dissatisfied'.)
11.2.18 Specific Individual Statistical Analysis

The simple frequency countings (FREQUENCIES), statistical descriptives
(DESCRIPTIVES) and the table volume containing a breakdown of the results for
important survey groups (like gender, year of grdaution) will enable you to answer most
of the questions of your survey.
But for some of the questions the survey strategies shown are not really satisfactory.
For individual questions, for example, it is interesting to analyse the responses
of the graduates by further differentiating characteristics (gender, study
performances, origin, professional education, etc.).
It may be interesting, for example, to look at the responses of some questions the
characteristics of which were not actually asked for but resulted from the
combination of individual characteristics.
If in the survey differences were noticed in main questions, e.g. subject area,
year of graduation and field of employment, it is obviously important to enquire
about those differences that are more crucial. This is not possible by only
comparing percentage values or means, but needs special procedures. As also
connections may exist between the subject area and the field of employment,
multivariate analysis strategies are advisable (e.g. SPSS procedures ANOVA or
REGRESSION).
It is not an analysis of effectiveness to simply describe the differences between
groups or the relations between variables. In order to find out to what extent the
further professional career of graduates is causually influenced by their studies
and by the study conditions, more in-depth analysis is necessary the description
of which would be beyond the scope of this manual.
269
Report of Results
12 Report of Results
For the effectiveness of a survey not only its results are decisive but also the way they
are presented. Many of those graduate surveys which were implemented at great cost
did not achieve great effectiveness because too little attention was paid to the final
report.
Please publish your survey report
It certainly is more costly to produce a survey report with the aim of publishing it for a
wider readership than is planned for an internal report. But this extra work/money/time
is worthwhile.
12.1.1 Structure of the Survey Report

The following structure of the survey report of the Graduate and Employer Survey
1989 of the Faculty of Engineering (Dar es Salaam, Tanzania) can be regarded as a kind
of specimen structure for survey reports.
Comments concerning the individual parts:
Part 2 (The Socio-economic Situation in ...) is intended to give background
information to those readers of the study who do not know the country.
Part 3 (Objectives and Curriculum of the Faculty of ....) is intended to give
background information to those readers of the study who do not know the
university and the educational programme.
In Part 4 (Design), the procedure should be described as precisely as possible
(kind and time of the implementation, return rate, etc.).
Part 5 (Background Information about the ... Graduates) could contain those data
about the graduates which do not fit into the following systematical chapters,
like distribution by gender, social and regional origin, educational prerequisites,
etc.
The summary, generally, is an important chapter for the hasty reader. Therefore,
it is advisable not to conceive it too sparsely but to appropriately summarize all
individual chapters for it. A summary like this, extended by graphics and tables,
may also serve for the information of graduates/employers.
University Education and Engineering Profession in Tanzania

0. Preface
1. Cause and Objectives of the Study
2. The Socio-economic Situation in Tanzania
3. Objectives and Curriculum of the Faculty of Engineering (FoE)
4. Design of the Study
5. Background Information about the FoE-Graduates
6. Studies at the FoE
7. Transition to Employment
8 Employment Situation of Engineers
9. Main Activities and Qualifications of Engineers
10. Professional Career
11. Further Education and Professional Development
270
Codebook
12. Future Needs for Engineering Education

13. Summary
14. Appendix
Presentation of Results and Interpretation

It is hardly possible to standardize the drafting of the survey report. As you will
certainly have sufficient experience in writing reports with other contents, we shall only
give you a few special recommendations.
If you intend to publish the report, please take into account that most of the readers
have little or no knowledge concerning the educational programme of the university.
Therefore, please avoid using abbreviations which may not be familiar to everybody.
For the presention of the results, you may like to adapt the following formal scheme:
Short introduction to the subject/the questions investigated (What do you want
to know? Why do you want to know it - please, explain the practical purpose).
For this you can use the "Explanation of the Specimen Questionnaires".
Presentation of the findings (What are the results?) If, for example, you state
that X percent of the graduates indicate that their professional position is
appropriate to their studies, please take the results from the SPSS-jobs - mainly
the table volume. Most of the time, the "result" is a statistical descriptive; we
especially recommend to giving percentages, for they can best be understood by
the readers. Means only are comprehensible when the scale is explained
additionally.
Please try to avoid indefinite terms like "many", "several", "few", "some"
(graduates, etc.) if you do not present the exact information in form of the
statistical descriptives at the same time.
Main findings should also be presented in the form of a table or a graphic (next
to the information in the text). For the most part, tables and graphics contain
much more information than can be given in the text and by studying them the
reader is able to check the presentation of the results as well as to infer
additional details about the study.
For the reader it is much easier to understand your presentation if first you give
the results for the total population interviewed and - if it seems to be interesting -
then differentiate the findings.
Interpretation of the results: The presentation of the outcomes which is the result
of a data selection is already a form of their interpretation.
Further-reaching interpretations aim at explaning of findings or at least
classifying them within an explanation frame. Often these interpretations begin
with the following sentence: "It has to be taken into consideration that ...". In
scientific surveys which are used to test specific hypotheses the theory that is to
be examined already represents the explanation and interpretation frame. On the
other hand, graduate surveys seldomly are implemented in order to test
comparable individual hypotheses; instead they supply a multitude of
information which is useful for all kinds of objectives.
Therefore, while presenting the results and their interpretation it is important to
develop an interpretation frame which classifies individual findings. This, for
example, is possible by choosing relative comparison standards for the
interpretation of the findings: it is interesting, for example, to compare the
271
Literature
results of Question 2.1 (Valuation of the study) (a) by subject area, (b) by study
performance, (c) by the year of graduation, or to also compare the individual
elements of the studies, whereas the absolute value of, for example, the
assessment of the "Offer for advice in professional questions" can hardly be
interpreted ("how much is much"). If after a few years you implement the
graduate survey again, the comparison with the results of the first survey will
lead to an interesting perspective for the interpretation.
Conclusions/recommendations: We recommend that you separate the
presentation and the interpretation of the results from the practical conclusions
and recommendations concerning measurements for ameliorating education and
to planning a separate part for this that need not necessarily be a component of
the published report.
13 Literature
13.1 Higher Education - Labour Market - Performance

Indicators - Evaluation
ALTBACH, Philip. G. and KELLY, D.H.: Higher Education in International
Perspective. A Survey and Bibliography. London: Mansell 1985.
ALTBACH, Philip. G.: Perspectives on Comparative Higher Education: A Survey of
Research and Literature. New York: International Council for Educational
Development 1985.
ALTBACH, Philip G.: International Higher Education. An Encyclopedia, vol. 2, New
York: Garland 1991.
ASTIN, A. W.: Assessment for Excellence. The Philosophy and Practice of Assessment
and Evaluation in Higher Education. New York: Macmillan 1991.
BLOMQVIST, Ake: Higher Education and the Markets for Educated Labour in LDCS:
Theoretical Approaches and Implications. Washington D.C.: World Bank 1987.
BRENNAN, John; KOGAN, Maurice and TEICHLER, Ulrich (ed.): Higher Education
and Work. London: Jessica Kingsley 1995.
BRENNAN, John; KOGAN, Maurice and TEICHLER, Ulrich (ed.): "Higher Education
and Work: A Conceptual Framework". In: BRENNAN, John; KOGAN, Maurice
and TEICHLER, Ulrich (ed.): Higher Education and Work. London: Jessica
Kingsley 1995, pp. 1-24.
CAVE, Martin et al.: The Use of Performance Indicators in Higher Education: A
Critical Analysis of Developing Practice. London: Jessica Kingsley 1988.
CONRAD, C.F. and WILSON, R.F.: Academic Program Reviews. Washington, D.C.:
ERIC Clearinghouse on Higher Education und Association for the Study of
Higher Education 1985.
COPPLE, Carol E.: Education and Employment Research and Policy Studies:
Annotated Bibliography, 1987-1990. Washington D.C.: World Bank 1990
(Background Paper Series; 26).
DOCHY, F.J.R.C., SEGERS, M.S.R. and WIJNEN, W.H.F.W. (ed.): Management
Information and Performance Indicators in Higher Education: An International
Issue. Assen: Van Gorcum 1990.
272
Higher Education - Labour Market - Performance Indicators - Evaluation
DORE, R.: The Diploma Disease. London: Allen & Unwin 1976.
EWELL, P.T. (ed.): Assessing Educational Outcomes. San Francisco, Cal.: Jossey-Bass,
1985 (New Directions for Institutional Research; 43).
EWELL, P.T.: "Outcomes, Assessment, and Academic Improvement: In Search of
Usable Knowledge." In: SMART, J.C. (ed.): Higher Education: Handbook of
Theory and Research. Vol. IV. New York: Agathon 1988, pp. 53-105.
FULTON, O., GORDON, A. and WILLIAMS, G.: Higher Education and Manpower
Planning. Geneva: International Labour Office 1982.
GOEDEGEBUURE, L.C.J., MAASSEN, P.A.M. and WESTERHEIJDEN, D.F. (ed.):
Peer Review and Performance Indicators: Quality Assessment in British and
Dutch Higher Education. Culemborg: Lemma 1990.
HINCHLIFFE, Keith: Higher Education in Sub-Saharan Africa. Washington: The
World Bank 1985 (Discussion Paper. Education and Training Series. Report No.
3).
HOEPER, Bernhard (ed.): Quality, Relevance and Efficiency in Higher education in
Africa. Report on the International Seminar in Harare, Zimbabwe, 13.-18.
September 1992. Bonn: Deutsche Stiftung fr Internationale Entwicklung 1993.
HOLTKAMP, R. and TEICHLER, Ulrich (ed.): Berufsttigkeit von
Hochschulabsolventen. Forschungsergebnisse und Folgerungen fr das Studium.
Frankfurt a.M. and New York: Campus 1983.
HUSN, T.: Higher Education and Social Stratification: An International Comparative
Study. Paris: UNESCO, International Institute for Educational Planning 1987.
JACOBI, M., ASTIN, A. and AYALA, Jr., F.: College Student Outcomes Assessment.
Washington, D.C.: ERIC Clearinghouse on Higher Education and ASHE 1987.
KOGAN, Maurice and BRENNAN, John: "Higher Education and the World of Work:
An Overview." In: Higher Education in Europe, Vol. 18, No. 2, 1993, S. 2-24.
OXENHAM, John (ed.): Education versus Qualification. A Study of Relationships
Between Education, Selection for Employment and the Productivity of Labour.
London 1984.
PASCARELLA, E.T. and TERENZINI, P.T.: How College Affects Students. San
Francisco, Cal.: Jossey-Bass 1991.
PSACHAROPOULOS, George: "Returns to Education: An updated international
comparison". In: Comparative Education Review 17, 1981, pp. 321-341.
PSACHAROPOULOS, George: "Returns to Education: A further international update
and implications". In: Journal of Human Resources 1985, pp. 583-604.
PSACHAROPOULOS, George (ed.): Economics of Education: Research and Studies.
Oxford: Pergamon Press 1987.
PSACHAROPOULOS, Georg: Critical Issues in Education: A World Agenda.
Washington D.C.: World Bank 1987.
SANYAL, B. C.: Higher Education and Employment - An International Comparative
Analysis. London: UNESCO/Falmer Press 1987.
SANYAL , B.C.: Higher Education and the Labor Market. In: Altbach, P.G. (Hg.):
International Higher Education: An Encyclopedia. New York and London:
Garland, 1991, S. 147-168.
273
Literature
SOBEL, I.: "The Human Capital Revolution in Economic Development". In:

ALTBACH, P.G.; ARNOVE, R.F. and KELLY, G.P. (ed.): Comparative
Education. New York: Macmillan 1982, pp. 54-77.
TEICHLER, Ulrich: Higher Education and Work in Europe. In: SMART, John (Hg.):
Higher Education: Handbook of Theory and Research. Band IV. New York:
Agathon 1988, S. 109-182.
TEICHLER, Ulrich: Occupational Structures and Higher Education. In: Clark, B.R.
and Neave, G.R. (Hg.): The Encyclopedia of Higher Education, Vol. 2. Oxford:
Pergamon Press, 1992, pp. 975-992.
TEICHLER, Ulrich: Research on Higher Education and Employment and its
Implication for Higher Education Management. In: Higher Education Policy,
Vol. 8, No.1, 1995, pp. 11-15.
WORLD BANK (ed.): Education in Sub-Saharan Africa: Policies for Adjustment,
Revitalization, and Expansion. Washington D.C.: World Bank 1988.
YOUDI, R. V. and HINCHLIFFE, K. (ed.): Forecasting Skilled Manpower Needs: The
Experience of Eleven Countries. Paris: Unesco, International Institute for
Educational Planning 1985.
13.2 Methods of Empirical Social Research

BLALOCK, H.M.: Social Statistics. New York: McGraw-Hill 1979.
BOLLEN, Kenneth A.: Structural Equations with Latent Variables. New York: Wiley
1989.
DENZIN, Norman K.: The Research Act: A Theoretical Introduction to Sociological
Methods. Englewood Cliffs 1989.
DUNN, W.; HOLZNER, B. and ZALTMAN, G.: "Knowledge Utilization." In:
WALLBERG, Herbert and HAERTEL, Geneva (ed.): The International
Encyclopedia of Educational Evaluation. Oxford and New York: Pergamon Press
1990.
ERAUT, Michael R.: "Educational Objectives." In: WALLBERG, Herbert and
HAERTEL, Geneva (ed.): International Encyclopedia of Educational Evaluation.
Oxford and New York: Pergamon Press 1990.
FINK, Arlene and KOSECOFF, Jaqueline: How to conduct surveys. A step-by-step
Guide. Beverly Hills, London and New Delhi: Sage Publications 1985.
FOLSTER, Floyd J.: Survey Research Methods. Beverly Hills, London and New Delhi:
Sage Publications 1987.
HAYDUK, Leslie A.: Structural Equation Models with LISREL. Baltimore: Johns
Hopkins University 1987.
JACOBS, T. O.: Developing Questionnaire Items: How to do it well. Alexandria,
Virginia 1974.
JRESKOG, K.G., and SRBOM, D.: LISREL 7: A Guide to the Program and
Applications.
MORRIS, Lynn Lyons and FITZ-GIBBON, Carol Taylor: Evaluater's Handbook. Los
Angeles and London: Sage Publications 1978 (Program Evaluation; 3).
MORRIS, Lynn Lyons and FITZ-GIBBON, Carol Taylor: How to Design a Program
Evaluation. Los Angeles and London: Sage Publications 1978 (Program
Evaluation; 1).
274
Methods of Empirical Social Research
MORRIS, Lynn Lyons and FITZ-GIBBON, Carol Taylor: How to Measure

Achievement. Los Angeles and London: Sage Publications 1978 (Program
Evaluation; 6).
MORRIS, Lynn Lyons and FITZ-GIBBON, Carol Taylor: How to Present an
Evaluation Report. Los Angeles and London: Sage Publications 1978 (Program
Evaluation; 8).
NORUSIS, Marija J.: The SPSS Guide to Data Analysis for Release 4. Chicago: SPSS
Inc. 1990.
NORUSIS, Marija J. and SPSS Inc.: SPSS-X Introductory Statistics Guide for SPSS-X
Release 3. Chicago: SPSS Inc. 1988.
NORUSIS, Marija J. and SPSS Inc.: SPSS-X Advanced Statistics Guide. 2nd edition.
Chicago: SPSS Inc. 1988.
NORUSIS, Marija J. and SPSS Inc.: SPSS-X Advanced Statistics Student Guide.
NORUSIS, Marija J. and SPSS Inc.: SPSS-X Introductory Statistics Student Guide.
NORUSIS, Marija J. and SPSS Inc.: SPSS Command Reference. Chicago: SPSS Inc.
1990.
RAIZEN, Senta A. and ROSSI, Peter (ed): Program Evaluation in Education: When?
How? To what ends? Washington, DC: National Academy Press 1981.
ROSSI, Peter H. : "Critical Decisions in Evaluation Studies." In: New Directions for
Testing and Measurement, 1/1979, pp. 79-88.
ROSSI, Peter H. (ed.): Questions and Answers in Attitude Surveys. Experiments on
Question Form, Wording, and Context. New York, London, Toronto, Sydney and
San Francisco: Academic Press 1981.
ROSSI, Peter H. (ed.): "Standards for Evaluation Practice." In: New Directions for
Program Evaluation, 9/1982,.
ROSSI, Peter H. and FREEMAN, Howard E.: Evaluation. A Systematic Approach. 5th
edition, Newbury Park: Sage Publications 1993.
ROTHMAN, Jack: Using Research in Organizations: A Guide to Successful
Application. Beverly Hills: Sage Publications 1980.
SCHUMAN, Howard and PRESSER, Stanley: Questions and Answers in Attitude
Surveys. New York: Academic Press 1981.
SIEGEL, S.: Nonparametric Statistics for the Behavioral Sciences. New York:
McGraw-Hill 1956.
SUDMAN, Seymour and BRADBURN, Norman M.: Asking Questions. San Francisco:
Jossey-Bass 1982.
TAMIR, P.: "Long-term Curriculum Evaluation." In: WALLBERG, Herbert J. and
HAERTEL, Geneva (ed.): The International Encyclopedia of Educational
Evaluation. Oxford and New York: Pergamon Press 1990.
TATSOUKA, Maurice M.: "Regression Analysis." In: WALLBERG, Herbert J. and
HAERTEL, Geneva (ed.): The International Encyclopedia of Educational
Evaluation. Oxford and New York: Pergamon Press 1990.
THORNDIKE, Robert L.: "Reliability." In: WALLBERG, Herbert J. and HAERTEL,
Geneva (ed.): The International Encyclopedia of Educational Evaluation. Oxford
and New York: Pergamon Press 1990.
275
Literature
TOWNSEND, Christina: "School and Work." In: BURGESS, Tyrrell and ADAMS,
Elizabeth: Outcomes in Education. London: Macmillan Press 1980.
TYLER, Ralph W.: "Changing Concepts of Educational Evaluation." In: International
Journal of Educational Research, 10/1986, pp. 1-113.
TYLER, Ralph W.: "Reporting Evaluations of Learning Outcomes." In: WALLBERG,
Herbert J. and HAERTEL, Geneva (ed.): The International Encyclopedia of
Educational Evaluation. Oxford and New York: Pergamon Press 1990.
UNESCO: Evaluation Procedures used to Measure the Efficiency of Higher Education
Systems and Institutions. A Study conducted by: The International Association for
Educational Assessment. Paris: UNESCO 1990 (New Papers on Higher
Education. Studies and Research; 1).
WALLBERG, Herbert J. and HAERTEL, Geneva (ed.): The International Encyclopedia
of Educational Evaluation: . Oxford and New York: Pergamon Press 1990.
WILLETT, John B.: "Measuring Change: The Difference Score and Beyond." In:
WALLBERG, Herbert J. and HAERTEL, Geneva (ed.): The International
Encyclopedia of Educational Evaluation. Oxford and New York: Pergamon Press
1990.
WILLETT, John B.: "Two Types of Question about Time: Methodological issues in the
analysis of teacher career path data." In: International Journal of Educational
Research, 4/1989, pp. 421-437.
WILLIAMS, B.: A Sampler on Sampling. New York: John Wily and Sons 1978.
WILLMS, Douglas J.: Monitoring School Performance: A Guide to Educators.
Washington, D.C.: Falmer Press 1992.
WINER, B.J.: Statistical Principles in Experimental Design. New York: McGraw-Hill
1971.
WOLF, Richard M.: "Questionnaires." In: WALLBERG, Herbert J. and HAERTEL,
Geneva (ed.): The International Encyclopedia of Educational Evaluation. Oxford
and New York: Pergamon Press 1990.
ZELLER, R. A.: "Validity." In: WALLBERG, Herbert J. and HAERTEL, Geneva (ed.):
The International Encyclopedia of Educational Evaluation. Oxford and New
York: Pergamon Press 1990.
13.3 Tracer Study Guidelines

HINCHLIFFE, Keith and PSACHAROPOULOS, George: Tracer Study Guidelines.
Washington D.C.: World Bank, Education Dep. June 1983.
LAMOUR, Jean: Follow-Up and Tracer Studies. A series of training modules and
related exercises for educational planners and administrators. Paris: UNESCO
1996 (IIEP Teaching Materials).
MELCHIORI, Gerlinda S. (ed.): Alumni Research: Methods and Applications. San
Francisco: Jossey-Bass 1988 (New Directions for Educational Research Series;
60).
SCHOMBURG, Harald: Standard Instrument for Graduate and Employer Surveys.
Eschborn and Kassel, 1995.
WEBER, Karl E. and TIWARI, Indra Prasad: Tracer Study Design. A Concept Paper.
Bangkok: Asian Institute of Technology 1992 (AIT Research Report, 247).
276
Selected Graduate and Employer Surveys
13.4 Selected Graduate and Employer Surveys

ARCELO, Adriano A. and SANYAL, Bikas C.: Employment and Career Opportunities
after Graduation: A Study on the Transition from College to Work in the
Philippines. Paris: International Institute for Educational Planning 1987 (Research
Report; 61).
Asian Institute of Technology (AIT) ed. (prepared by W.P.J. BRANDON): Alumni
Tracer Study and Employer Survey. Bangkok: AIT 1978.
Asian Institute of Technology (AIT) ed. (prepared by Karl E. WEBER and Indra Prasad
TIWARI with Jagannath ADHIKARI): AIT Alumni 1961-1987 Tracer Study.
Bangkok: AIT 1990.
AZIZ, Ungku A. and SANYAL, Bikas C. et al.: University Education and Employment
in Malaysia. Paris: International Institute for Educational Planning 1987
(Research Report; 66).
BALDAUF, Beate und LWAMBUKA, Ladislaus: Findings of the Graduates and
Employers Surveys 1989. In: University of Dar es Salaam, Faculty of
Engineering (Hg.): University Education and Engineering Profession in Tanzania.
Dar es Salaam, 1993, S. 9-100.
BIERVLIET, Wim and RICHARDSON, John: International Education of Surveyors for
Development. In-Build Evaluation. The ITC Postal Follow-up Survey. Results.
Outwikkelingslanden, Netherlands 1978.
BOSE, P.K.; SANYAL, Bikas C. and MUKHERJEE, S.P.: Graduate Employment and
Higher Education in West Bengal. Paris: UNESCO et al. 1983.
BRENNAN, John et al.: Students, Courses and Jobs. The Relationship Between Higher
Education and the Labour Market. London: Jessica Kingsley 1990 (Higher
Education Policy Series; 21).
BRENNAN, John and McGEEVOR, Philip: Graduates at Work. Degree Courses and
the Labour Market. Jessica Kingsley 1988 (Higher Education Policy Series; 1).
BRAIG, Marianne: Absolventenverbleibsuntersuchung am Instituto Tcnico de
Capacitacin y Productividad (INTECAP) Guatemala. O.O (Berlin; Eschborn:
GTZ) 1988 (mimeo).
CARNOY, Martin: Higher Education and Graduate Employment in India: A Summary
of Three Case Studies. Paris: International Institute for Educational Planning 1987
(Research Report; 64).
CAVE, Martin et al.: The Use of Performance Indicators in Higher Education: A
Critical Analysis of Developing Practice. Jessica Kingsley 1988 (Higher
CZICHOWSKI, F.: Hospitationsbericht ber die vom 23.9.83 bis 20.12.83
durchgefhrte Hospitation am Pak.-German Staff Training Institute in Lahore,
Pakistan. Eschborn 1983.
DUBBEY, J.M. et al.: University of Malawi Tracer Study. Malawi: University of
Malawi 1990. .
Formacion Universitaria y Profesion. Carrera de la Lizenciatura en Qumica de la
Universidad Austral de Chile. Buenes Aires: Universidad de Buenos Aires,
Facultad de Ciencias Exactas y Naturales Proyecto UBA-GTZ and Deutsche
Gesellschaft fr Technische Zusammenarbeit 1994.
277
Literature
HARTMANN, K.: Graduate and Employer Survey 1985. Summary, Conclusions and
Recommendations. Dar Es Salaam: University of Dar Es Salaam, Faculty of
Engineering 1986.
HARTMANN, K.: Graduate and Employer Survey 1985. Summary, Conclusions and
Recommendations. Dar Es Salaam: University of Dar Es Salaam, Faculty of
Engineering 1986.
HELLING, Vera: Absolventenverbleibsuntersuchung am Southern Institute for Skill
Development (SISD) Songkhla/Thailand. O.O (Eschborn: GTZ) 1984 (mimeo).
HESS, Peter: Tracer Study for the Promotion of Higher education in the Indonesian-
German Forestry Project Advisory Assistance in the Development of Samarinda
Forestry Faculty. Part I, Main Part. Feldkirchen: Deutsche Forstservice GmbH
and Eschborn: Deutsche Gesellschaft fr Technische Zusammenarbeit 1995
(mimeo).
HUGHES, Rees and MWIRIA, Kilemi: "Kenyan Women, Higher Education and the
Labor Market." In: Comparative Education, vol. 25, no. 2, 1989, pp. 179-195.
HUGHES, Rees: "Revisiting the Fortunate Few: University Graduates in the Kenyan
Labor Market." In: Comparative Education Review, vol. 31, no. 4, November
1987, pp. 583-601.
HUQ, Shamsul M. and SANYAL, Bikas C et al.: Higher Education and Employment in
Bangladesh. Dhaka: University Press and Paris: UNESCO 1983.
HUSAIN, Tahir and SANYAL, Bikas C. et al.: Higher Education and Employment
Opportunities in Pakistan. Paris: International Institute for Educational Planning
1987 (Research Report; 60).
INDIRESAN, Pavagada: "Engineering Education at IIT Madras". In: Winkler, Helmut
(ed.) 1984, pp. 67-75.
Institut fr Arbeitsmarkt- und Berufsforschung: "Zum Verbleib der Absolventen
wissenschaftlicher Hochschulen 1971-1978". In: Beitrge zur Arbeitsmarkt- und
Berufsforschung 1979, 42, pp.163-165.
IVETE TIYOMI Ida: Evaluationsstudie von Meisterkursabgngern. N.p (Eschborn:
GTZ and DPEA - Abteilung fr Umfragen, Studien und Evaluation) Dezember
1985 (mimeo).
KOGAN, Maurice (ed.): Evaluating Higher Education. Jessica Kingsley 1988 (Higher
KRAUSE, D.: Die Beschftigungs- und Berufssituation von
Wirtschaftswissenschaftlern in der Bundesrepublik Deutschland. Eine
Literaturstudie im Auftrag der Studienreformkommission
Wirtschaftswissenschaften. Bremen: Universitt 1979 (mimeo).
MAIWORM, Friedhelm, STEUBE, Wolfgang and TEICHLER, Ulrich: Learning in
Europe. The ERASMUS Experience. A Survey of the 1988-89 ERASMUS
Students. London: Jessica Kingsley 1991 (Higher Education Policy Series, 14;
ERASMUS Monographs, 14).
MAIWORM, Friedhelm and TEICHLER, Ulrich: Transition to Work. London: Jessica
Kingsley 1994.
MALIYAMKONO, T.L.; ISHUMI, A.G.M. and WELLS, S.J.: Higher Education and
Development in Eastern Africa. A Report of the Eastern African Universities
Research Project (EAURP) on the Impact of Overseas Training and Development.
London, Nairobi et al.: Heinemann Educational Books Ltd. 1982.
278
MEYER, Ingo (unter Mitarbeit von Jrgen Henke): Absolventen der Technischen
Universitt Berlin in Entwicklungslndern. Ergebnisse einer schriftlichen
Befragung. Berlin: Techn. Universitt, ZTZ o.J (mimeo).
MKWANANZI, T.N.: Graduate Destinations Preliminary Report - 1990. N.p (Harare):
University of Zimbabwe, Student Affairs Department 1990.
MUGISHA, Rujagaata X. and MWAMWENDA, Tuntufye S.: "Vocational Training,
Inservice Courses and Higher Education for Graduates in Botswana". In: Studies
in Higher Education, vol.16, no. 3, 1991, pp. 343-354.
MUGISHA, Rujagaata X.; MHOZYA, Xavier M. and MWAMWENDA, Tuntufye S.:
"Higher Education and Employment in Botswana: a tracer study". In: South
African Journal of Higher Education, vol. 5, no. 1, 1991, pp. 15-24.
NICHOLS, James O.: Institutional Effectiveness and Outcomes Assesment
Implementation on Campus: A Practitionerss Handbook. New York: Agathon
1989.
NIVEN, Alastair: Commonwealth Scholarship and Fellowship Plan Tracer Study. Final
Report. London: Commonwealth Secretariat 1989.
NOTODIHARDJO, Hardjono and SANYAL, Bikas C.: Higher Education and the
Labour Market in the Java Region, Indonesia. A contribution to the IIEP research
project on 'Higher Education and Employment', directed by Bikas C. SANYAL.
Paris 1983 (International Institute for Educational Planning Research Report. No.
49).
OPPER, Susan; TEICHLER, Ulrich and CARLSON, Jerrry: The Impact of Study
Abroad Programmes on Students and Graduates. London: Jessica Kingsley
Publishers 1990.
PANCHAMUKHI, P.R.: Graduates and Job Markets. A Quantitative Study of Two
Universities in India. Paris: International Institute for Educational Planning 1987
(Occasional Papers no. 74).
PFEIFFER, Dietmar K.: Formacion Universitaria y Profesion. Carrera de Ingeniera
Comercial de la Universidad Austral de Chile. Valdivia: Universidad Austral de
Chile, Facultad de Ciencias Economicas y Administrativas Proyecto UACH-GTZ
and Deutsche Gesellschaft fr Technische Zusammenarbeit 1993.
SANYAL, Bikas C. and Kinunda, Michael J.: Higher education for self-reliance: the
Tanzanian experience. Paris: Unesco 1977.
SANYAL, Bikas C. and NOTODIHARDJO, Hardjono: Higher Education and the
Labour Market in the Java Region, Indonesia. Paris: International Institute for
Educational Planning 1983 (Research Report; 49).
SANYAL, Bikas C. and Psacharopoulos, George: Higher Education and employment:
the IIEP experience in five less developed countries. Paris 1981.
SANYAL, Bikas C. and YACOUB, El Sammani A.: Higher Education and
Employment in the Sudan. Paris: Unesco 1975.
SANYAL, Bikas C. et al.: University Education and Graduate Employment in Sri
Lanka. Paris: UNESCO and Colombo: Marga Institute 1983.
SANYAL, Bikas C. et al.: Higher education and employment in Bangladesh. Dhaka;
Paris: Unesco 1983.
SANYAL, Bikas C. et al.: Higher education and employment opportunities in Pakistan.
Paris: International Institute for Educational Planning 1987 (Research Report; 60).
279
Literature
SANYAL, Bikas C. et al.: University education and employment in Malaysia. Paris:

1987 (Research Report; 66).
SANYAL, Bikas C. et al.: University Education and Graduate Employment in Sri
Lanka. Paris: UNESCO; Colombo: Marga Institute 1983.
SANYAL, Bikas C.: Higher Education and Employment. An International Comparative
Analysis (an IIEP Research Project). London: The Falmer Press 1987.
SANYAL, Bikas C.: University Education and the Labour Market in the Arab Republic
of Egypt. Oxford: Pergamon 1982.
SANYAL, Bikas C.; CASE, John H.; DOW, Philip S. and JACKMAN, Mary E.: Higher
Education and the Labour Market in Zambia: Expectations and Performance.
Paris: Unesco 1976.
SANYAL, Bikas C.; PERFECTO, Waldo S. and ARCELO, Adriano A.: Higher
Education and the Labour Market in the Philippines. Paris: UNESCO; New Delhi:
Wiley Eastern 1981.
SCHLEGEL, Wolfgang and SCHUMACHER, Jrgen: Empirische Untersuchung zum
Verbleib der Absolventen des College of Business Education und des Technical
College Arusha Tansania. Eschborn: Deutsche Gesellschaft fr Technische
Zusammenarbeit 1985.
SCHLEICH, Bernd (OEKOTOP GmbH, Berlin): Qualitative
Absolventenverbleibsstudie am Servicio Ecuatoriano de Capacitacin SECAP.
Berlin: OEKOTOP; Eschborn: Deutsche Gesellschaft fr Technische
Zusammenarbeit 1987 (mimeo).
SCHOMBURG, Harald: "Zum Stellenwert der besuchten Hochschule fr den
Berufsstart." In: KAISER, Manfred and GRLITZ, Herbert (ed.): Bildung und
Beruf im Umbruch. Zur Diskussion der bergnge in die Hochschule und
Beschftigung im geeinten Deutschland. Nrnberg: Institut fr Arbeitsmarkt- und
Berufsforschung der Bundesanstalt fr Arbeit 1992 (Beitrge zur Arbeitsmarkt-
und Berufsforschung, 153.3).
SCHOMBURG, Harald and TEICHLER, Ulrich: "Does the Programme Matter?
Approach and Major Findings of the Kassel Graduate Survey". In: Higher
Education in Europe, Band 18, Nr. 2, 1993, S. 37-58.
SCHOMBURG, Harald, WINKLER, Helmut and TEICHLER, Ulrich: Studium und
Beruf von Empfngern deutscher Stipendien am Asian Institute of Technology.
Kassel: Wissenschaftliches Zentrum fr Berufs- und Hochschulforschung der
Gesamthochschule Kassel 1991 (Werkstattberichte; 30).
Servicio Nacional de Aprendizagem Industriel: Absolventenverbleibsuntersuchung
Werkzeugmacher/Formenbauer. O.O (Eschborn: Deutsche Gesellschaft fr
Technische Zusammenarbeit ) 1987 (mimeo, Teilbersetzung).
SETIDISHO, N.O.H. and SANYAL, Bikas C.: Higher Education and Employment in
Botswana. Paris: International Institute for Educational Planning 1988 (Research
Report; 65).
TEICHLER, Ulrich et al.: Experiences and Careers of Science and Engineering Fellows
supported by the European Community. Luxembourg: Office for Official
Publications of the Commission of the European Communities, 1990.
TEICHLER, Ulrich; BUTTGEREIT, Michael und HOLTKAMP, Rolf:
Hochschulzertifikate in der betrieblichen Einstellungspraxis. Bad Honnef: Bock
1984 (Bundesminister fr Bildung und Wissenschaft: Studien zu Bildung und
Wissenschaft, 6).
280
TEICHLER, Ulrich and BUTTGEREIT, Michael (ed.): Hochschulabsolventen im

Beruf. Ergebnisse der dritten Befragung bei Absolventen der Kasseler
Verlaufsstudie. Bad Honnef: Bock 1992 (Schriftenreihe Studien zu Bildung und
Wissenschaft; 102).
TEICHLER, Ulrich; SCHOMBURG, Harald und WINKLER, Helmut: Studium und
Berufsweg von Hochschulabsolventen. Ergebnisse einer Langzeitstudie. Bonn:
Bundesminister fr Bildung und Wissenschaft 1992 (Bildung - Wissenschaft -
Aktuell 18/92).
TEICHLER, Ulrich and WINKLER, Helmut (ed.): Der Berufsstart von
Hochschulabsolventen. Bad Honnef: Bock 1990 (Bundesministerium fr Bildung
und Wissenschaft: Schriftenreihe Studien zu Bildung und Wissenschaft; 87).
TEICHLER, Ulrich et al.: Hochschule-Studium-Berufsvorstellungen. Eine empirische
Untersuchung zur Vielfalt von Hochschulen und deren Auswirkungen. Bad
Honnef: Bock 1987 (Bundesministerium fr Bildung und Wissenschaft:
Schriftenreihe Studien zu Bildung und Wissenschaft; 50).
WEBER, Karl E. et al.: AIT Alumni 1961 - 1990 Employer Study. Interim Report on
Preliminary Findings. Bangkok: Asian Institute of Technology 1992.
WINKLER, Helmut; HARTMANN, Klaus und SCHOMBURG, Harald: Engineers in
Tanzania. A secondary Analysis - Graduate and Employer Survey 1985 - Faculty
of Dar es Salaam. Deutsche Gesellschaft fr Technische Zusammenarbeit (GTZ)
GmbH. Eschborn 1992.
281

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Handbook

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2.1.1 Tracer Study?

2.1.2 Objectives of Tracer Studies

2.1.3 Three Basic Steps of a Survey

Instrument Report Writing

Figure 1: Phases of a Survey and Major Work Tasks

2.1.4 Specimen or Master Questionnaires

Short title Study Length

AAU Association of African Universities (AAU), Study 12 pages, 400 variables

CHEERS European Graduate Survey, 1998-2000 16 pages, 600 variables

2.1.5 How to Develop a Questionnaire?

2.1.6 QTAFI - Questionnaires, Tables, and Figures

QTAFI helps you in several steps of your work.

o the SPSS tables commands to get ready to print tables

2.1.7 How can I install the QTAFI tool?

2.1.8 Software Requirements

Table 1 Software Requirements for a Survey

2.1.9 Hardware Requirements

2.1.10 Competencies Required in the Survey Team

2.1.11 Data Analysis

2.1.12 How to Read the Handbook

3 The Relevance of Graduate Surveys

as a rule, any far reaching decision on resource allocation should not be

3.1.2 Prerequisites of Study

3.1.5 Outputs and Outcomes

Figure 2 Key Variables in the Evaluation of Higher Education

Therefore, evaluation surveys which also intend to contribute to innovation in the

3.1.6 Measuring Outcomes of Higher Education

3.1.7 Direct Measurements

3.1.9 Statements on the Part of the Participants

3.1.10 Statements on the Part of the Experts

3.1.11 The Content of Graduate Surveys

3.1.12 Objective Measures for the Transitional Period Between Course

3.1.13 Objective Measures for Professional Success

3.1.14 Subjective Measures for Professional Success and for the

3.1.15 The Assessments of the Relationship Between Study and

3.1.16 Graduate Surveys and Curriculum Development

3.1.17 The Graduates' Assessments Concerning the Relationship

3.1.18 Clarification of the Affinity Between Academic Studies and

3.1.19 Complex Data Analysis

3.1.20 Employer Surveys

3.1.21 Objectives and Methodology of Tracer Studies

4 Objectives of Graduate Surveys

4.1 Practical Relevance of Information From Tracer

Based on the analysis of a few hundreds of graduate surveys, we suggest in this

Table 2 Objectives of a Tracer Study

4.1.1 Labour Market Signals: the Employment Situation

the transition process from higher education to employment:

4.1.2 Co-operation/Contacts with Alumni

4.1.3 Work Task and Competencies

4.1.4 Issues Regarding Curricula and Preparation for Work

4.1.5 Higher Education and Atypical Careers:

4.1.6 Implications for Higher Education Management

4.2 Subordination of the Higher Education System?

4.3 Feasibility - How to Reach a High Participation Rate?

5 Concept of the Study