BA business studies degree: employment experiences of sandwich degree graduates versus 1-year conversion programme graduates

Transcription

1 Journal of Vocational Education & Training ISSN: (Print) (Online) Journal homepage: BA business studies degree: employment experiences of sandwich degree graduates versus 1-year conversion programme graduates Julia A. Kiely & Julia Ruhnke To cite this article: Julia A. Kiely & Julia Ruhnke (1998) BA business studies degree: employment experiences of sandwich degree graduates versus 1-year conversion programme graduates, Journal of Vocational Education & Training, 50:4, To link to this article: Published online: 19 Dec Submit your article to this journal Article views: 119 View related articles Full Terms & Conditions of access and use can be found at Download by: [ ] Date: 22 October 2015, At: 20:26

2 BA BUSINESS STUDIES DEGREE Journal of Vocational Education and Training, Vol. 50, No. 4, 1998 BA Business Studies Degree: employment experiences of sandwich degree graduates versus 1-year conversion programme graduates JULIA A. KIELY Bournemouth University, United Kingdom JULIA RUHNKE Economic Development Unit, Isle of Wight Council, United Kingdom ABSTRACT The study explores the employment experiences in the initial months after graduating of four cohorts of BA (Hons) Business Studies (BABS) graduates. Two of the four cohorts graduated with a BABS sandwich degree which is a 4-year full-time degree programme during the third year of which students are employed full-time on a placement in industry or commerce. The remaining two cohorts obtained a Higher National Diploma (HND) in Business and Finance through 2 years of full-time study and then followed a 1-year conversion programme leading to the award of BA (Hons) Business Studies. The cohorts graduated in the years 1994 or Results of a questionnaire survey indicate differences in the experiences of the two types of graduates, depending on the route taken to achieve the degree of BA (Hons) Business Studies. Those taking the four-year BA (Hons) Business Studies sandwich degree are more successful in both securing employment and obtaining a higher average starting salary. The research suggests that it is not so much having an HND background, but more the lack of industrial/commercial benefits gained from a sandwich year as part of the degree programme, combined with lower A level achievements, which placed those taking an HND and 1-year conversion programme leading to the award of a BABS degree at a disadvantage vis-à-vis BABS sandwich degree graduates. Introduction The BA (Hons) Business Studies degree is a well established degree programme which has been offered by numerous Universities throughout the UK for many years. The degree programme is commonly abbreviated to BABS degree. The majority of BA (Hons) Business Studies degrees are 4-year sandwich degrees with students spending the third year of their 487

3 JULIA A. KIELY & JULIA RUHNKE studies working full-time in an industrial or commercial organisation. Routes for students to enter BABS degrees with exemption from part of the course have similarly been offered for some time. One of the main part-exemption routes has been through the award of a Higher National Diploma (HND) in Business and Finance. Traditionally, students who had performed well in an HND Business and Finance were allowed direct entry into the second year of a BABS degree. Such direct entrants were fully integrated into BABS programmes and taught together with existing BABS graduates for the remainder of their programme. Direct entrants would usually complete the sandwich year in an industrial or commercial placement, unless they were already exempt by virtue of previous work experience at an appropriate job level. In recent years, the number of Higher National Diploma (HND) students has been steadily rising and specialised courses for HND students to convert their programme of studies in one year to a BABS degree have become increasingly popular. The move towards modularisation of courses may further provide universities with the opportunity to offer such advanced entry programmes (AGCAS, 1995). With such programmes, participants normally enter direct on to the final year of a BABS degree programme and are taught together as a separate cohort rather than being integrated with existing BABS undergraduates. The academic standards which such entrants are required to achieve to obtain their final degree award are identical to those for BABS sandwich students. For instance, students simultaneously take identical final year examination papers to BABS sandwich graduates. However, those who convert their HND to a BABS degree via a 1-year conversion do not complete a sandwich year. This means that they do not have a 1-year placement in industry or commerce as part of their programme of studies. The completion, or non-completion, of a placement year is an important way in which the two types of BABS graduates differ. The rise in specialised 1-year conversion programmes coincides with an increasing number of students entering BABS sandwich degrees (O Leary, 1995). As competition for jobs intensifies, an increasing number of HND students are seeking routes to convert their diploma into a degree and enhance their employability (AGCAS, 1995). One-year conversion programmes are seen as a popular and time effective route by prospective candidates. Candidates and those institutions offering conversion programmes have implicitly assumed that study by the HND and 1-year conversion route leads to equal standing in the labour market with BABS sandwich graduates. Statistics show the first destination of graduates, but no distinctions are drawn between the routes graduates took to achieve their award and their employment experiences. No study has been carried out to show how those graduating with a BABS degree, obtained through an HND and 1-year conversion programme, fare in the labour market compared to those with a similar award obtained via a 4-year BABS 488

4 BA BUSINESS STUDIES DEGREE sandwich route. The current study explores, from the graduates perspective, the experiences of four cohorts of BABS graduates in the labour market in the initial years after graduating. Two of the four cohorts obtained BABS degrees by means of an HND and 1-year conversion route, and the remaining two cohorts by BABS sandwich degree routes. Both routes enable participants to obtain Honours degree classifications. Cohorts were chosen from two consecutive years, those of 1994 and One of each type of cohort graduated in 1994 and one in Thus, one cohort of BABS sandwich graduates from 1994 and one from 1995 was studied and one cohort of BABS graduates who had obtained their degree by HND and 1-year conversion route in 1994 and one from The study analyses the comparative success in securing employment and salary rates of graduates who have taken one or other of these two possible routes to obtaining a BABS degree. It explores through the graduates eyes, experiences, problems, difficulties and success stories in entering the employment market, and relates these experiences, where appropriate, to the degree route. Background An HND is an advanced qualification designed to prepare students for technical, supervisory or managerial level employment. It combines practical training with academic education (AGCAS, ). Entry requirements for an HND are generally below those required for degree level study (Stewart et al, 1994). Between 1983 and 1992 the number of HND students rose by almost 250%. In 1993, a total of 4,019 students successfully completed an HND in Business and finance with 57% going on to further study (AGCAS, 1995). The most popular form of further study was a first degree course (Powell, 1994). The HND is increasingly being seen as a first step to a degree (Sweeney, 1993; Tyler, 1994). It has been suggested that an HND is generally regarded by employers as being of pass degree standard (Dixon, 1993). However, perceptions of HNDs vary between professions and employers with some treating HND entrants on a par to A-level entrants and others synonymous with pass degrees. The 1990s have seen an increase in the number of graduates entering the labour market coupled with a decrease in the number of career-orientated graduate jobs available, resulting in greater competition for graduate posts. Employers can afford to be selective in their recruitment (Wade, 1995). A Careers Services Unit survey reported that the average starting salary for graduates in 1994 was 13,000. This finding is supported by Targett (1995) who found that most graduate jobs do not carry starting salaries above the repayment threshold for students loans, set at 85% of national average earnings ( 13,980). Good A-level grades are said to be of considerable importance to many graduate recruiters (AGCAS, ; Kitson, 1993) with some 489

5 JULIA A. KIELY & JULIA RUHNKE placing as much emphasis on them as an indicator of the potential calibre of graduates as final degree classification. The importance placed on good A-level grades could have a potentially negative impact on the employment prospects of BABS graduates coming from an HND route. Many may not have A-levels and the majority will have lower grades than those held by BABS sandwich graduates. The majority of HND participants entering into a 1-year conversion programme will not have had substantial work experience. Some may have had employment experience prior to embarking on an HND or 1-year conversion programme. However, unlike the BABS sandwich degree students, they will not have had a 1-year employment period as part of their degree studies programme. If the year-long full time employment in industry or commerce, which is an integral part of the BABS sandwich degree, is an important determinant in helping BABS graduates find employment, then those graduating via the conversion route may well be disadvantaged. Investigations into BABS 4-year sandwich degrees have consistently shown strong support from academics and employers to the year long employment experience which is part of the course (Daniel & Pugh, 1975; Day et al, 1989; Lee, 1990; Kitson, 1993). The sandwich year spent in industry or commerce occurs in the third year of the degree programme. Students return from their sandwich year in industry to the fourth and final year of their degree programme. Costs to sandwich graduates of a 1-year delay in entering the labour market can be offset by their ability to obtain higher salaries than non-sandwich graduates (Kitson, 1993). Similarly, it is thought that they are better placed to find employment vis-à-vis non-sandwich graduates. Statistics do support this position with 51% of sandwich graduates compared to 40% of graduates without sandwich years finding employment (DFE, 1994). There does seem to be a growing preference among employers for graduates with work experience (AGCAS, 1995; Wade, 1995). Research Methods The research focuses on four cohorts of BABS graduates from one University. While it would have been interesting to explore employment prospects for BABS sandwich graduates vis-à-vis BABS graduates coming through from an HND and conversion course across a wide variety of institutions, this may have confounded the results. Focusing on one University does counteract the possibility of employment prospects being influenced more by the reputation of the University than by type of course attended. Additionally, it would have been difficult to gain permission to access confidential data bases of past graduates across a wide variety of institutions. In 1994, a total of 140 BABS degrees were awarded at the University in which the research took place, of which 121 were sandwich degrees 490

6 BA BUSINESS STUDIES DEGREE and 19 obtained by HND and 1-year conversion programme. The corresponding figures for 1995 were 144 BABS graduates of which 125 were sandwich and 19 HND and 1-year conversion programme. Due to the comparatively small number of HND conversion graduates, a decision was made to carry out a census of all those who had completed their degree by this route in both 1994 and This gave a total population of 38 obtaining BABS degrees by HND and 1-year conversion. Contacting all 121 sandwich graduates from 1994 and 125 from 1995 would not have been practical. Hence, a decision was made to compare the 38 graduates obtaining BABS degrees through HND and 1-year conversion with twice that number of BABS graduates with sandwich degrees (76). The sample of BABS sandwich degree graduates was stratified by variables possessed by the census population of BABS graduates who had obtained their award via an HND and 1-year conversion programme. Within each stratum a random selection was chosen. Variables used to stratify the sample were: gender; degree classification; year of graduation. In two cases, sampling criteria had to be modified where no similar degree classifications occurred in the BABS sandwich degree cohort. For instance, in 1995, one female graduate obtained a BABS first class Honours degree by the route of HND and 1-year conversion programme, while no BABS sandwich degree student obtained a first class Honours degree that year. In this case, a female sandwich graduate from the next closest strata second class Honours, upper division was selected. A postal questionnaire with a covering letter and a reply paid envelope was sent to the identified respondents at their last known home address. The survey was carried out in December 1995, meaning that two of the cohorts would have graduated 18 months earlier and two 6 months earlier. In order to be able to compare any biases due to non-response, the questionnaire commenced with data on selection criteria variables of sex, degree classification and graduation year. Information on respondents educational background was sought to explore possible differences between cohorts and their impact on employment prospects. Subsequent questions sought information about graduates employment destinations, jobs applied for, interviews attended and job offers. For sandwich graduates only, perceived benefits of the sandwich placement year were sought. Both closed and open-ended questions were included in the survey. At the end of the questionnaire, respondents were asked if they would be prepared to answer further questions at a later date. If so, they were requested to supply a contact number or address. Results The total sample and response rates are displayed in Table I. A total response rate of 54% was achieved. From Table I it can be seen that the response rate was slightly better for BABS graduates who obtained their 491

7 JULIA A. KIELY & JULIA RUHNKE award via the route of an HND and 1-year conversion programme than for sandwich degree students. Breaking down response rates by Honours degree classification shows a marked trend. The higher the degree classification, the better the response rate. This result substantiates that found by the Department for Education (1994). Regarding gender biases in response rates, a higher proportion of females than males returned questionnaires. However, the proportions of females to males returning questionnaires between the two types of BABS degrees was very similar. Since the proportional distribution of respondents characteristics for those returning questionnaires followed the same pattern for both groups across all strata, it was possible to compare the two survey populations. Degree classification 1st 2.i 2.ii 3rd Total BABS degree via HND & 1-year conversion programme Sent (Returned) (1) (8) (13) (1) (23) Sent Table I. Response rate to questionnaire. Sandwich Placement Year BABS 4-year sandwich degree (Returned) - (12) (25) (1) (38) Sent Total (Returned) (1) (20) (38) (2) (61) The overwhelming majority of respondents from the BABS sandwich degree felt their 1-year employment experience in industry or commerce which is commonly known as placement year had been very valuable to them. Only one of the 28 respondents to this question felt that the placement had not been of any value. Responses were sought to an open-ended question so as to identify and rank the benefits sandwich graduates felt they obtained from their placement year. The results were in line with previous findings (Kitson, 1993). The majority of respondents considered the most important benefit to be the experience of actual, real life business operations coupled with their enhanced confidence and development of related work skills and confidence. Other benefits mentioned included: ability to relate theory to practice; better informed career choices; gained competitive advantage for employment prospects. Only two mentioned, as a benefit of the sandwich year, the possibility of being offered permanent employment by their placement organisation. However, 14/38 BABS sandwich graduates were actually offered a job with their placement organisation, with six accepting the 492

8 BA BUSINESS STUDIES DEGREE offer. Employers do see the placement year as an opportunity to assess the future suitability of the student for their organisation. Such an opportunity is denied those completing degrees without sandwich years. Placement employers were making job offers to students which were not conditional on final Honours degree classification. Honours classification range from First Class Honours (1st) to Second Class Honours Upper Division (2.i), Second Class Honours Lower Division (2.ii) and Third Class Honours (3rd). Those not obtaining an Honours classification may be awarded a Pass Degree which is equivalent to an Ordinary Non-Classified Degree. An examination of offers of employment from the placement company in relation to final degree classification shows that employers were slightly more inclined to make future employment offers to students who went on to obtain a 2.i classification than a 2.ii. However, as the numbers involved are small, too much importance should not be placed on this finding. Of the employers who made job offers to their placement students, 11/14 employers initiated the job offer with only three students asking employers for possible future employment. Reasons for 8/14 graduates rejecting their placement company s job offer varied from being uncertain about the future of the company, to realising the employment sector or function was not what they wanted or were suited for. Qualitative comments showed that the experience gained during the placement year proved vital when applying for jobs following graduation. Educational Background The educational background of those who had obtained a BABS degree by means of an HND and 1-year conversion programme was explored. Results showed that 7/23 respondents who had taken an HND followed by a 1-year conversion programme to BABS degree had appropriate entrance qualifications to have embarked on a BABS sandwich degree rather than HND. The remaining 14 either had no A-levels, only one A-level or poor grades. Moreover, they did not possess any other qualifications which would have gained them admittance to a BABS sandwich degree. Of the seven who had possessed entrance qualifications for admission to a BABS sandwich degree course, but had chosen to take an HND, three said they would make the same choice again. Reasons given included: advantages of having both an HND and degree; HND being more practical and interesting; HND being of more personal value than the 1-year conversion programme despite the conversion programme leading to an Honours degree. Two respondents were undecided whether or not, with hindsight, they would make the same choice again. Both respondents gave the lack of a placement year spent in industry or commerce, and the missing out on ensuing skills and experience as their reason. Surprisingly, when the educational qualifications of BABS graduates who had taken an HND and 1-year conversion programme were compared 493

9 JULIA A. KIELY & JULIA RUHNKE with their final degree classification, no association was found. If anything, those with no A-levels or poor educational qualifications prior to entering the HND obtained higher degree classifications than those who possessed sufficient qualifications to have entered direct onto a BABS sandwich degree. If, as the literature suggests, employers place as much importance on A-level results and qualifications gained prior to entering higher education as final degree classification (AGCAS, ; Kitson, 1993), candidates who do well on their degree, but have poor A-level results may still be disadvantaged when entering the labour market. Employment Destinations of BABS Graduates The employment destination and labour market experiences of the cohort of BABS sandwich graduates vis-à-vis those who obtained a BABS degree via an HND and 1-year conversion programme were compared. The first destinations of the graduates are shown in Table II. About equal proportions of both type of graduates entered permanent UK employment. Three BABS sandwich graduates compared to five BABS graduates who had taken an HND and 1-year conversion programme were either unemployed or unavailable for work. Five BABS sandwich graduates as opposed to two BABS graduates who had taken an HND and 1-year conversion programme were in temporary employment. While numbers are low and, hence, caution is needed in any interpretation, it would seem that BABS sandwich graduates are the more successful in finding employment on graduation. Further analysis revealed that there was an association between Honours degree classification and employment for both groups. The better the degree classification, the more likely the graduate was to be in some form of employment. Information was sought on how many applications graduates made during their final year of study and the outcome of their applications. Table III shows that approximately equal proportions of both groups of respondents had made no job applications at all during their final year of study. However, measured in the number of applications made per graduate, those from the BABS sandwich degree course were more active in applying for jobs during their final year. Perhaps the experience in seeking a 1-year work placement as part of their Honours degree had been a useful learning experience regarding the potential difficulty in obtaining employment. Destination BABS degree via HND & BABS 4-year 1-year conversion sandwich programme degree Permanent UK employment Temporary UK employment

10 Further education & training Not available for employment Unemployed Total BA BUSINESS STUDIES DEGREE Table II. First destination of sample graduates. No. of BABS degree via HND & BABS 4-year applications 1-year conversion sandwich programme degree None Over 20 Total Table III. Job applications made during final year of study Interestingly, while BABS sandwich students reported more job applications during their final year in comparison to the other group, they were less successful in converting the applications to interviews and subsequent jobs. With BABS graduates who had taken an HND and 1-year conversion programme, a total of 42 applications were estimated as being made resulting in 28 interviews and 14 job offers. BABS sandwich graduate by comparison applied for 202 jobs resulting in 61 interviews and 15 job offers. It is worth bearing in mind that some BABS sandwich graduates already had work secured with their placement company prior to graduation and, hence, would not necessarily have been actively seeking employment elsewhere. Nonetheless, the finding that BABS sandwich graduates are less successful than those with a BABS degree achieved by the route of an HND and 1-year conversion programme, in obtaining interviews and converting interviews to job offers is somewhat surprising. An exploration of expected and actual starting salaries does, though, provide a possible explanation. The average minimum starting salary threshold below which BABS sandwich graduates were not prepared to accept a job was 11,944 compared to 9,846 for those with a BABS degree obtained by an HND and 1-year conversion programme. On the basis of these figures, it seems reasonable to assume that BABS sandwich graduates are likely to have applied for higher paid jobs than BABS graduates following an HND and

11 JULIA A. KIELY & JULIA RUHNKE 1-year conversion programme. This could go some way towards explaining the differing success rates in applications. Degree BABS degree via BABS 4-year classification HND & 1-year sandwich conversion degree programme 1st 2.i 2.ii 3rd Total 1994 N = 19 9,000 10,733 10,813-10, N = 19 9,000 13,000 11,414-11, N = 38-12,300 10,979-11, N = 38-14,400 12,179 13,500 12,904 *National average ,514; , 960. Source: Patel (1995). Table IV. Average starting salaries of respondents. Table IV shows the average starting salaries of the two cohorts of BABS sandwich graduates, and the two cohorts of BABS graduates who had taken an HND and 1-year conversion programme. The average starting salaries of all BABS graduates in the survey, regardless of the pathway chosen to obtaining the BABS degree, were below the figure for all graduates nationally. National starting salaries for BABS graduates alone were unavailable. Nonetheless, BABS sandwich graduates vis-à-vis BABS graduates who had taken an HND and 1-year conversion programme, were more successful in securing higher average starting salaries across each of the two years and within each degree classification. BABS sandwich graduates do appear to have a competitive edge over fellow BABS graduates who, by taking an HND and 1-year conversion programme are without a sandwich year, when it comes to securing a higher starting salary. In some instances, pay differences are very marginal, but nonetheless they do exist. Differences between the employment sector for each group were minimal although slightly more BABS graduates who had taken an HND and 1-year conversion programme entered the public sector vis-à-vis BABS sandwich graduates. In the Public Sector, starting salaries were lower than Industry and Commerce. When salaries of both groups were compared within each employment sector, BABS sandwich graduates still managed to secure the higher starting salary. 496

12 BA BUSINESS STUDIES DEGREE Graduates Perceptions of Their Route of Study BABS Degree Obtained via an HND and 1-year Conversion Programme BABS graduates who had obtained their degree via an HND and 1-year conversion programme were asked for their perceptions and views on their route of study, and the extent to which they felt the course had put them in a good position to enter the labour market. The vast majority of those following this route to their degree felt that their HND had provided them with a range of skills of particular value to them when entering the labour market. Those skills identified included: working in groups; oral communication; problem solving and decision making; computer literacy; organisation skills; presentation skills. They also felt that they had received a good grounding in core business subjects. However, many did mention that their perception of the value of their route towards a BABS Honours degree and that of employers did not always coincide. One graduate with a 2.i commented: I would like to think that the practical aspects of my HND should give me an edge over traditional degree candidates. Objectively this may be true, but getting employers to recognise this is a very difficult thing to do... I feel at a disadvantage because of my HND background, because employers do not understand the difficulty of completing a one year degree. The academic achievement of completing a degree within one year is not understood. I don t think it is realised that we actually do the same examination paper in the same room at the same time as the 4 year students. Other students mentioned that they thought an industrial or commercial placement period would have benefited their ability to gain employment. It would have been beneficial if the HND or the top-up course (1-year conversion programme) had incorporated a small work placement or shadow scheme, as the only disadvantage we have is that we have no work placement experience, and the employer almost has to give you the benefit of the doubt that you can and are capable of the work you are applying for.... I was very often told by prospective employers overqualified (small companies) or lack of work experience (large companies). A good 6 month placement would have provided better career opportunities more suited to the qualifications you have obtained. Similar comments to the above regarding the disadvantage of a lack of placement were commonly found. One of the graduates had found employment as a recruitment consultant and he commented: 497

13 JULIA A. KIELY & JULIA RUHNKE As a recruitment consultant, I have found that the thing that is common to all graduates is an inflated ego they all feel that they are capable of taking on a managerial position because they have a degree. Conversely, employers are only interested in work experience possessed by candidates. HNDs and degrees often don t seem to be distinguished between... employment history is the decider used by employers in cases where candidates possess one/both of these qualifications. While the majority of BABS graduates who had obtained their qualification via an HND and 1-year conversion route mentioned that the introduction of a placement year would have left them in a better position when entering the employment market, only a quarter of them stated that they felt at a disadvantage to traditional BABS sandwich graduates because of their HND background. Of those holding such views, reasons given were the lower peceived status of the HND with employers.... I was advised by the University not to mention the HND on my application form or my CV. The top-up degree is not as prestigious as the traditional 4 year degree but personally I feel that the HND did provide the opportunity to develop better skills. Some respondents did mention that they felt having two qualifications was actually an advantage in applying for positions. BABS Sandwich Graduates Perceptions Nearly half of the BABS sandwich graduates felt that their course could have better prepared them for employment. The suggestions made were varied but those most frequently mentioned were to have a more practical, work focused approach and less academic theory. Other suggestions for improvements included: more career oriented support; more contact with businesses; ensuring realistic expectations about the work place. Comments included: Dare I say there is a gap between the academic world and the real world. The sandwich year goes some way to bridge the gap, but practical experience is of greater use than theoretical knowledge. I think the course was good, practical and the sandwich year vital. Universities should somehow teach you not to expect a high level high paid job for first job. Students should be given realistic expectations. Degrees are just foundations. There is still a lot to learn. Overall, many of the BABS sandwich graduates felt that the introduction of more practical aspects to their course would have been beneficial and would have helped to have prepared them for the employment market. 498

14 BA BUSINESS STUDIES DEGREE Interestingly, many of the areas mentioned were aspects which are included in a typical HND programme. Conclusions As with much small scale exploratory research, caution must be exercised in drawing conclusions from the data. Nonetheless, the evidence does suggest that BABS sandwich graduates are relatively more successful vis-à-vis BABS graduates who have obtained their award via an HND and 1-year conversion programme in both obtaining employment and achieving higher starting salaries. Differences appear to be due largely to the work experiences gained through the sandwich year and the value placed on this by employers. In addition, lack of A-levels or comparatively poor grades vis-à-vis BABS sandwich graduates could be a confounding factor. Those who progress to a BABS degree from an HND and 1-year conversion programme appear to feel themselves to be relatively disadvantaged by their lack of work experience. Some also seem to feel there is a stigma attached to obtaining a degree via an HND and 1-year conversion programme, with employers not accepting the qualification as being of equivalent standing to a BABS sandwich degree which takes 4 years to complete. Interestingly though, graduating through the route of HND and 1-year conversion programme does seem to result in lower and perhaps more realistic expectations regarding work opportunities and salaries amongst graduates. Given the likely further increase in courses being offered to students to convert an HND in Business and Finance to a BABS (Honours) degree in 1 year, the findings are somewhat concerning. The comparative success with employers of graduates who have taken different routes to obtain similar final award degrees needs to be further investigated. Over time, one would assume that differences between the route by which graduates achieve their award diminish and graduates are judged by what they achieve in the workplace. Any disadvantage non-sandwich graduates have due to lack of experience when seeking their first appointment on graduation should disappear as work careers progress. Salary differentials should likewise diminish. Whether or not such assumptions hold true, or the extent to which the route by which degrees are achieved colours the judgement of employers through the first few years after graduation is worth exploring. These issues can best be addressed by longitudinal research. Further research is also needed to explore whether or not the perceptions held by respondents regarding the relative standing of their degree are indeed matched by that of employers. It may be that employers do distinguish between the comparative skills of BABS sandwich degree graduates and those achieving a BABS degree via an HND and 1-year conversion programme. If so, the relative importance placed on the 499

15 JULIA A. KIELY & JULIA RUHNKE different attributes needs to be established. Those converting to BABS degree via an HND route offer different, but not necessarily inferior skills and qualities compared to BABS sandwich graduates. They may, on the whole, have poorer pre-degree qualifications, and less industrial or commercial experience, but this can be more than compensated by the emphasis of an HND on practical skill acquisition. Many BABS graduates who have obtained their award via an HND and 1-year conversion programme have demonstrated considerable determination and motivation by achieving good Honours degree classifications in one year of intensive study. Ultimately, there may be a need to educate employers to value the different qualities brought by graduates from the various routes of study to the end point of a BABS Honours degree. Correspondence Dr Julia A. Kiely, Reader in Organisational Behaviour, Business School, Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LG, United Kingdom (jkiely@bournemouth.ac.uk). References Association of Graduate Careers Advisory Services ( ) What is an HND? in Your Higher National Diploma. What Next? Manchester: Careers Services Unit. Association of Graduate Careers Advisory Services (1995) What do Graduates do? Manchester: Careers Services Unit. Daniel, W. W. & Pugh, H. (1975) Sandwich Courses in Higher Education, PEP Broadsheet, No Day, J., Kelly, M. J., Parker, D. & Parr, M. F. (1989) The role of industrial training in the Business Studies sandwich degree, Business Education, Summer, pp Department for Education (1994) Examination results and first destinations of Higher Education graduates in Great Britain: , Statistical Bulletin, August, No. 14/94, Government Statistical Services. Dixon, B. (1993) Employment or further study? BTEC at Work, The Times, 4 October, Supplement V. Kitson, A. (1993) The Business Studies sandwich degree: a flawed model and expensive failure? Journal of Further and Higher Education, 17(2), summer, pp Lee, B. S. (1990) The First Degree Course in Computing in Polytechnics and Colleges. London: Council for National Academic Awards. O Leary, J. (1995) Boom in Business Degrees, The Times, 26 June, p. 39. Patel, K. (1995) Big employers shun ex-poly graduates, The Times Higher Educational Supplement, 24 November, p. 4. Powell, M. (1994) Value of HNDs, The Times, 7 July, p

16 BA BUSINESS STUDIES DEGREE Stewart, R., Barsoux, J. L., Keiser, A., Ganter, H. D. & Walgenbach, P. (1994) Managing in Britain and Germany. Basingstoke: Macmillan. Sweeney, R. (1993) How to form a working relationship: BTEC at work, The Times, 4 October, Supplement VIII. Targett, S. (1995) Graduates take lower paid jobs, The Times Higher Education Supplement, 5 May, p. 2. Tyler, D. (1994) Plenty of hope after A levels, The Times Educational Supplement, 3/1, 22 August. Wade, G. (1995) The icing on the cake, The Guardian, 30 September, p