Research On Disciplinary Structure Imbalance Of Graduate Employment

Employment is of primordial need of people's lives. Employment of graduates cameinto focus of the whole society with expansion admission to higher schools. The problemof graduate employment is caused by all kinds of structural imbalances. The disciplinarystructural imbalance of graduate employment concerns the universal and deep questions inthe relation between supply of higher education and demand of social economicdevelopment, which needs deep and systemic study.The disciplinary structural imbalance of graduate employment refers to imbalancessuch as oversupply or over-demand of graduates from various specialties, resulting fromthe imbalance or mismatch or incompatibility in the number and structure of talentsbetween the supply and demand. The imbalance can be examined by various theories. Inview of the theory of supply-demand of multi-disciplinary education, the imbalance isinevitable because completion of undergraduate education needs a long period to run. Ashigher schools have no effective mechanism of self-restraint, the imbalance becomesworse. In view of theories of labor market segmentation and structural unemployment, therelatively segmented labor market has idiosyncratic demand for the talents, while theprofessional skill and knowledge of graduates are relatively stable, thus a thin chance tosubstitute for each other exists among graduates of different specialties; the structuraladjustment of talent education can hardly match the changes in labor market, whichcontributes oversupply or over-demand in the market. In view of the theory of signal andfilter, the specialties available in higher schools have a function of signal. As social needsvary in different space and time, disciplinary structure imbalance will to some extentappear if graduates are chosen according to what theystudy.The cause of disciplinary structure imbalance in graduate employment is complicated.The direct cause is the mismatch between supply and demand in structure and number ofthe talents majoring in different disciplines. The deep causes include such differencesbetween specialty classification and career classification, disciplinary and professionalstructures, the natures of higher education and social economic developments. Theinstitutional impediment causing disciplinary structure imbalance is that reform of talenteducation mechanism lags behind the labor market reform.The analysis of the disciplinary structure imbalance of Jiangsu graduate employmentshows that admission expansion has not caused supply-demand imbalance in total number. The most obvious problem of graduate employment is disciplinary structure imbalance.Empirical analysis is done by Pearson over the correlation between disciplinary structureimbalance of graduates and other variables such as adjustment of industrial structure andchanges in economic increment pattern. The analysis suggests that different factors havedifferent effects on the employment rates of the graduates of different disciplines orspecialties, which means reducing the disciplinary imbalance relying on analysis onspecific specialties particularly. The dissertation constructs some models examiningfactors influencing employment rates of graduates in different disciplines, aiming ateffective solution to the disciplinarystructure imbalance.From the perspective of the overall circumstances, various measures or solutions arenecessary in breaking the imbalance in the disciplinary structure. First, in light of thedirect cause, an essential step is maintaining a relative balance in disciplinarystructure andnumber between the supply of higher education and the demand of society, which in detailencompasses coordinating mechanism between enrollment size and employment rate ofgraduates, positive transaction between social demand and disciplinary structure. Second,concerning the deep causes, an effective tension between the talent education and thesocial demand should be kept, specifically including authentic strategic positioning ofhigher education, coordinating the relation between general and special education, andorienting values of the specialty program and the talent education. Thirdly, regarding thecauses in institutional impediment, what should be encouraged is transformation in themechanism of disciplinary program and the talent education, including enforcing theimplementation of macro-control of government, reinforcing the mechanism of self-restraint of higher education, and encouraging innovations in disciplinary program and thetalent education pattern.