Research On Distinct Cultural Backgrounds | Business Skills

Added on -2020-02-24

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Introduction
The institutions of higher education are beginning to acknowledge the importance of
education by emphasizing on fulfilling the needs and expectations of their students. Just like the
service industry, the higher education institutions insist on giving the proper services to their
clients, that is, the learners. Over the past two decades, some thinkers have raised the topic of
the quality of higher education and also come up with the various metrics that can be used to
measure higher education. The quality of higher education should be measured and defined
within the context of teaching and service orientation. Despite the tremendous progress,
however, some thinkers still question how good the higher education institutions prepare their
students to face the challenges in the demanding and dynamic working environment. Some
scholars argue that the learning institutions have failed to equip their graduates with the required
skills needed to cope with the current working environment. The graduates find it hard to find
and retain their jobs. One of the primary reasons for this is the current mismatch between the
employment requirements and the skills acquired in the learning process (Zaharie, McDougall
and Osoian, 2015, pp 43). Therefore, this research will seek to identify the nature and
satisfaction level evidenced by learners from three distinct cultural backgrounds when seeking to
achieve business qualification in Australia.
Career goals
Career goals have an impact on the way business students carry out their learning
activities. Notably, setting career goals give students life direction, and they also tend to think
more about their ideal future life. Both short and long term goals determine the success of a
student. In an interview session, the interviewer might want to know more about the
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interviewee’s long-term goals. In other words, the interviewer might ask the interviewee where
he/she sees him/herself in the next five years. Both of these questions are the same thing.
Employers ask these types of questions because they might want to know the employee’s
visions, self-awareness, and plans (Chan and Ho, 2000, pp 315). Also, the employers ought to
know whether an employee intends to establish a long term working relationship with the
company or whether they plan to leave soon. While studying, most of the students are aware that
these are the questions they will expect from the future interviews and hence this will impact
their business qualification.
Career goals also create room for professional development. The business students, for
instance, will seek to advance more in their future careers through formal and informal learning.
Formal education may include the internships, coursework or apprenticeships. On the other hand,
informal learning may entail attending seminars and conferences or networking. Stephanie
Kinkaid, a career counsellor at the Wackerle Career and Leadership Centre, believes that career
goals set the platform for development and acquisition of professional skills (Gibson, 2010, pp
251). Career goals motivate the business students to be more involved in learning, observation
and seeking for motivational programs (Azevedo, Apfelthaler, and Hurst, 2012, pp 15). The
students are also motivated to attend graduate classes or training sessions and spend some time
with a mentor. Also, the learning process for goal-oriented students extends beyond the
classrooms. For instance, the students will volunteer to work for organizations or serve the
interests of a non-profit organization. This is one of the great ways the business qualification and
professional skills of a student can be impacted. Evidently, the professional development of
business students depends on their career goals.
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The modern business world is dynamic. Business students, therefore, have to be always
updated with the recent developments to keep their career goals lively. The students will have to
work, learn new skills, and seek for the relevant qualifications (Zaharie, Osoian, and Gavrea,
2013, pp 172). Additionally, the career goals determine a student measures success. A good and
goal-oriented student always aims to grow, improve, and become more knowledgeable. For this
reason, the career goals will help the student to measure success.
Well-defined career goals enable business students to understand their motivation for
working. They are more knowledgeable and understand the impacts of tactical decisions. They
can comprehend how the tactical decisions affect the career goals. Some beneficial tactical
decisions during the learning process include investing in business books or other good reads and
attending business seminars. The detrimental tactical decisions include spending money for
additional purposes such as smoking and drinking (Dinu, 2012, pp 19). A goal oriented student
understands the implications of investing in books.
A recent study confirmed that there is a big difference between students who have set
career goals and those without. According to the study, students with career goals are more
confident (DeShields Jr, Kara and Kaynak, 2005, pp 128). The business students who make early
career goals are more fruitful and confident in their future jobs than those who fail to make early
career goals. Therefore, the business students who have set career goals are more likely achieve
business qualifications and set clear objectives regarding their future careers. Moreover, the
student will be able to acknowledge the business as an essential tool needed to acquire
employment prospects. The business student will also be in a position to think critically and
make the proper decision.

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