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Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
564
Understanding the Employment Expectations of Young Professionals: A
Study by Education Level
Gábor Szabó-Szentgróti
1
, Gelencsér Martin
2
, Gábor Hollósy-Vadász
3
, Zsolt Kőmüves
4
Abstract
Young employees have to make many trade-offs in their job search and are often confronted with a need for more skills and abilities.
In our survey, we investigated the expectations of young employees towards employers about their level of education and the factors that
influence/inhibit their job placement. The results confirmed that remuneration, motivation, an inspiring work environment, and career
opportunities offered by employers play a significant role in job choice. The young employees' responses showed that they feel underprepared
for the challenges of the labor market and see the solution to this problem in increasing the number of practical training hours. The
study highlights the differences in the expectations of students at different levels of education and could be a starting point for further
research.
Keywords: Job Market Preparedness, Skill Gap, Young Professionals, Career Development, Employment Expectations.
Introduction
In addition to education and research, higher education institutions now play an increasingly important role
in the provision of labor and contribute to the economic and social development of a country, which the
literature describes as the "third mission" of universities (Gibb, 1996; Johannisson et al., 1998; Etzkowitz
et al., 2000). In this context, the importance of universities is twofold. On the one hand, it is essential to
train the ever-renewing student population and, on the other hand, provide the necessary workforce for
the operation of businesses (Brixy et al., 2010; Szabó-Szentgróti et al., 2024; Tóth et al. 2023).
The present study focuses on the job search strategies of young people seeking to enter the labor market
after higher education. Several studies have already examined Generation Z's different habits and behaviors,
which sometimes take an extreme approach to the 'otherness' of the cohort. We know that Generation Z
is the first generation to spend almost its entire life in the era of digital technology. Thus, it is natural that
this generation is very proficient in technology and digital communication. Generation Z is often flexible,
quick to learn, and adapts easily to changes and new environments. This agility and innovative mindset
create many opportunities in the workplace. In addition, members of Generation Z value work-life balance.
They are looking for a working environment that provides flexible working hours and remote working
opportunities. Technological tools such as social media and online platforms allow them to work effectively
remotely and stay in touch with their team members.
However, more information is needed about their job-seeking behavior. Employers also tend to experiment
rather than follow best practices in managing the generation. The study aims to explore the job search
strategies and employer preferences of students in higher education. To this end, based on the literature,
career choices are presented as a dimension of success in the labor market. We then analyze the job search
preferences of 779 higher education students in a nationwide quantitative survey.
1
Széchenyi István University Department of Corporate Leadership and and Marketing (Hungary) and Hungarian University of Agric ultural and
Life Sciences Institute of Agriculture and Food Economics (Hungary) https://orcid.org/0000-0003-2129-9067, Email: szabo-
szentgroti.gabor@sze.hu, (Corresponding Author)
2
Hungarian University of Agricultural and Life Sciences Institute of Agriculture and Food Economics (Hungary), https://orcid.org/0000-0002-
0577-4713
3
Budapest Metropolitan University (Hungary), https://orcid.org/0000-0001-5555-4922.
4
Hungarian University of Agricultural and Life Sciences Institute of Agriculture and Food Economics (Hungary) https://orcid.org/0000-0002-
7966-3346.
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
565
Literature Review
Career Choice Motives
Several researchers have studied the factors that influence career choice, which has led to identifying several
essential factors to consider in preparing a career choice. Previous studies have shown that many, sometimes
quite different, motives determine career choices. According to social learning theory (Akers & Jensen,
2003; Dajnoki at al., 2023), entrepreneurial event model (Shapero & Sokol, 1982, Ramayah, Rahman &
Taghizadeh, 2019, Joshi, Joshi & Pathak, 2020), and behavioral theory (Conner 2015, Sniehotta, Presseau
& Araújo-Soares 2014; Kautonen, 2013), the most important factors are personal cognitive, social, and
economic. Cognitive factors include self-actualization (Mangné, 2020; Hegyi-Halmos, 2018), autonomy,
independence, social recognition (Carter et al., 2003; Van Auken, Stephens, Fry, & Silva, 2006), status
(Pusztai et al., 2019), risk-taking (Takács, 2014), and the need for learning, experience and personal
development (Lautenschläger & Haase, 2011). Social factors have been relatively rarely researched so far in
terms of career choice. The most significant role is played by family, friends, or other reference persons
(Ajzen, 1991; Olteanu, 2019). Previous studies have shown that role models can also influence career
choices (Krueger et al., 2000). Some researchers have also pointed out that parental occupation can impact
young people's career choices, as children often prefer to work in the same field as their parents (Suhajda
et al., 2022; Saleem et al., 2014). Economic and labor market conditions also play a role in career choices.
Research has shown that firm size is a significant determinant of the choice of entry-level employees, as
small firms tend to have lower wages, fewer career and training opportunities, and a lack of various welfare
benefits (Polachek & Siebert, 1993; Wagner, 1997). According to Swanson and Gore (2000), career choices
are influenced by socio-cultural, individual, personal, and cultural factors. Blustein, Schultheiss, and Flum
(2004) and Schultheiss (2003) attribute a significant role to the relationships that greatly support
occupational mobility and advancement. Beyon, Kelleen (1998), Agarwala (2008), Akosah (2018), Purohit
(2020), and Marinas, Igret, Marinas, and Prioteasa (2016) highlighted the three-dimensional model among
career theories. Accordingly, career goals are directly shaped by external factors (job availability, salary needs,
job stability), internal factors (interest in the job, experience), and social factors (parents and reference
persons).
Labour Market Entry Barriers and Challenges
Young people entering the labor market from higher education face many challenges when choosing their
first job. Both the business press and academic research have strongly emphasized the differences between
Generation Z and the older generations (Parry & Urwin, 2011; Vinkóczi et al., 2023), which is partly
supported by research. However, several scientific findings show that there is not such a large gap between
the work value preferences of Generation Z and the previous cohort. Nevertheless, employers also see the
employment and management of young workers as challenging, consider their expectations excessive, and
question their preparedness for the realities of the workplace (Schweitzer & Lyons, 2010; Dajnoki et al.,
2021). Such misunderstanding of generational differences can manifest as conflict between generations
through perceived differences in workplace values (Urick et al., 2017; Walter, 2023; Gálos & Vinkóczi,
2023).
Due to the global labor shortage, views on Generation Z's differences have been amplified in recent years.
The extremely low level of labor supply, regardless of generation, has increased workplace expectations.
Thus, young people's freedom of self-expression has become particularly striking, focusing on personal
goals. As Kwok & Muniz (2021) have noted, Generation Z members already have well-defined workplace
expectations. Young employees value work-life balance, frequent feedback from managers, cutting-edge
technology, and quality human relations.
Malon, Hiatt, and Campbell (2019) conducted an international study on the similarities and differences
between the work values of two successive generations. The results demonstrated significant differences in
work value between generations Z and Y, with the order of preference of the two cohorts almost identical.
According to the authors, one of Generation Z employees' most important work values is the transparency
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
566
of results, which means the visibility of the results of everyday work, reflecting a fundamental interest in
meaningful work. Regarding job value preference, a predictable career path and stability were rated highly
important.
Overall, employers can target the young generation with a well-chosen recruitment strategy if the corporate
side understands Generation Z's values and mindset.
Job Search Strategies for The Young Generation
One of the essential missions of higher education is to prepare students for employment. A well-chosen
job search strategy is critical in entering the labor market. Both job search patterns and employers'
recruitment practices have changed significantly in recent years. Research shows that networks of
connections lead to the best-paid and highest-quality jobs in professional work but that they do not work
for entry-level graduates (Glass et al., 2023; Dajnoki, 2022). Social media plays an increasingly important
role in recruiting and selecting graduates. Facebook is the most frequently used medium in the international
labor market, according to research by Kwok and Muniz (2021).
There are new behaviors and methods in the job-seeking behavior of Generation Z candidates. According
to Dajnoki et al. (2021), graduates attach the most importance to career development, financial rewards,
and work-life balance. A fundamental problem in recruiting young workers is that companies need to be
more receptive to the expectations of university students. Both instrumental factors (e.g., salary, benefits,
working hours) and symbolic factors (e.g., internal CSR, competencies, ethical behavior) can play a decisive
role in the recruitment strategy of the target group. This can be expressed in a way that instrumental features
are tangible and allow candidates to maximize benefits and minimize costs.
In contrast, symbolic attributes are intangible and symbolic for job seekers (Nguyen et al., 2022). So young
workers seek more than just financial opportunities when choosing a new job. As a job seeker, you will be
interested in an organization dedicated to addressing social issues and prioritizing its employees.
Educational Attainment and Labor Market Success
For the young generation, the desire to be validated in their future workplace, to be recognized and
appreciated by others, to fulfill their potential, and to be recognized as effectively as possible is essential.
(Fekete, 2022). Different skill levels can also be a differentiating factor in labor market opportunities and
job search strategies. The research of Bartus and Róbert (2019) also draws attention to this phenomenon.
It has been shown that the proportion of people who successfully find a job is slightly lower, and the time
to find a job is slightly longer among those with a bachelor's degree than those with a master's degree.
Working while studying is most common among Master's (M.A.) and PhD students, which may explain
their more favorable labor market position (Fekete, 2022). According to Bartus & Róbert (2019), beyond
the level of education, there are also specificities in the field of education, as the disadvantage of graduates
at the bachelor level is above 10% in agricultural sciences, economics, and natural sciences. Another
indicator of the disadvantage of bachelor's education is that there is not such a big difference between the
fields of education for those coming out of master's and undivided programs. The labor market advantage
of Master's degree holders is also explained by the labor competition theory, as employers consider
educational attainment as an indicator of potential training costs for workers, so hiring and training highly
educated candidates is expected to require less time and fewer resources (Albert & Davia, 2023). The job
search gap between education levels is also reflected in the time to find employment. According to an
extensive sample survey conducted by Fekete (2022) in Hungary, only 24% of bachelor and 46% of master
students find a job within a month.
Overall, there are more frequent qualification differences in the supply of highly skilled labor in the graduate
labor market. These differences result in varying job search strategies between different skill levels.
Following a literature review, the following research question is formulated: Do university students'
attitudes toward their first job differ according to their level of education?
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
567
In this context, we test the following hypotheses:
According to H(1), depending on the level of education, students consider different factors critical when
choosing their first job.
According to H(2), depending on the level of education, university students perceive different leadership
qualities as important in their first job.
According to H(3), depending on their level of education, students plan to look for their first jobs in
different regions of the country.
Materials and Methods
Research Methods Applied
Several studies in the literature have examined the job search strategies of Generation Z students. Trang,
McKenna, Cai, and Morrison (2023) conducted interview research using students' LinkedIn profiles to
construct questions. Karácsony et al. (2020) investigated the link between social media and job search in
their research. Dobrowolski, Drozdowski & Panait (2022) investigated the values along which public
administration can be attractive for Polish Generation Z workers. After reviewing the methodology of the
above studies, we decided on the research method and the statistical procedures to be used to process the
data. For the evaluation of the results, we used ANOVA and LSD post hoc tests, Chi-squared test, and
Cramer's V coefficient using the SPSS software package. Of the post hoc tests, the LSD was chosen because
it is the most lenient test, i.e., it is the most likely to detect significant differences (Sajtos & Mitev, 2007).
Only results where p≤0.05 are presented. In order to be able to answer a research question, only university
students participated in our research.
The research was carried out using secondary and primary methods. In the framework of the secondary
research, the Hungarian and international literature on the topic has been explored and analyzed.
An online questionnaire was designed for the primary quantitative survey, and data was collected in the
autumn of 2022. The research used a snowball sampling method, i.e., our research was not representative,
so the conclusions drawn from the data cannot be generalized and are only valid for the sample. The
research involved 779 university students. The questionnaire was distributed to students by contacting
university lecturers and asking them to administer the questionnaires to students enrolled in their courses
as part of their classes.
The questionnaire contained a total of 19 questions. The survey's first question asked about the
demographic background of the respondents, the university they were attending, and the type of education
they were pursuing. Additional questions explored respondents' employment preferences and their
expectations of their first job and manager. We also asked about attitudes towards working abroad. Most
of the questions were close-ended, with pre-assigned multiple-choice answers and 5-point Likert scales.
Likert scales were used to assess the extent to which respondents agreed with our pre-selected statements
about their job preference and future manager.
Composition of the Sample
The proportion is 25.8% for men and 74.2% for women in the research. 83.6% of respondents are in the
18-25 age group, while 16.4% are aged 26-30. The majority of students (64%) are enrolled in a bachelor's
degree, followed by students in a higher level vocational training (20%), with the lowest number of students
(0.5%) enrolled in a doctoral program. A total of 16% of students in the survey are pursuing a Master's
degree.
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
568
Table 1 shows the sectors in which students see their future after graduation. More than half (51.6%) of
students want to work in economics. A fifth of respondents (20.0%) would like to work in the medical and
health sciences.
Table 1. In Which Sectors Do Students See Their Future After Graduation
Sector
Number of university students
Percentage of university
students
Agricultural
102
13.1%
Humanities
17
2.2%
Economics
402
51.6%
Information technology
9
1.2%
Legal and Administrative
7
0.9%
Engineering
11
1.4%
Medical & Health Sciences
156
20.0%
Pedagogy
12
1.5%
Social sciences
51
6.5
Natural sciences
7
0.9%
Did not answer
5
0.6%
Total
779
100%
Source: Own Calculation Based on The Research Database
Of the respondents, 478 (61.4%) would still choose the same profession that they started studying at
university. Of the respondents, 101 (13%) would not choose the same profession they chose when they
started their university studies. Of the respondents, 199 (25.5%) would probably opt for the same
profession they initially chose at university. (1 person (0.1%) did not answer the question.)
Results
This chapter analyzes the students' responses using the statistical methods mentioned earlier. In the
following paragraph, we analyze the responses to the questions on the importance of the criteria taken into
account in selecting one's first job. A significant difference was obtained in 12 cases of the statements
assigned to the question. Respondents differ significantly by level of education in their perception of the
importance of being able to perform meaningful and challenging work tasks when choosing their first job
(F(3) =7.139, p=0.000). The post hoc test showed significant differences between students in bachelor and
higher-level vocational training (p=0.001), Master and higher-level vocational training (p=0.000), and
bachelor and master students (p=0.035). Respondents differ significantly by level of education in their
perception of the importance they attach to having the opportunity for professional development when
choosing their first job (F(3) =3.853, p=0.009). According to the post hoc test, there is a significant
difference between students in higher-level vocational training and bachelor studies (p=0.004) and between
bachelor and PhD students (p=0.050). Respondents differ significantly by level of education in their
perception of the importance they attach to job security when choosing their first job (F(3) =3.897,
p=0.009). The post hoc test showed a significant difference between bachelor and master students
(p=0.005) and between bachelor and PhD students (p=0.037). Respondents differ significantly by level of
education in their perception of the importance of career opportunities when choosing their first job (F(3)
=4.411, p=0.004). According to the post hoc test, there is a significant difference between students in
higher-level vocational training and bachelor's degree (p=0.011) and between bachelor's degree and
Master's degree students (p=0.005). Respondents differ significantly by education level in their perception
of the importance of the working environment when choosing their first job (F(3) =10.805, p=0.000). The
post hoc test indicates that there is a significant difference between higher-level vocational training and
Master's students (p=0.000), higher-level vocational training and PhD students (p=0.001), bachelor's and
master's students (p=0.000), bachelor's and PhD students (p=0.000), and master's and PhD students
(p=0.009). Respondents differ significantly by level of education in their perception of the importance of
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
569
the organization being a market leader when choosing their first job (F(3) =3.916, p=0.009). The post hoc
test indicates a significant difference between students in higher-level vocational training and those in
Master's programs (p=0.002) and between bachelor's and master's programs (0.017). Respondents differ
significantly by level of education in their perception of the importance they attach to the possibility of
further training when choosing their first job (F(3) =3.961, p=0.008). According to the post hoc test, there
is a significant difference between higher-level vocational training and bachelor students (p=0.009).
Respondents differ significantly by level of education in their perception of the importance of strong
leadership when choosing their first job (F(3) =4.522, p=0.004). According to the post hoc test, there is a
significant difference between students in higher-level vocational training and Master's degree (p=0.045),
between students in higher-level vocational training and PhD students (p=0.001), between students in
Bachelor's and PhD studies (p=0.002), and between students in Master's and PhD studies (p=0.007).
Respondents differ significantly by level of education in their perceptions of the importance they attach to
social responsibility when choosing their first job (F(3) =6.080, p=0.000). According to the post hoc test,
there is a significant difference between students in higher-level vocational training and Master's programs
(p=0.001) and between bachelor's and master's programs (p=0.000). Respondents differ significantly by
level of education in their perception of the importance of modern technology when choosing their first
job (F(3) =7.075, p=0.000). The post hoc test indicates that there is a significant difference between
students in higher-level vocational training and PhD students (p=0.002), between bachelor and master
students (p=0.001), between bachelor and PhD students (p=0.001), and between master and PhD students
(p=0.008). Respondents differ significantly by level of education in their perception of the importance of
having a strong organizational image when choosing their first job (F(3) =6.991, p=0.000). According to
the post hoc test, there is a significant difference between students in higher-level vocational training and
Master's programs (p=0.001), between students in higher-level vocational training and PhD students
(p=0.003), between students in bachelor's and master's programs (p=0.001), between students in bachelor's
and PhD programs (p=0.004), and between students in master's and PhD programs (p=0.027).
Respondents differ significantly by level of education in their perception of the importance of an
organization's ability to manage diversity effectively when choosing their first job (F(3) =5.928, p=0.001).
According to the post hoc test, there is a significant difference between students in higher-level vocational
training and Master's programs (p=0.030), between students in bachelor's and master's programs (p=0.000),
and between bachelor's and PhD students (p=0.029). The average scores given for the statements are
shown in Table 2.
Table 2. Perception of the Importance of The Aspects Taken into Account When Choosing a First Job (N=779)
Higher-level
vocational
training
B.A./BSc
MA/MSc
PhD
Average
SD
Average
SD
Average
SD
Average
SD
Professionally
meaningful and
challenging
work tasks
3.522
0.795
3.787
0.851
3.967
0.848
3.250
1.707
Opportunity for
professional
development
4.254
0.683
4.438
0.701
4.406
0.687
3.750
1.258
Job security
4.457
0.617
4.503
0.698
4.300
0.858
3.750
1.892
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
570
Career
Opportunity
4.078
0.748
4.262
0.782
4.040
0.803
3.750
0.957
Work environment
4.444
0.605
4.450
0.663
4.146
0.785
3.250
0.957
The
organization is
a market leader
3.228
0.756
3.102
0.958
2.886
0.801
2.500
1.290
Training
opportunities
3.875
0.853
4.080
0.836
3.918
0.883
3.250
0.957
Strong
leadership
3.901
0.784
3.837
0.887
3.691
0.869
2.500
1.290
Corporate
Social
Responsibility
3.908
0.805
3.871
0.950
3.520
1.058
3.000
1.414
State-of-the-art
technology
4.176
0.670
4.252
0.705
4.008
0.918
3.000
1.632
Strong image
4.000
0.707
3.949
0.813
3.674
0.953
2.750
1.707
Effective
diversity
management
3.908
0.837
4.006
0.912
3.666
1.013
3.000
1.154
Source: Own Calculation Based on The Research Database
Expectations From the Immediate Managers at The Workplace
In the following paragraph, we analyze the responses to the statements assigned to the question on the
importance of the manager's attributes in selecting the first job. Of the statements assigned to the question,
a significant difference was obtained in 9 cases. Respondents differ significantly by level of education in
their perception of how important they consider it to be for their future manager to be professionally
competent (F(3) =7.299, p=0.000). According to the post hoc test, there is a significant difference between
students enrolled in higher-level vocational training and bachelor studies (p=0.000), between students
enrolled in higher-level vocational training and master studies (p=0.038), between students enrolled in
higher-level vocational training and PhD students (p=0.021), between students enrolled in bachelor studies
Journal of Ecohumanism
2024
Volume: 3, No: 7, pp. 564 – 577
ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
https://ecohumanism.co.uk/joe/ecohumanism
DOI: https://doi.org/10.62754/joe.v3i7.4225
571
and PhD students (p=0.003), and between Master's and PhD students (p=0.005). Respondents have
significantly different opinions based on their level of training in judging how important they think it is for
their prospective manager to be consistent (F(3) =11.231, p=0.000). According to the post hoc test, a
significant difference exists between students in higher-level vocational training and bachelor studies
(p=0.000) and between students in higher-level vocational training and master studies (p=0.000). A
significant difference in respondents' perceptions of the importance they attach to their prospective
manager being credible was found based on their levels of education (F(3) =5.971, p=0.001). According to
the post hoc test, there is a significant difference between higher-level vocational training and bachelor
students (p=0.005), higher-level vocational training and PhD students (p=0.007), bachelor and PhD
students (p=0.001), and master and PhD students (p=0.002). Respondents differ significantly by level of
training in their perception of how important they think it is for their future manager to be supportive and
to provide mentoring (F(3) =8.106, p=0.000). According to the post hoc test, there is a significant difference
between higher-level vocational training and bachelor students (p=0.000), higher-level vocational training
and master students (p=0.044), higher-level vocational training and PhD students (p=0.007), bachelor and
PhD students (p=0.001), and between master and PhD students (p=0.002). Respondents differ significantly
by level of education in their perception of the importance they attach to their future manager being
receptive to their subordinates' ideas (F(3) =5.778, p=0.001). According to the post hoc test, there is a
significant difference between students in higher-level vocational training and Master's degree programs
(p=0.004) and between bachelor's and master's degree programs (p=0.002). Respondents differ significantly
by level of training in their perception of how important they think it is for their prospective manager to
always find the right communication style for the given situation (F(3) =5.578, p=0.001). According to the
post hoc test, there is a significant difference between students in higher-level vocational training and
Master's degree programs (p=0.025) and between bachelor's and master's degree programs (p=0.000).
Respondents differ significantly by level of training in their perception of how important they think it is for
their prospective manager to give feedback (F(3) =7.351, p=0.000). According to the post hoc test, a
significant difference exists between students in higher-level vocational training and bachelor's programs
(p=0.000) and between students in higher-level vocational training and Master's programs (p=0.018).
Respondents differ significantly by level of education in their perception of the importance they attach to
delegation (F(3) =5.204, p=0.001). According to the post hoc test, a significant difference exists between
students in higher-level vocational training and bachelor programs (p=0.000) and between students in
higher-level vocational training and master programs (p=0.006). Respondents differ significantly by
education level in their perception of the importance of managers having a vision and strategy (F(3) =3.034,
p=0.029). According to the post hoc test, a significant difference exists between students in higher-level
vocational training and bachelor programs (p=0.036) and bachelor and master programs (p=0.011). The
average scores for each statement are presented in Table 3.
Table 3. Perception of the Importance of Attributes Related to The Manager When Choosing a First Job (N=779)
Higher-level
vocational
training
B.A./BSc
MA/MSc
PhD
Average
SD
Average
SD
Average
SD
Average
SD
Professional
competence
4.444
0.687
4.647
0.537
4.593
0.611
3.750
1.892
Consistency
4.143
0.653
4.468
0.611
4.487
0.644
4.250
1.500
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2024
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ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online)
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DOI: https://doi.org/10.62754/joe.v3i7.4225
572
Credibility
4.542
0.595
4.691
0.546
4.674
0.593
3.750
1.892
Providing
support,
mentoring
4.359
0.674
4.573
0.587
4.512
0.657
3.500
1.732
Receptiveness
to ideas from
subordinates
4.209
0.713
4.384
0.649
4.178
0.653
3.750
1.258
The right
communication
style for the
situation
4.470
0.628
4.555
0.606
4.300
0.688
4.500
0.577
Feedback
4.222
0.671
4.521
0.697
4.422
0.724
4.250
0.500
Delegation
3.908
0.719
4.190
0.807
4.170
0.754
4.250
0.957
Vision and
Strategy
4.228
0.692
4.380
0.775
4.178
0.905
4.250
0.957
Source: Own Calculation Based on The Research Database
Next, we use Chi-square tests to examine whether respondents differ in their perception of the region of
the country where they plan to look for work based on their level of education. The cross-tabulation analysis
requires at least five respondents in each cell (Sajtos & Mitev, 2007). Therefore, PhD students were excluded
from further analysis. PhD students were excluded, and not all respondents answered this question, so 763
responses were analyzed. In order to have a minimum of 5 people per cell, the Northern Great Plain and
Southern Great Plain regions were merged. Our results show that individuals with different levels of
education plan to look for work in different regions of the country (χ2=94.838=; df =10; p =0.00),
(Cramer's V =0.249; p=0.000). The frequencies and percentages are presented in Table 4. The table shows
that the higher the level of university education, the more likely a student will want to work in the Central
Hungary region. In contrast, 33.6% of students in higher-level vocational training want to find a job in the
Northern Hungary region, compared to only 9.1% of students in bachelor and master programs.
Table 4. Region In Which You Plan to Look for Work When Seeking Your First Job (N=763)
Region
Higher-level
vocational training
B.A./BSc
MA/MSc
Total
Central Hungary
46
30.9%
192
38.9%
69
57.0%
307
40.2%
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DOI: https://doi.org/10.62754/joe.v3i7.4225
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Central
Transdanubia
13
8.7%
31
6.3%
10
8.3%
54
7.1%
Western
Transdanubia
7
4.7%
106
21.5%
12
9.9%
125
16.4%
Southern
Transdanubia
25
16.8%
83
16.8%
9
7.4%
117
15.3%
North Hungary
50
33.6%
45
9.1%
11
9.1%
106
13.9%
Northern and
Southern Great
Plain
8
5.4%
36
7.3%
10
8.3%
54
7.1%
Total
149
100%
493
100%
121
100%
763
100%
Source: Own Calculation Based on The Research Database
The differences are also significant for net wage demands (χ2=13.282=; df =6; p =0.39) (Cramer's V
=0.093; p=0.039). The frequencies and percentages are presented in Table 5. In this case, we excluded PhD
students; not all respondents answered this question. The table shows that Master's students have the
highest proportion (9%) of those who expect a net salary of half a million forint immediately after starting
their job. 45% of those in higher-level vocational training would settle straight away for a salary of 150.000
- 300.000 HUF.
Table 5. Net Wage Expectations When Choosing A First Job (N=773)
Salary band
Higher-level
vocational training
B.A./BSc
MA/MSc
Total
HUF 150,000-
300,000
69
45.1%
192
45.1%
45
36.9%
306
39.6%
HUF 300,001-
400,000
49
32.0%
224
45.0%
45
36.9%
318
41.1%
HUF 400,001-
550,000
23
15.0%
51
10.2%
21
17.2%
95
12.3%
HUF 500,001-
12
7.8%
31
6.2 %
11
9.0%
54
7.0%
Total
153
100%
498
100%
122
100%
773
100%
1 HUF = 357 USA $
Source: Own Calculation Based on The Research Database
Discussion and Conclusion
During our research, we involved students from as many universities as possible in different regions of the
country. Nevertheless, our research is limited because our sample is not representative, so our conclusions
are only valid for our research sample. Another major concern is that only 4 PhD students were included
in the sample. Therefore, conclusions about doctoral students can only be drawn with great caution. For
the Khi squared tests, Cramer's V coefficients are low, i.e., there are relationships between the variables,
but they are weak. This is taken into account when interpreting the results.
Previous research shows that universities face several challenges. Universities have a crucial role to play in
educating the future workforce (Brixy et al., 2010) and should actively contribute to the social development
of their communities (Etzkowitz et al., 2000). According to Bartus & Róbert (2019), differences in
educational attainment can predetermine differentiation in labor market opportunities and job search
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strategies. Generation Z, fresh out of university as graduates, are criticized by employers for not being
sufficiently prepared to face the demands of the workplace once they have completed their tertiary
education (Schweitzer & Lyons, 2010).
We formulated our research question with these in mind. The answer to the research question is that
university students have different attitudes towards their first job depending on their level of education. In
other words, they have different perceptions and expectations of their first job, depending on their training
level. All three hypotheses were confirmed in our research:
According to H(1), depending on the level of education, students consider different factors critical when
choosing their first job. This confirms the findings of Bartus & Róbert (2019), who found that people with
different educational backgrounds use different strategies when looking for a job. Overall, no group did
not consider the factors we listed as necessary. Across all factors, PhD students rated the factors we listed
as least important. This may be because PhD students are more likely to work in research and teaching
careers in the future, where other factors may be necessary, e.g., attending conferences. Social responsibility
was important for all groups of students in higher education, although significant differences were found
in the extent to which it was necessary. It can be observed that the lower the level of education, the more
critical social responsibility is for the student when looking for a job. We intend to explore the reasons for
this in a future study. The lower the level of education, the more critical leadership is for the student. One
reason for this is that the lower the level of education, the less knowledge the student leaves the university
with, therefore requiring a strong leader. Career prospects are important for all groups, but there is a
significant difference between bachelor and master students. Career opportunities are more important for
bachelor students than for master students or students in higher-level vocational training. This, we assume,
may be related to the fact that a degree is now required for most white-collar positions, i.e., a bachelor's
degree is considered the first step in a career for certain jobs.
According to H(2), depending on the level of education, students perceive different leadership qualities as
important in their first job. All the qualities we listed were considered important by respondents. Feedback
is seen as important for students in higher-level vocational training, masters students, and PhD students,
while it is perceived as very important for bachelor students. An appropriate communication style in a given
situation is considered necessary by students of higher-level vocational training, Master's students, and PhD
students, while bachelor's students consider it very important. Support and mentoring are rather neutral for
PhD students and important for those studying in higher-level vocational training, while it is very important
for those studying at the bachelor's and master's levels. This may be linked to the fact that PhD students
are already involved in the work of the departments, so they already have their own insight into how
important the support is to them. Credibility is essential for PhD students and very important for other
groups.
According to H(3), depending on the level of education, students plan to look for their first job in different
regions of the country. More than half (57.0%) of Master's students would like to work in the Central
Hungary region, compared to 9.1% in the Northern Hungary region. In contrast, less than a third (30.9%)
of those with the lowest level of education in higher-level vocational training would like to work in the
most developed region of Central Hungary. We think this may be due to the fact that in the Central Hungary
region, people with higher education are the most sought-after, and therefore, there are many more jobs
where a university degree is required. Another reason may be that master students are the most flexible and,
therefore, the most willing to move to this region. 33.6% of students in higher-level vocational training are
willing to work in the Northern Hungary region, compared to only 13.9% in the total sample. The difference
may be because we believe this region is where organizations are least likely to expect employees to have a
degree.
Looking at the salary bands, almost half (45.1%) of those in higher-level vocational training would be willing
to work for a net salary of less than HUF 300,000. This confirms the results of another study, which found
that students of the former University of Kaposvár (now MATE), both in bachelor studies and higher-level
vocational training, are willing to work for a salary range of HUF 150 000 - 300 000 (Kőmüves et al., 2021).
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For Master's students, this is only 36.9%. Master's students have the highest proportion who selected the
top two salary bands (17.2% and 9%, respectively). One reason for this may be that Master's students expect
the market to pay for their higher education compared to the other two groups. Another reason may be
that, according to Fekete (2022), the percentage of Master's students working is much higher than that of
bachelor's students. M.A. students already have work experience by the time they obtain their Master's
degree, which leads them to ask for a higher salary. This is also partly related to the fact that, according to
Albert & Davia (2023), employers prefer people with higher education because they believe that they can
save on their training. M.A. graduates can also ask for higher wages because, in the long run, it may be
worthwhile for organizations to employ them, as they are no longer expected to have to spend money on
their training. The most significant difference between students in higher-level vocational training and
students in bachelor's degree programs is in the salary range of HUF 300,001-400,000. 32% of students in
higher-level vocational training identified this as a starting wage requirement, compared to 45% of students
in bachelor's degree programs. However, higher salary bands were chosen by a larger percentage of higher-
level vocational training students than B.A./BSc students.
In the future, we would like to repeat our research on a representative sample, considering what the student
is majoring in and comparing attitudes towards the first job by major. We would also like to complement
this future research by exploring what familial, social, and cultural background variables are responsible for
different attitudes toward a first job.
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