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This chapter is part of a book based on the findings of a comparative study of the relationship between higher education and employment three to four years after graduation. The Career after Higher Education: a European Research Study (CHEERS) questioned graduates in 11 European countries and Japan about their socio-biographic background, course of study, transition to employment, current employment situation, competences and job requirements, job satisfaction, and regional and international mobility. The author examines the role of early career education. Many graduates participate in continuing education during the first four years after graduation for a number of different reasons. The chapter provides an overview by country of all major participation activities in early career education and training by the graduates surveyed four years after graduation, excluding advanced degree programs or another degree at the same level in another field. The aim is to describe the major features of the continuing education of higher education graduates.

This chapter is part of a book based on the findings of a comparative study of the relationship between higher education and employment three to four years after graduation. The Career after Higher Education: a European Research Study (CHEERS) questioned graduates in 11 European countries and Japan about their socio-biographic background, course of study, transition to employment, current employment situation, competences and job requirements, job satisfaction, and regional and international mobility. This chapter looks at the experiences of employers with graduates and their perceptions of higher education institutions, their courses and their graduates. The following issues are examined: the demand for graduates and recruitment strategies; the match between educational qualifications and job requirements; key skills and competences required on the job; and general views on the relationships between higher education and work.

This chapter is part of a book based on the findings of a comparative study of the relationship between higher education and employment three to four years after graduation. The Career after Higher Education: a European Research Study (CHEERS) questioned graduates in 11 European countries and Japan about their socio-biographic background, course of study, transition to employment, current employment situation, competences and job requirements, job satisfaction, and regional and international mobility. The authors analysed the links between study and subsequent employment and work according to occupational categories and income. Using the gradates' perceptions, the professional success of graduates in terms of knowledge used on the job and links between educational attainment and position were analysed to provide a more specific picture.

This book is based on the findings of a comparative study of the relationship between higher education and employment three to four years after graduation. The Career after Higher Education: a European Research Study (CHEERS) project was jointly undertaken by 13 universities and research institutions in 11 European countries and Japan, and involved a questionnaire that sought information about: socio-biographic background; schooling and course of study up to graduation; the transition to employment and career beginning; current employment situation, work assignment and links between study and work; competences and job requirements; study orientations and job satisfaction; and regional and international mobility. The chapters are: Graduate employment and work: various issues in a comparative perspective / Ulrich Teichler; Socio-biographical background and educational path / Brenda Johnston and Brenda Little; Study content and process, competences upon graduation and employment / Jake Murdoch and Jean-Jacques Paul; Transitions from higher education to work / Jim Allen and Rolf van der Velden; Early career / Trine Stavik and Clara Ase Arnesen; The employment situation about four years after graduation / Jose Garcia-Montalvo, Jose-Gines Mora and Adela Garcia-Aracil; Acquired competences and job requirements / Paul Kellerman; Job requirements and competences: do qualifications matter? / Osmo Kivinen and Jouni Nurmi; Links between knowledge and work and appropriate employment / Jake Murdoch and Jean-Jacques Paul; Early career education / Gunhild Sagmeister; 'On different tracks': the gendered landscape of educational and occupational paths amongst European graduates / Torgerdur Einarsdottir; Regional wealth, employment and mobility / Roberto Moscati and Michele Rostan; Graduates' international experience and mobility / Volker Jahr and Ulrich Teichler; Graduate employment in Europe: the employers' perspective / Egbert de Weert; Work orientation and job satisfaction / Harald Schomburg; Confirming conventional wisdom and contributing to new insights: the results of a comparative study on graduate employment and work / Ulrich Teichler.

This chapter is part of a book based on the findings of a comparative study of the relationship between higher education and employment three to four years after graduation. The Career after Higher Education: a European Research Study (CHEERS) questioned graduates in 11 European countries and Japan about their socio-biographic background, course of study, transition to employment, current employment situation, competences and job requirements, job satisfaction, and regional and international mobility. In this chapter, the authors identify the extent to which content and process of higher education shape competences upon graduation and subsequent employment. The first part of the chapter looks at modes of teaching and learning favoured by higher education institutions, and the quality of course provisions and study conditions, as perceived by graduates retrospectively. The differences between countries, fields of study and types of programs in relation to these practices, course provisions and study conditions are examined. The second part investigates the impact of teaching and learning practices, and quality of provision, on the competences acquired as undergraduates, according to graduate retrospective assessment and income about four years after graduation.