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Improved academic performance and enhanced employability? The potential double benefit of proactivity for business graduates.

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Title: Improved academic performance and enhanced employability? The potential double benefit of proactivity for business graduates.
Authors: Tymon, Alex1 (AUTHOR) alex.tymon@port.ac.uk, Batistic, Sasa1 (AUTHOR)
Source: Teaching in Higher Education. Nov2016, Vol. 21 Issue 8, p915-932. 18p. 1 Diagram, 1 Chart, 1 Graph.
Subject Terms: *Grade point average, *Employability, *College teaching, *Academic achievement, *Business education, *Higher education
Abstract: This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized and found that students high on both these facets of proactivity achieve better academic grades than those low on both, or high in just one. Unexpectedly, high proactive personality with low personal initiative behaviour was the worst combination. Proactivity can be a valuable employability asset, which alongside academic grades is important to some employers as well as students and universities. We argue that nurturing student proactivity can therefore produce multiple benefits but with focus on the more trainable dimension of personal initiative behaviour. To this end we provide practical guidance for university curriculum design to simultaneously enhance graduate employability and academic performance. [ABSTRACT FROM PUBLISHER]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Improved academic performance and enhanced employability? The potential double benefit of proactivity for business graduates.
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  Data: <searchLink fieldCode="AR" term="%22Tymon%2C+Alex%22">Tymon, Alex</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> alex.tymon@port.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Batistic%2C+Sasa%22">Batistic, Sasa</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Nov2016, Vol. 21 Issue 8, p915-932. 18p. 1 Diagram, 1 Chart, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Grade+point+average%22">Grade point average</searchLink><br />*<searchLink fieldCode="DE" term="%22Employability%22">Employability</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+education%22">Business education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Label: Abstract
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  Data: This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized and found that students high on both these facets of proactivity achieve better academic grades than those low on both, or high in just one. Unexpectedly, high proactive personality with low personal initiative behaviour was the worst combination. Proactivity can be a valuable employability asset, which alongside academic grades is important to some employers as well as students and universities. We argue that nurturing student proactivity can therefore produce multiple benefits but with focus on the more trainable dimension of personal initiative behaviour. To this end we provide practical guidance for university curriculum design to simultaneously enhance graduate employability and academic performance. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13562517.2016.1198761
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              Text: Nov2016
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