Required and Acquired Skills in STEM: Comparing Employers and Graduates' Perceptions in Kazakhstan

Abstract

University graduates’ skill sets remain a highly debated topic in Kazakhstan. While universities are experiencing increasing pressure from employers and policy makers with regards to bringing their programs closer to market needs, little is known about graduates’ required and acquired skills in Kazakhstan. This study addresses this gap by examining graduates and employers’ perceptions about science, technology, mathematics and engineering (STEM) graduates’ skill sets at one university in Kazakhstan. Using mixed methods research design, it aims to identify the most important skills for novice STEM professionals, to reveal how satisfied employers are with graduates’ skill sets and how graduates themselves assess their skills attained at the university so as to contribute to a better understanding of the role of universities, employers and students in developing students’ skills. The findings suggest that in addition to field-specific knowledge, generic skills are highly important for STEM graduates perceived by both graduates and employers. In particular, ability to solve problems, working well in a team, ability to work under pressure, getting on well with others in the workplace, and ability to learn quickly are found to be the most important skills for STEM graduates. The study revealed significant gaps between graduates’ required and acquired skills. Graduates appeared to be mainly dissatisfied with their field-specific knowledge and skills, whereas employers see the biggest gaps in graduates’ ability to solve problems, capacity to work without close supervision, ability to work under pressure and getting on well with others in the workplace. The findings show that university, student and employer are all active participants in the process of developing students’ skills. Overall, this study enhances the understanding of university graduates’ skill sets in Kazakhstan and might help university authorities and STEM program coordinators to improve their degree programs.