Learning environment and graduates’ transition period

2013 IJRSE – Volume 2 Issue 1


Patria, Bhina*
Faculty of Psychology, Universitas Gadjah Mada, Yogyakarta, Indonesia (patria@ugm.ac.id)
International Centre for Higher Education Research (INCHER-Kassel), University of Kassel, Germany


This study investigated the model of learning environment and graduates’ transition period from higher education to employment. The responses to a questionnaire of 13,532 graduates from eight countries were analyzed using a structural equation modeling approach. The tested model indicates a close fit based on Chi-square = 233.34, df = 10, p < 0.001; Chi-square / df = 23.33; CFI = 0.984; RMSEA = 0.042. The results showed that learning environment, as composite of structure of courses, institutional support, infrastructure, student activity, and research, affects graduates competencies. Graduates’ competencies were shown to have a significant relationship with graduates’ transition period in term of job search duration. The higher graduates’ competencies are; the shorter the transition period will be. In addition, transition period is also influenced by study abroad experience. Graduates with experience abroad reported to have a shorter period of job search.

Keywords: learning environment; transition period; study abroad; competencies


DOI: https://doi.org/10.5861/ijrse.2012.85

*Corresponding Author