On The Impact Of College Students’ Educational Gains On Their Employment And Career Development

Employment is the most important aspect of people’s livelihood.The number of college graduates in China is expected to reach 10.67 million by 2022.The employment situation remains grim due to uncertainties such as the complexity and volatility of the epidemic,undiminished employment pressure and prominent structural problems.In order to cope with the rapidly changing society and labor market,more and more students hope to acquire the ability and literacy matching the workplace;At the same time,along with social public opinion on the employment situation rendering,the society began to appear similar "reading useless theory","reading hopeless theory" voice.So what role does college education play in the socialization of students’ employment and career development?Educational harvest,which is reflected in the comprehensive growth of students in academic performance(objective),knowledge system,ability(transfer ability,operation ability,etc.),values(supervisor perception),is an important part of students’ development in school.The differences in educational gains can effectively predict the employment differences of students,and also provide explanations for the differences in career development of different groups,thus helping to understand the role of school education in student development.Therefore,it is of great importance to explore the role of value-added education in college and its impact on employment and career development,so as to help understand the differences between students’ employment and career development,and provide suggestions for improving the quality of employment and promoting career development of students.Throughout the current domestic research on the relationship between college education harvest and employment and career development,the trend of fragmentation and surface layer is obvious,most of them talk about the phenomenon,lack of in-depth systematic analysis;Second,crosssectional studies were dominant,lacking dynamic follow-up analysis and unable to fully describe the causal relationship.In view of this,this study is based on the "China College Student Learning and Development(CCSS)Survey of 2012-2015 students ina university in Jiangsu province,and the follow-up survey of six months after graduation and three years after graduation(My Cos Survey).Construction of college students graduated from entrance to graduate half a year,three years the growth of the career development chain,not only pay attention to students’ education for change during the period of school,at the same time,dynamic tracking students graduate employment after half a year,three years after graduation,career development,tries to build a more level model to explore the college education gain appreciation for their future employment and career development.First of all,it explores the current situation of students’ educational harvest and its growth and change during the four years.It was found that the baseline level of subjective perception education and objective academic achievement(GPA)were 60.242(full mark 100)and 2.680(full mark 4)respectively,which were above the average level.With the increase of grade,the level of educational harvest is constantly improved.The data is fitted to the latent variable growth curve model,which reflects the nonlinear growth law of the change of educational harvest of college students.The crossterm(group)test shows that there is no significant difference in the growth trend of educational harvest of the students of the four terms,indicating that the trend of educational harvest of the students of different terms in the same school remains stable and consistent.Secondly,the current situation of employment and career development of graduates is analyzed.Among them,as for the choice of variables,starting salary,nature of employer and job satisfaction are used to measure employment status,while career development indicators include salary,nature of employer,satisfaction,position level and job promotion.The results show that 90% of the graduates can find jobs successfully,and the employment flow is mainly in China.Nearly 50% of the graduates’ starting salary is more than 5000 yuan,but the job satisfaction is not satisfactory,nearly30% of the students said they are not satisfied with the current situation.In the current situation of graduates’ career development,there are significant differences in salary,nature of employment unit,career development satisfaction,job promotion,gender differences,urban and rural differences and family background differences.Among them,nearly 80% of the graduates earn more than 6,000 yuan three years after graduation,40% of them get promoted within three years,and nearly half of them work in private enterprises,but their satisfaction has increased compared to when they were employed.Thirdly,a multi-level regression model is constructed to explore the impact of educational gain added value on students’ employment and career development.First,the study found that subjective awareness education to harvest and objective academic performance of students has positive influence on both employment and career development,and the influence of subjective education gain appreciation is greater than the objective influence of academic performance,subjective perception of education harvest,gain more influence on employment of knowledge,ability and values the harvest is greater influence on career development.Second,the more subjective perception education gains value,the higher the graduates’ starting salary,the higher the employment rate in "party and government organs or public institutions" and "state-owned enterprises";In addition,knowledge gain has a greater impact on employment than ability and values.Third,there are differences in the impact of subjective and objective educational gains on students’ career development.Subjective perceived educational gains have an impact on graduates’ salary,position level and promotion three years later,while objective academic gains only have an impact on the nature of vocational development units.In terms of the degree of influence,the salary of career development is most influenced by ability gain,while the type of unit is more influenced by knowledge gain.Fourthly,from the perspective of the influence of educational gain increment over time,subjective perceived educational gain increases over time,and its influence on employment and career development gradually becomes stronger,while the influence of objective academic performance gradually weakens over time.From the perspective of the influence of educational value-added on the career development of graduates,the higher the educational value-added is,the better the career development is(the higher the degree of job promotion and salary value-added is),but the opposite is true for the degree of satisfaction.Sixth,the cross-term(second-term)test of the impact of educational gain on employment and career development shows that there is no significant difference,indicating the robustness of the model and the reliability of research results of the impact of educational gain on employment and career development.In view of the above conclusions,this study suggests: First,strengthen university education,enhance the value-added of education,and promote students to better employment.For college students,not only to consolidate the academic foundation during the university,but also to improve their ability,and constantly enhance the competitiveness of employment.As far as colleges and universities are concerned,they should follow the development law of students’ educational harvest and value-added,use the law to carry out education and teaching,and promote students’ better growth and more harvest.Second,attach importance to the role of value-added education in the future career development of students,integrate college education into the framework of improving students’ career development,improve the long-term mechanism of college graduates’ employment and career development,and promote the future career development of students;Thirdly,we should attach importance to the influence of family and other social capital on students’ employment and career development and promote educational equity.