[email protected] | |
3275638434 | |
Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
XIE Chen-ye
Full-Text PDF XML 1359 Views
DOI:10.17265/1539-8080/2017.05.007
Ningbo Dahongying University, Ningbo City, China
The study investigates the present employment situation of the English Major graduates from an Application-oriented University in Zhejiang Province. For those who graduated three years ago, most of them are employed in schools, foreign trade companies, and state-owned enterprise, which are usually well-paid and stable. Twenty percent of them are not satisfied with their jobs. On the other hand, the fresh graduates will firstly focus on high benefits, job stability, and personal interest in job-hunting. However, their high expectation for salary and the enterprise’s extremely strict requirement lead to the difficulties of job-hunting. Recently, the university takes some feasible measures, such as Maker Lecture and Teacher Cultivation Workshops, which can effectively promote the practical ability and the core competitiveness of the English major graduates.
English major, employment situation, Application-oriented Universities
Albrecht, J. W., & Vroman, S. B. (1992). Dual labor markets, efficiency wages, and search. Journal of Labor Economics, 10(4), 438-461.
Bérubé, M. (1998). The employment of English: Theory, jobs, and the future of literary studies. New York and London: New York University Press.
FENG, Y., & CHEN, Y. (2016). Discussion on English major graduates employment situationand its countermeasures in Application-oriented Universities. Heilongjiang Science, 7(7), 152-153.
LAI, D. S., & TIAN, Y. P. (2005). An explanation for “educated unemployment” in China. Economic Research Journal, 11, 111-119.
LAI, Z. (2009). Ten core competent factors for English majors in Chinese university. Foreign Language and Literature, 25(10), 128-132.
Robst, J. (2007). Education and job match: The relatedness of college major and work. Economics of Education Review, 26(4), 397-407.