Tracer Study Data Analysis September 2017

MONTENEGRO
MINISTRY OF EDUCATION
"HIGHER EDUCATION AND RESEARCH FOR INNOVATION AND COMPETITIVENESS" -

(HERIC) PROJECT
Ref.no. MNE-HERIC-81180-P122785-IC-CS-17-1.2.3.8
TRACER STUDY - DATA ANALYSIS
Podgorica, September 2017

TRACER STUDY - DATA ANALYSIS - "Higher Education and Research for Innovation and Competitiveness" - (HERIC) Project
CONTENT
3
Introduction
Genral information 3
Part 1: SOCIO-BIOGRAPHIC DATA 5
Part 2: EDUCATION PRIOR TO UNIVERSITY STUDIES 9
Part 3: PERIOD OF STUDIES 12
3.1. First cycle of studies 12
3.2. Second and third cycle of studies 19
Part 4: CONDITION OF STUDY AND COMPETENCE 23
Part 5: EMPLOYMENT 28
5.1. The first employment 28
5.2. Current working status 30
Part 6: PROFESSIONAL ORIENTATION AND SATISFACTION 41
CONCLUDING REMARKS 45
2
Introduction
The analysis of Tracer study presented in this paper is the result of activities implemented
within the project "Higher Education and Research for Innovation and Competitiveness" (INVO),
which aims to strengthen the quality and relevance of higher education and research in
Montenegro through the reform of the funding system of higher education and quality
assurance and strengthening research and development skills.
As one of the subcomponents of the quality assurance project, support is provided in relation
to data collection and use of data in order to effectively create policies and interventions. In
order to achieve this, the Tracer Study of those higher education graduates who recently
graduated from one of the Montenegrin universities or independent faculty units has been
implemented and focused on generating objective, standardized information on the experience
of graduates after graduation. The data collected includes various information, for example on
possible employment after studies, but also other socio-economic and other basic information
about graduates (e.g. on parents’ education, etc.) in order to enable taking into account
possible differences in the results of enrollment, length of study, employment, etc.
The goal is that to make information provided in this analysis beneficial to all stakeholders -
policy makers and high school students, university students, university managers, employers,
etc. In addition, this analysis can also serve as an initiative for further development of the
system of data collection on education (with topics and frameworks) and serve to further
promotion of the regular implementation of research activities on young graduates at certain
time intervals.
The analysis was carried out by an independent expert on the basis of the developed
methodology, which enabled the analysis of collected data for two years (students who
graduated in 2009 and 2013) through custom software and the preparation of a detailed
analytical report that would support the use of data in effective policy making.
General information
The number of students who graduated in the two observed years (2009 and 2013) on some of
the faculties covered by the Tracer study was 5,805 out of which 4579 (or 78.9%) at 19 faculties
of the University of Montenegro, 179 (3.1% ) at 5 faculties of the University of Donja Gorica,
3
233 (4%) at six faculties of the University of Mediterranean, while 814 (14%) of students
graduated during this two years at one of the 7 faculty units that do not belong to the
mentioned universities.
Out of this number of graduated students, the number of students entered in Tracer was 3632,
or 62.5% of total graduates. The highest student intake in the Tracer database was recorded at
the faculties that belong to the University of Donja Gorica and the University of the
Mediterranean (100%), while approximately 60% of graduates from the University of
Montenegro were entered into the database.
However, the most relevant is the percentage of graduated students who responded to a
survey within the Tracer study. About 31.3% of the number of graduates enrolled in the
database responded to the survey, or about 20% of all graduates who graduated from one of
the faculties of three universities or independent faculty units involved in the study. The highest
percentage of completed surveys, i.e. the largest response rate for completing the survey by
universities, was recorded at the University of Donja Gorica (30.3% of the total number of
graduates), then at the Mediterranean University (22.8%), while 20.3% from the faculty of the
University of Montenegro filled out the survey. Observed by faculties, the highest percentage of
completed surveys in relation to the total number of graduates was recorded by graduates
from the Faculty of Information Systems and Technologies of the University of Donja Gorica
(57%), followed by graduates of the Faculty of Visual Arts at the University of the
Mediterranean (44%), Faculty for International Economy, Finance and Business of the
University of Donja Gorica (40%) and the Faculty of Philosophy of the University of Montenegro
(36%). The response rate of graduates from all faculties belonging to one of the three
Montenegrin universities was above 20%, except for the Faculty of Electrical Engineering (5%)
and the Faculty of Tourism and Hotel Management (8%) of the University of Montenegro. A
generally low response rate was recorded among graduates from faculty units that do not
belong to one of the mentioned universities.
4
Part 1: SOCIO-BIOGRAPHIC DATA
This section presents an analysis of the basic socio-biographical data on graduates who
graduated in 2009 and 2013 and participated in the monitoring study and completed the
survey. These data include information about sex, residence before and after the completion of
studies, citizenship, members of the household in which the respondent lives, as well as
information on parents' education. This information is of great importance in order to provide a
qualitative analysis in the following chapters.
When it comes to the gender structure of respondents, it is noticeable that in the total number
of respondents surveyed who graduated in 2009 and 2013, 60% are female respondents.
Graph 1a: Distribution of respondents by gender Graph 1b: Distribution of respondents by gender (2013)
(2009)
Male
Male 36%
40%
Femela
60% Female
64%
The highest number of graduates was born in the Central region - 57.3% (graduated in 2009)
and 55.3% (graduated in 2013), followed by students born in the Northern region, 17.8% (2009)
and 20.6% (2013). The smallest number of students who graduated during the observed two
years was born in the Coastal region - 14.2% (2009) and 15% (2013). Also, about 10% of
students who graduated in the observed two years were not born in Montenegro. Also, there
was an increase in the participation of students who were born in the Northern and the Coastal
region, while the participation of graduated students from the Central Region recorded a
decline.
Prior to the studies, dominant residence of graduates was also the Central Region (64% for
those graduated in 2009 and 55% for graduated in 2013), but in this case the Coastal region is
5
the second for both years (17.8% (2009) and 23.7% (2013)), indicating the potential migration
of students born in the Northern region to this or Central region in the period up to the
beginning of the study. The Northern region was place of residence prior to the study for 15.8%
of those who graduated in 2009, and 19.2% of students who graduated in 2013, which is lower
than the indicated place of birth for both years. Also, it was evident that a large number of
those who were not born in Montenegro during the period prior to the study moved to
Montenegro. Only 1.6%, and 1.8% of graduated students stated that their place of residence
prior to their studies was abroad.
Graph 2a: Residence before and after graduation (2009) Graph 2b: Residence before and after graduation (2013)
1600
700
1400
600
1200
500 1000
400 800
300 600
200 400
100 200
0 0
North region Central region South region Other North region Central region South region Other
Place of birth Residence before the study Place of birth Residence before the study
Current residence
Current residence
However, the residence after graduation, i.e. current residence of graduated students can be
considered as best indicator of the dynamics of migratory movements of students. These data
indicate significant migration of students from the Northern region, so only 8-9% of graduates
from both years stated that their current residence is Northern Region, which is significantly
lower than the percentage of students that previously lived in this region. This means that less
than half of the students is returning to the Northern Region after graduation. On the other
hand, the share of those who stated that their residence after graduation is Central Region
(74.4% (2009) and 66.9% (2013)) is much higher than the share of those who marked this
region as a place of residence before the studies, indicating the fact that students from the
North mostly stay in the Central Region after studying. Also, a slight decrease is recorded in the
number of those who cited Coastal Region as the place of residence after the studies, while the
percentage of those who go abroad increases. Namely, 3.2% and 2.4% of the graduated in 2009
and 2013 respectively indicated that their place of residence was after their studies outside
Montenegro, which is more than the number of those whose residence was abroad before the
studies.
Montenegrin citizenship had 97.1% of students who graduated in 2009, while this percentage
for students who graduated in 2013 was slightly lower and amounted to 96.6%. Among
students who graduated in 2009, students with citizenship of Bosnia and Herzegovina are in the
6
second place(1.3%), while among the graduates in 2013, this place belongs to citizens of the
Republic of Serbia (2%).
Graph 3a: Citizenship of students (2009) Graph 3b: Citizenship of students (2013)
Croatian
Other
Serbian BH Croatian OtherSerbian BH
0.6% 0.6% 1.3% 0.6% 0.1% 2.0% 0.6%
0.3%
Monteneg Montene
rin grin
97.1% 96.6%
Majority of students who graduated in 2009 live with their spouse / partner (47.6%), while in
the case of students who graduated in 2013 the majority of students live with parents (57.5%).
About 12% of students graduated in the two observed years live alone.
Graph 4: Who lives in your household?
Other relatives 16.2 83.8
I live alone 12.0 88.0

2009
Partner / spouse 47.6 52.4
Parents 38.5 61.5
Other relatives 23.2 76.8
I live alone 12.7 87.3

2013
Partner / spouse 24.4 75.6
Parents 57.5 42.5
0% 20% 40% 60% 80% 100%
Yes No
When it comes to the level of education of parents of graduated students, it is evident greatest
representation of those students whose parents have secondary education, followed by
students whose parents finished faculty. Nevertheless, the participation of students whose
7
mother has completed secondary education is less for those who graduated in 2013, while for
the same students the participation of those whose mother has completed the faculty is higher.
The number of graduated students whose mother or father has only elementary education is 6-
8% among graduated from both years.
Graph 5b: Parents’e education (2009) Graph 5b: Parents’e education (2013)
60 55 50 47 44
50 44 40
30 24 25
19 20
40 20
27 8 7
30 10 2 3 1 1
21 20
20 15 0
7 6
10 3 2 0 1
0
primary Secondary High BA MA PhD
school school school
Mother Father Mother Father
8
Part 2: EDUCATION PRIOR TO UNIVERSITY STUDIES
Most of the respondents who graduated at one of the faculties completed gymnasium (59% of
those who graduated in 2009, or 57% of those who graduated in 2013). The others had a VET
high school diploma. What is noticeable is that there are significantly more women in the
among those who finished gymnasium. Namely, two thirds of students graduating in 2009 who
previously attended gymnasium were women, while this percentage among graduates who
graduated in 2013 was 70%. In the case of students who graduated during 2009 and 2013 study
who had attended other high schools, women also have a mild numerical advantage.
Graph 6a: High school prior to university studies (2009) Graph 6b: High school prior to university studies (2013)
VET
VET
41%
43%
Gymnasium Gymnasium
59% 57%
Almost half of graduated students from both observed years had an excellent success during
high school, while in an even greater percentage (over 60%) excellent success was achieved in a
mature exam. Those with a very good success in high school made about two-fifths of all
graduated students. Although the percentage of the graduated students who had sufficient
success in high school was very small, its increase is noticeable for those who graduated in 2013
compared to those who graduated in 2009.
9
Graph 7: Success in high school (share in %)

70.0 62.8 61.8
60.0 49.2 48.6
50.0 42.1 39.5
40.0 32.7 29.8
30.0
20.0 9.1 5.6
8.1
10.0 0.6 0.3 4.2 2.8 2.8
0.0
Sufficient Good Very good Excellent Sufficient Good Very good Excellent
2009 2013
success at secondary school success at mature exam
Also, an increase can be observed when it comes to the participation of graduated students
who have repeated/retake the year. A significantly lower percentage of those who repeated
one of the school years during the university studies who graduated in 2009 had previously
completed gymnasium (16.7%). However, the situation is completely different among those
who repeated one of the years of study and who graduated in 2013, since about 70% of them
previously finished gymnasium. Parents of students who have repeated one of the study years,
have acquired lower levels of education.
Graph 8: Have you ever repeat school year? Graph 9: Employment after high school?
100% Yes
32%
80%
60%
98.1 95.6
40%
20%
0% 1.9 4.4 No
68%
2009 2013
Yes No
When it comes to employment after high school, it can also be noted that there is a significantly
greater share of those who worked or had employment after high school among the graduated
students who graduated in 2013, so every third student who graduated during 2013 had a
working experience before studying, while among those who graduated 4 years earlier, almost
every fourth student had a job after high school. Viewed by universities, around 40% of
students graduating from the University of Mediterranean and the University of Donja Gorica
had employment after secondary school, while that percentage is 27% for students graduated
10
at University of Montenegro. Also, a significant increase of those who had employment after
secondary school was also registered within students who graduated from one of the faculties
not belonging to one of these universities (25% (2009) and 61% (2013)).
11
Part 3: PERIOD OF STUDIES
3.1. First cycle of studies

Among the students who graduated in 2009, around 96% obtained a diploma at one of the
faculties of the University of Montenegro, while 4% obtained a degree in some of the
independent faculties. On the other hand, the answers to the survey were also given by
students who graduated in 2013 from the other two universities. (University of Donja Gorica
could not have graduates in 2009). Among those who graduated in 2013, around 76% were
from the University of Montenegro, followed by those who graduated from one of the
independent faculties that do not belong to any of the three universities, while the least
graduates (7%) were from the University of Donja Gorica .
Graph 10a: University / independent faculty in which Graph 10b: University / independent faculty in which
the interviewee obtained a diploma (2009) the interviewee obtained a diploma (2013)
Independ Universit Independ

ent y of ent
faculties Mediterr faculties
[PERCENT anean 9%
AGE] Universit 8%
y of
Donja
Gorica
University
7%
of Universit
Montene y of
gro Montene
[PERCENT gro
AGE] 76%
Graduated students from the University of Montenegro who graduated during 2013 had a
slightly lower average grade during their studies (7.95) compared to graduates from the same
university who graduated 4 years earlier (8.13). During 2009 there were no graduated students
at the University of Donja Gorica, hence there is no data on the average grade. However, data
for 2013 indicate that the average grade for those who graduated at UDG was 8.36, while the
highest average grade was recorded for those who graduated at the faculties of the
Mediterranean University (8.46). Generally, among graduated male students, it is noticeable a
lower average grade during studies compared to female students who graduated during both
observed years.
12
Graph 11: Average grade during studies
8.50 8.45 8.42

8.40 8.36
8.30
8.20 8.11 8.13
8.10 8.05
8.00 7.95
7.90 7.85
7.80
7.70
7.60
7.50
Total University of University of University of Independent
Montenegro Donja Gorica Mediterranean faculties
2009 2013
Observed by study programs, most graduated students were on study programs related to
economics, followed by Laws. Observed at the faculties, as expected, most of them graduated
from the Faculty of Economics of the University of Montenegro.
Almost three fifths (59%) of students who graduated in 2009 studied in Podgorica, while every
fifth (21%) of graduated students studied in Nikšid. They are followed by those who studied in
Kotor (8.7%), Cetinje (5.5%), Bijelo Polje (3.6%), etc. The situation is somewhat different when it
comes to those who graduated in 2013, as the number of those studying in Podgorica (62%) is
increasing, while the number of those studying in Nikšid (16.9%), Kotor (5.6 %), Bijelo Polje
(1.1%) and Cetinje (1.6%) is decreasing. There is also an increase in the number of students who
graduated in Herceg Novi (8.4% of all graduated in 2013).
A higher percentage of students who graduated in 2009 used a scholarship (30% compared to
24.8% of those who graduated in 2013). Of those who used the scholarship, two-thirds had
previously completed a gymnasium, while among those who did not use a scholarship there is
slightly more those who completed the gymnasium. Among those who graduated in 2013 who
received a scholarship, three quarters had previously completed a gymnasium.
Also, among those who graduated in 2009 and used a scholarship, almost every fifth student
had some kind of employment after high school, while there is a slightly higher percentage of
those who had a job after secondary school and did not receive a scholarship during their
studies (25.5 %). Among students who graduated in 2013 and used a scholarship, 36% had
employment after secondary school.
13
Graph 12: Scholarship during studies

100
90
80
70
69.9 75.2
60
50
40
30
20
30.1 24.8
10
0
2009 2013
Yes No
The most frequently used scholarship was provided by national government institutions (81% of
all scholarships for those who graduated in 2009 and 79.6% for those who graduated in 2013),
while second place was related to scholarships received by foreign private companies of those
who graduated in 2009 (8.6%), while for those who graduated in 2013 this place is related to
scholarships received from foreign state institutions (7.3%).
Graph 13: Type of scholarship
A scholarship sponsored by domestic state 79.6

institutions 81.7
A scholarship sponsored by foreign state 7.3
institutions 3.2
A scholarship sponsored by domestic private 2.4
companies 2.2
A scholarship sponsored by foreign private 1.0
companies 8.6
9.7
Other
4.3
0 10 20 30 40 50 60 70 80 90
2013 2009
Among the students who graduated in 2009, and among students who graduated 4 years later,
the most common way of learning about a higher education institution was through guides
(informers) for future students (37.9% and 40.4%, respectively), while also a significant source
14
of information was through friends or relatives (32% and 33.4%, respectively). There is
noticeable growth in the information gaining through the website of the educational institution
(from 6.8% to 12.9%).
Graph 14: How did you find out about a higher education institution?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
Through your friends or relatives 32.0 68.0
Through the web site of the institution 6.8 93.2
Through a high school teacher 14.2 85.8

2009
Through professors working in that institution 8.1 91.9
Through the students of that institution 14.6 85.4
Through guide for future students 37.9 62.1
Other 21.7 78.3
Through your friends or relatives 33.4 66.6
Through the web site of the institution 12.9 87.1
Through a high school teacher 9.0 91.0

2013
Through professors working in that institution 5.2 94.8
Through the students of that institution 14.7 85.3
Through guide for future students 40.4 59.6
Other 19.1 80.9
Yes No
The choice of the institution dominantly depended on the interest of the students for specific
area (about 70%), while at the second place prevailed opinion that the selection of that
program would make easier finding employment after the completion of the studies (about
20%). These reasons are followed by the status or reputation of the profession, then the
influence of parents, relatives and peers, as well as the ability to earn a good salary after
completing the studies.
15
Graph 15: Why did you choose this higher education institution?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Influence of parents, relatives or peers 14.6 85.4

Scholarship offer 0.3 99.7
Interest in this area 67 33
Status or reputation of the profession 16.2 83.8
I'm convinced that I'll get a job easier 20.1 79.9
2009
My belief that I will make a good profit 9.1 90.9

Inability to enroll another faculty 4.2 95.8
Good grades from subjects relevant to the field of study 7.1 92.9
Admissibility for Family Budget 6.8 93.2
Possibilities for the employment abroad 6.1 93.9
Other 7.4 92.6
Influence of parents, relatives or peers 11.7 88.3
Scholarship offer 1.9 98.1
Interest in this area 70.4 29.6
Status or reputation of the profession 13.2 86.8
I'm convinced that I'll get a job easier 19.6 80.4
2013
My belief that I will make a good profit 8.4 91.6

Inability to enroll another faculty 3.2 96.8
Good grades from subjects relevant to the field of study 8.4 91.6
Admissibility for Family Budget 4.9 95.1
Possibilities for the employment abroad 6.4 93.6
Other 8.8 91.2
Yes No
Graduated students from both observed years were mostly satisfied with the higher education
institution they attended (89.3% satisfied among those who graduated in 2009 and 85.1% were
satisfied among those who graduated in 2013.) The highest percentage of satisfied students
was recorded among students who graduated at the faculties of the University of Donja Gorica
(96.3%), and the smallest percentage of satisfied (although high) was among the graduates of
the University of Mediterranean (80.3%). The percentage of satisfied graduates from the
University of Montenegro was 83.8% (drop compared to the satisfaction of graduated students
from this university in 2009), while on other faculties satisfaction was also high (92%). These
data refer to students who graduated in 2013, when other universities alongside the University
of Montenegro had their own graduates.
16
Graph 16: Satisfaction with the institution of higher education

100%
95% 10.7
14.9
90%
85%
89.3
80% 85.1
75%
2009 2013
Yes No
Most students completed their studies within the stipulated study deadlines. However, this
percentage is slightly lower for students who graduated in 2013. Within this target group,
observed by universities, the highest percentage of students who completed studies within the
stipulated deadline is from the University of Mediterranean (85%), while this percentage is
similar for students of the University of Montenegro and the University of Donja Gorica (71%
and 72%, respectively). Among students who graduated at some of the faculties that do not
belong to one of these three universities, a very high percentage of study completion was
recorded within the stipulated study deadlines (95%).
Graph 17: Completion of studies within the time frame stipulated in the study rules
100%
90% 22.0 25.5
80%
70%
60%
50%
40% 78.0 74.5
30%
20%
10%
0%
2009 2013
Yes No
17
When it comes to the reasons for extending the time required to complete the studies, none of
the reasons greatly contributed to such a situation. The highest ranking belongs to personal
reasons (e.g. lack of interest in courses, lack of motivation, poor organization during studies),
then employment, poor organization of teaching, a large number of subjects (exams) in the
study program, etc.
Graph 18: Reasons for extending the time required to complete the studies (1 - not at all, 5 - to a large extent)
0.0 0.5 1.0 1.5 2.0
A large number of subjects (exams) on the study…

Poor organization of teaching (e.g. overlap of course…
Changing the facility
Staying abroad
Financial reasons
Employment
Performing professional practice
Family reasons (e.g. pregnancy, children, family…
Engagement in student or other organizations
Personal reasons (e.g. lack of interest in courses, lack…
Health reasons
Other
2009 2013
As the most significant source of income for students who graduated in 2009 and those who
graduated in 2013, is recognized financial support from parents and/or relatives who received a
score of 4.2 and 4.1 on the scale 1-5, respectively. However, it is important to note that at the
second place in both groups of students is placed own income from work during the studies
and/or during the summer break (2.5), while the third place is related to scholarships.
18
Graph 19: Sources of income during studies (1 - not at all, 5 - to a large extent)
Financial support of parents and / or 4.2

relatives 4.1
1.3
Financial support of partner / spouse
1.3
Own earnings from work during the study 2.5
and / or during the holiday 2.5
Loans (e.g. special loan for 1.5
education, loan from a bank) 1.6
1.8
Scholarship
1.7
Funds acquired before studying 1.4
(earnings, savings) 1.5
1.4
Another source of income
1.4
2009 2013
3.2. Second and third cycle of studies

Continuation of studies was recorded in almost two thirds of students who graduated in 2009
and 2013. Among students who continued their studies after graduation, the percentage of
women are higher - 60% (graduated in 2009) and 63% (graduated in 2013). Among those who
continued their studies, 82% completed their regular studies within the stipulated deadline,
while this percentage was slightly lower for those who continued their studies and graduated in
regular studies in 2013 (76%). Observed at faculties, of those who graduated in regular studies
in 2009 and continued their studies, about 95% are from one of the faculties of the University
of Montenegro, while about 5% are from other faculties. The situation is somewhat different
with those who graduated in 2013 and continued their studies, because other graduates also
had other universities in those years. Also, the largest share in the total number of those who
continued their studies are graduate students from the University of Montenegro, but their
participation is significantly lower than among students who graduated 4 years earlier, 71.5%,
while the participation of students from the Mediterranean University and the University of
Donja Gorica 10.8% and 9.1% respectively. Of the faculties that do not belong to one of these
universities come 8.6% of all those who continued their studies after graduating from regular
studies. However, it should be noted that out of the total number of graduates who graduated
from one of the faculties of the University of Donja Gorica during 2013, 90.7% continued their
studies, while this percentage was also high for those who graduated in the same year at one of
the faculties of Mediterranean University (87.9%).
19
Graph 20: Continuation of studies

100%
90%
80% 38.2 35.6
70%
60%
50%
40%
30% 61.8 64.4
20%
10%
0%
2009 2013
Yes No
Of those who graduated in 2009 and who continued their studies, the most frequent cycle of
studies that were continued was master studies, while specialist studies in the case of those
who continued their studies after graduating in 2013.
Graph 21: The cycle of studies that students have enrolled
Specialist 45.0
Master 64.9
2009
doctoral 6.8
Post-doctoral 0.0
None 2.1
Specialist 69.2
Master 38.6
2013
doctoral 2.1
Post-doctoral 0.0
None 1.7
Yes No
Students successfully completed specialist studies, which is the case with those who graduated
from regular studies in 2009 and 2013. After graduation, students mostly studied at educational
institutions in Montenegro (especially when it comes to specialist and master's studies).
20
Graph 22: The level of studies that the student successfully completed
Specialist 51.8
Master 37.7
2009
doctoral 2.1
Post-doctoral 0
None 16.2
Specialist 72.6
Master 15.1
2013
doctoral 0
Post-doctoral 0
None 10.8
Da Ne
Students also expressed their opinion on whether they want to continue their studies. Of those
who graduated in 2009, about 40% planned to continue studies, while this percentage is slightly
higher for those who graduated in 2013. Among the graduates from 2009 who planned to
continue their studies, approximately the same percentage is women and men, while this
percentage is significant in favor of women (65.4%) among those who planned to continue their
studies in 2013. years. Also, among those who do not plan to continue their studies in both
groups (2009 and 2013), women are more represented (63% (2009) and 68% (2013)
respectively).
Graph 23: Plan for continuation of studies
100%
90%
80%
70% 59.3 55.1
60%
50%
40%
30%
20% 40.7 44.9
10%
0%
2009 2013
Yes No
21
As the most important reason for the continuation of studies in both groups of graduated
students, self-improvement is indicated, followed by the desire for higher salary and conviction
that it will be easier to get to work.
Graph 24: Reason for continuation of studies
Self improvement 81.3 18.8
The desire for a higher salary 16.7 83.3

2009
Conviction that I will easily get to work 22.9 77.1
Other 8.3 91.7
Personal improvement 89.5 10.5
The desire for a higher salary 21.8 78.2

2013
Conviction that I will easily get to work 18.8 81.2
Other 6.0 94.0
Yes No
On the other hand, among those who do not plan to continue studies, the reasons for such a
decision vary with two groups of graduates. Those who graduated in 2009 as the most
important reason why graduates are not planning to continue their studies is the lack of money
for education (the year of the crisis), while those who graduated in 2013 as the main reason in
the majority of cases is the opinion that acquired knowledge is sufficient. Also, a significant
reason is the lack of motivation in both groups of graduated students.
Graph 25: The reasons why students are not planning a continuation of studies
Lack of money for schooling 81.4 18.6

2009
Lack of motivation 54.3 45.7

The opinion that acquired knowledge is
48.6 51.4
sufficient
Lack of money for schooling 29.4 70.6
2013
Lack of motivation 40.5 59.5

The opinion that acquired knowledge is
47.2 52.8
sufficient
Yes No
22
Part 4: CONDITION OF STUDY AND COMPETENCE
Students who graduated in 2009 and 2013 had the opportunity to assess the conditions of
study during basic studies. When it comes to the conditions of organization of classes within the
study program which students completed, they had the opportunity to give an evaluation in the
interval 1-5 (1 - very low, 5 - very high). The assessment for virtually all conditions ranges
between 3 and 4 for students of both generations, but a slight decrease in satisfaction with all
conditions is noticeable. The professional competence of teachers is best assessed (3.9 and
3.7), while at the very least it is assessed the presence of practical contents within the lecture
exercises (3, or 2.9), as well as the use of modern teaching approaches (3.2 and 3.1).
Graph 26: Assessment of the conditions of the organization of teaching within the study program completed by the
student – Basic studies (1 – very low, 5 – very high)
Contents of the study program 3.7

3.6
The ability to meet the duties on time (exercises 3.7
related to lectures, examinations, etc.) 3.6
Exam organization 3.6
3.5
Organization of classes within courses 3.4
3.1
Professional competence of teachers 3.9
3.7
Consultation with teaching staff related to teaching 3.7
contents (discussions on written works, assignments) 3.6
Use of contemporary approaches in teaching 3.2
3.1
Presence of practical content within lectures and 3.0
exercises 2.9
2009 2013
When it comes to satisfaction with the same conditions in specialist studies, grades are slightly
lower. Apart from the conditions that they were least satisfied with basic studies, at specialist
studies there is less satisfaction in organization of classes within the courses, as well as the
contents of the study program. As with basic studies, the greatest satisfaction is the
professional competence of teachers.
23
Graph 27: Assessment of the conditions of organization of teaching within the study program completed by the
student - Specialist studies (1 - very low, 5 - very high)
Contents of the study program 3.3

3.2
The ability to meet the duties on time (exercises 3.4
related to lectures, examinations, etc.) 3.4
Exam organization 3.3
3.2
Organization of classes within courses 3.1
2.9
Professional competence of teachers 3.5
3.4
Consultation with teaching staff related to teaching 3.4
contents (discussions on written works, assignments) 3.3
Use of contemporary approaches in teaching 2.9
2.9
Presence of practical content within lectures and 2.8
exercises 2.8
2009 2013
The level of satisfaction with the conditions of organization of student services within the study
program which the student finished is fairly equal in all issues with those who graduated in
2009 and those who graduated in 2013. The work of the student service (3.7 for the two
generations) is best rated, and the availability of professional literature (3.6 (2009) and 3.5
(2013)), while the least satisfaction is expressed in accessing information on employment
opportunities provided by Career center (2.4 for both generations).
Graph 28: Assessment of the conditions for the organization of student services within the study program
completed by the student (1 very low, 5 very high)
3.6
Availability of professional literature
3.5
3.5
Availability of computers
3.4
3.5
Internet access
3.4
3.7
Work of Student Services
3.7
2.8
Offering student exchange programs
2.8
Consultation with experts from your field 2.9
with a aim to professional orientation and… 2.9
Access to Career Opportunities Information 2.4
provided by Career Center 2.4
2009 2013
What worries is that only one third of students had some form of practice (obligatory or
optional) during basic studies in the generation that graduated in 2009, while this percentage is
24
slightly higher for those who graduated in 2013 - 38.9%. However, the length of practice varied
and generally lasted up to one month for those who graduated in 2009, while in the generation
that graduated in 2013 it was slightly longer.
Graph 29: Professional practice during studies (share in%)

80.0
67.3
70.0
61.1
60.0
50.0
40.0
29.1
30.0 25.0
20.0
7.7 9.8
10.0
0.0
Yes. I had a compulsory Yes. I had a practice that No. There was no practice
practice was not obligatory
2009 2013
Graduated students had the opportunity to assess satisfaction with acquired knowledge, skills
and abilities by the time they graduated, giving a grade in the range 1-7 (1 - not much, 7 - very
much). The greatest satisfaction within the both generations of students is with acquired ability
of team work, as well as using computers and the Internet (the average grade for both
generations of graduated students was 4.8). It is followed by satisfaction with the acquired
ability to detect their own gaps in knowledge and their bridging (4.7).
However, it is a concern that the least satisfaction is expressed for managing knowledge from
other study fields or disciplines (3.7), which points to a high level of specialization and a lack of
general education. Also, a lower level of satisfaction is reflected in the ability to apply acquired
theoretical knowledge and skills in practice, as well as the ability of written and oral
communication in a foreign language (4.2).
25
Graph 30: Satisfaction with acquired knowledge, skills and abilities up to the moment of graduation (1 - not much,
7 - very much)
Ability to apply acquired theoretical knowledge and skills in 4.2

practice 4.1
Ability of written and oral communication in a foreign 4.2
language 4.1
4.5
Ability to reconsider their own and other ideas
4.5
4.5
Ability to generate new ideas and solutions (creativity)
4.5
4.8
Ability to use computers and the Internet
4.8
4.6
Ability to Efficient Time Management
4.7
4.6
Ability of organization and planning
4.8
4.6
Ability to work under pressure
4.6
4.5
Ability to write a report. letters and documents
4.4
4.7
Ability to present ideas and reports in front of the audience
4.5
4.8
Ability of teamwork
4.8
Ability to mobilize available human and other resources 4.2
(leadership) 4.2
4.7
Ability to clearly argue own opinion on others
4.7
4.5
Ability to take over the initiative
4.5
4.6
Ability to adapt to new circumstances
4.6
4.3
Ability to negotiate
4.2
Ability to observe own gaps in knowledge and their 4.7
bridging 4.7
4.4
Ability of analytical thinking
4.6
3.8
Knowledge related to other study fields or disciplines
3.9
4.6
Knowledge related to your field of study or discipline
4.6
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0
2013 2009
In general, the satisfaction with the overall study program on the scale 1-10 is slightly higher for
those who graduated in 2009 (average grade 6.8), compared to those who graduated in 2013
(6.6). The highest percentage of those who gave the lowest grade for satisfaction to the study
program are among the graduates of one of the faculties that do not belong to any of the three
Montenegrin universities (16.7%). Among the graduated students from these faculties, the
highest grade of 10 gave 23.1%. Of students who graduated in 2013 at the University of
26
Montenegro completely dissatisfied (grade 1) was 6.4%, while those who were very satisfied
with the study program were 9.4% (rated 10). At the University of Donja Gorica there were no
graduate students who gave a grade 1 (not satisfied), while as much as 53.7% were very
satisfied with the study program (grade 10). When it comes to the Mediterranean University,
rating 1 gave 3% of those who graduated from one of the faculties of this university in 2013,
while the highest score was given by 16.7%.
Graph 31: Satisfaction with the study program (1 - not at all, 10 - very much)
6.9
6.8
6.85
6.8
6.75
6.7
6.65
6.6 6.6
6.55
6.5
6.45
6.4
2009 2013
On average, 86-87% of students who graduated in 2009 and 2013 would be enrolled in studies
again, while around 80% would enroll in the same study program and the same faculty.
Graph 32: Experience during studies - satisfaction

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Would you Would you Would you Would you Would you Would you
choose to study? choose the same choose the same choose to study? choose the same choose the same
study program? faculty? study program? faculty?
2009 2013
Yes No
27
Part 5: EMPLOYMENT
5.1. The first employment

More than half of respondents got a job after graduation. In comparison to the graduates from
2009, this percent is slightly lower in 2013. In total 13% (2009) and 11% (2013) had continued
the existing job after graduation. On the other side, very small percent of graduates is self-
employed.
Out of the total number of respondents, a quarter of those who graduated in 2009 had not
been employed after completing their studies. This percentage is slightly higher when it comes
to graduates from 2013, where almost a third (31.3%) did not have a job after graduation.
Graph 33: Start or continuation of employment which was last more than six months (%)
Yes. I started to work 57.7

53.6
Yes. I continued work 12.7

10.8
Yes. I became self-employed 2.7

3
Yes. I continued self-employment 1.7

1.3
No 25.3
31.3
2009 2013
Observed by gender, a higher number of women compared to men started a new job after
graduation (61% versus 39%). Also, a higher percentage of women started their own business
after graduation (75%), but more men were already self-employed (80%).
28
Graph 34: The way students get the job
Through the Employment Agency 29.3

47.2
Through ads in the newspapers and on the 23.0
Internet 14.9
Through personal contacts (friends and 35.0
relatives ...) 23.6
By visiting employers 5.7

9.8
Through the Employment Fair 0.7

1.0
With the help of the faculty staff 6.3

3.6
2009 2013
Almost half of the students who graduated in 2013 was hired by the Employment Agency of
Montenegro (47%). Compared to graduates from 2009, this percentage is significantly higher
for students who graduated in 2013. Also, a higher number of graduates from 2013 get a job by
visiting employers compared to those who graduated four years earlier. On the other hand, the
comparison of these two groups of graduates indicates that employment through personal
contacts, as wellas ads in newspapers and internet is less present with graduates from 2013
compared to 2009. In addition, the smallest number of graduates found a job through the
employment fair.
Graph 35: Connection between studies and the first emplotment and self-employment (1 –not at all, 5 –to a very
large extent)
4.0
3.5
3.5 3.1
2.9
3.0 2.6
2.5
2.0
1.5
1.0
0.5
0.0
To what extent was the first job related to To what extent was self-employment
your studies? related to your studies?
2009 2013
29
Research among graduates found that those who graduated in 2009 rated the link between
studies with first employment and self-employment with a higher average grade than students
who completed studies in 2013. Observed by sex, men gave higher ratings than women. The
analysis of the answers of graduates from 2013, according to the universities / faculties where
the students obtained diplomas, showed that the least grades were given by students who
completed studies at one of the independent faculty units, while graduates from the University
of Donja Gorica gave the highest grade to relationship between their studies and the first job
(3.6, on a scale from 1 to 5).
5.2. Current working status

Out of the total number of students who graduated in 2009, 81.7% are currently employed,
while this percentage is slightly lower when it comes to graduates from 2013 (66.3%). Observed
by the university / independent faculty, the highest percentage of graduates (2013) who are
employed has completed the University of Donja Gorica (85.2% of the total number of
graduates is currently employed). Almost two thirds of students (65%) who obtained a degree
at the University of Montenegro are employed, while a slightly lower percentage of employed
graduates are from the University of the Mediterranean. Out of the total number of students
who completed some of the independent faculties, which are not a part of above mentioned
universities, 69.2% currently have a job.
Graph 36: Currently employment
100%
90% 18.3
80% 33.7
70%
60%
50%
40% 81.7
30% 66.3
20%
10%
0%
2009 2013
Yes No
30
When it comes reasosn of unemployment, the most common is inadequate labour supply
which is more pronounced for graduates from 2013 than those who completed studies in 2009.
In addition, further advancement is reason of unemployment to 10% of graduates.
Graph 37: Reasons for the unemployment
Disinterest 10.9
2.2
Inadequate job market offer 52.7

62.2
Further training 7.3

10.1
Family reasons 3.6

5.0
Health reasons 0.0

0.7
other 25.5
19.8
2009 2013
The highest number of students get a job after graduation. Survey among graduates from 2013
shows that 71.2% of them have found a job after graduation, whil this percent is higher among
graduates from 2009 (80.8%). On the other side, number of students who were employed
before and during the studies is growing. Out of total number of employees (employed
graduates), 15.1% worked during the study (2013), while this percentage among graduates
from 2009 was 8.6%.
Majority of students work in Podgorica (52.1% of graduates who get a diploma in 2009, and
38.8% graduates from 2013). On the other side, employment in other cities is at much lower
level (among other cities the highest employment is noticed in Niksic – 6%).
Graph 38: When did you get a job?

100%
80%
60% 71.2
80.8
40%
20% 15.1
8.6
10.6 13.7
0%
2009 2013
Prior studies During the studies After the studies
31
Graduates from 2009 were in the largest percentage waiting for a job up to 6 months (44%). On
the other hand, every fourth graduate was waiting for a job from 6 to 12 months, and every
fifth from 1 to 3 years. Out of the total number of students, one in ten was waiting for a job
more than three years.
Graph 39a: Duration of unemployment (2009) Graph 39b: Duration of unemployment (2013)
From 3 to 5 Over 5 years Over 5 From 3 to 5

years 3% years years
7% 0% 2%
From 1 to 3
years
From 1 to 3 19%
years From 0 to 6
20% months
From 6 From 0 to 6
44%
months to months
From 6
1 year 57%
months to 1
22%
year
26%
When it comes duration of unemployment, the survey showed slightly beeter results for the
graduates from 2013, than those from 2009. From the total number of graduates, 57% got a job
in the first six months afted graduation. Also, 22% have been employed in the period from six
months to one year after completing studies, while 19% of them got a job in the period prom
one to three years after graduation.
Graph 40: How did you find out about the current job?
40.0
33.9 33.6 33.1 32.5
35.0
30.0
25.0
20.0
15.1 13.8 13.8
15.0
8.6 7.3
10.0
4.5
5.0 2.0 1.8
0.0
By tracking ads in Through personal Through Private With the Through the Through
newspapers and contacts Employment recommendation of recommendations Employment Agency
web sites (friends, relatives) Agencies the faculty staff
2009 2013
32
Most of the graduates found a job by accompanying ads in newspapers and web sites, as well
as through personal contacts (every third graduate student). The smallest number of them
found information about the job by private employment agencies (2%). Compared to those who
graduated in 2009, it was noticed that the role of the Employment Agency as an intermediary
between the graduates and the labor market was higher for those who obtained a degree in
2013.
Graph 41: Employment by sectors
Public - privately owned 13.9

(kindergarten, university, etc.)
12.5
40.4
Public - owned by state
31.6
44.1
Private sector
52.5
1.6
Non-government sector
3.4
2009 2013
The survey among both grops of graduates shows that the highest percentage of them is
employed in the private sector (more than half of those who graduated in 2013, and 44% of
those who graduated in 2009). In addition, important sector for employment of graduates is
public sector. In comparison to 2013, higher number of graduates have been emploted in public
sector in 2009 (40% vs. 32%). On the other hand, the smallest number of students are
employed in the non-governmental sector. Observed by sex, out of the total number of
employed women, the largest number is employed in the state-owned public sector (42%) and
the private sector (42%). On the other hand, almost half of employed men work in the private
sector (47%).
33
Graph 42: Regulation of working engagement

70.0
58.4 59.6
60.0
50.0
37.6
40.0 34.5
30.0
20.0
10.0 6.2
0.9 2.9
0.0
0.0
A fixed-term Permanent contract Volunteer Work Not regulated by
employment contract contract
contract
2009 2013
Analysis of the employment status of graduates from 2009 and 2013, indicates that fix-term
employment is more present at graduates from 2013 than those who obtain diploma in 2009.
Namely, out of the total number of students who graduated in 2009, 37.6% have a fixed-term
employment contract and 59.6% permanent contract. On the other hand, 58.4% of the
graduated students from 2013 have a fixed-term contract with the employer, while 34.5% have
permanent contract. There is also higher number of cases where the employment status is not
regulated by a contract in 2013 compared to those who graduated in 2009.
Observed by sex, there are no significant differences in terms of contracts for a fixed or
permanent period for men and women. However, evident difference is related to the number
of cases of unregulated employment status, where more women have unregulated
employment status than men (5% of women vs. 0% of men - in 2009, 7% of women vs. 5% of
men - 2013).
Graph 43a: Employment in the profession (2009) Graph 43b: Employment in the profession -(2013)
Partly
Partly
15%
18%
No
10%
No
15%
Yes
Yes 67%
75%
34
One of the indicators of labor market is connection between occupations and employment.
According to survey among graduates, three quarters of graduates from 2009 work in the
profession, while this percentage is slightly lower among graduates from 2013 (two thirds of
graduates work in the profession). On the other hand, a higher percentage of graduated
students in 2013 does not work in the profession compared to those in 2009. Higher percent of
mismatch between types of jobs and profession is present more in women compared to men in
both groups of graduated students. Analyzing graduates who do not work in the profession,
71% of those who graduated in 2009 would like to work in the profession, while this percentage
is higher for those who graduated in 2013 (84%).
Graph 44: At currently job, to what extent do you use the Graph 45: Do you want to work in the profession?
knowledge and skills that you acquired during your
studies? (1 –not at all, 5 –to a very large extent)
4.5 100%
3.9
4.0 3.8 90% 16.5
29.2
3.5 80%
3.0 70%
2.5 60%
2.0 50%
40% 83.5
1.5 70.8
30%
1.0
20%
0.5
10%
0.0
0%
2009 2013
2009 2013
Yes No
On a scale from 1 to 5, graduates assessed the level of usage of knowledge and skills acquired
during studies at the current job with an average grade of 3.9 and 3.8 (students graduated in
2009 and 2013 respectively). Differences in average grades per gender are not significant, but
there are differences depending on the university/faculty where students have obtained a
diploma. The highest average grade was given by graduate students (2013) of the University of
Donja Gorica, who assessed the level of knowledge and skills acquired during their studies by
average grade 4.5, while students who completed the University of Mediterranean assessed the
use of knowledge 4.1. In addition, graduate students of the University of Montenegro assessed
the extent to which they used the knowledge and skills that acquired during their studies at
current job by an average grade of 3.8. The smallest grade was given by students of
independent faculties (2.4).
35
Graph 46: Progress at work Graph 47: Career advancement

100% 100%
16.3 22.1 22.9
80% 80% 38.8
60% 60%
40% 83.7 77.9 40% 77.1
61.2
20% 20%
0% 0%
2009 2013 2009 2013
Yes No Yes No
About four-fifths of graduated students said they had the opportunity to progress at work. A
comparison of a group of students who graduated in 2013 with the one who obtained the
degree in 2009 indicates that graduates from 2009 had greater opportunities for career
advancement. This possibility is more pronounced among men than women. Also, observed by
universities / faculties, 60% of graduated students of the University of Montenegro, 50% of
students from Mediterranean University and 74% of students who graduated at University of
Donja Gorica stated that they have the opportunity to progress in their career, while this
percentage among graduates from independent faculties is 65%.
When it comes to career advancement, 73% of students who graduated in 2009 have advanced
in terms of higher monthly wage, while 70% have advanced in the field of gaining a higher title.
A slightly lower percentage of students who graduated in 2013 has advanced. Namely, 69% of
graduates advanced in terms of higher wage, and 58% in terms of higher title. The gender
analysis suggests that men are more advanced than women.
Graph 48: Monthy wage (in %)
From 100 EUR to 300 EUR 8.6

21.8
37.2
30.5
5.1
From 1000 EUR to 2000… 10.2
2.5
From 2000 EUR to 3000… 1.6
1.1
Over 3000 EUR 2.9
1.8
2009 2013
An important indicator of the quality of studies and links between studies and labor market is
the monthly wage of graduate students. Namely, most of those who graduated in 2013 earn
36
from 300 to 500 EUR (37%) and from 500 to 800 EUR (31%). A higher percentage of those who
receive higher salaries is among those who graduated in 2009, which is logical given their longer
work experience. Observed by sex, survey has shown that men earn more than women.
Graph 49: Working time
100%
90% 13.5 16.0
2.4 3.4
80%
70%
60%
50%
40% 84.1 80.6
30%
20%
10%
0%
2009 2013
Full time (8h) Half Time (4h) Overtime (over 8h)
More than four fifths of employed graduates work eight hours a day. Compared to graduates in
2009, a higher percentage of graduates from 2013 work overtime and half-time.
Graph 50a: How many employers have you changed? Graph 50b: How many employers have you
(2009) changed? (2013)
Four Five Four Five

[PERCENT [PERCENT [PERCEN [PERCENT
AGE] AGE] TAGE] AGE]
Three
[PERCEN
Three TAGE]
One One
[PERCENT
[PERCENT [PERCEN
AGE]
AGE] TAGE]
Two
Two [PERCEN
[PERCENT TAGE]
AGE]
Almost half of the graduate students have changed at least one employer. On the other hand,
every third student who graduated in 2013 and every fourth that graduated in 2009 has
changed two employers. A small percentage of graduated students has changed more than five
employers (6% of graduates from 2009 and 3% of graduates from 2013). The main reasons for
change job are better employment conditions (72% for graduate students in 2009 and 59% for
graduate students in 2013), while other reasons are to a lesser extent important for deciding on
37
change of employer (factors, such as higher wage, work in the profession and permanent
contract, in average makes under 30% of cases).
Graph 51: Which study program, in your opinion, was the most relevant to your employment? (in %)
46.9
Only the study program you completed
47.5
36.7
Your and related study programs
35.0
A study program that is not close to your 7.3

study program 6.2
9.0
Any study program
11.3
2009 2013
In the almost half of cases, the study programs that students completed were the most
appropriate for their employment. The smaller percentage of graduates stated that the related
study program was the most suitable for finding a job (35%). On the other hand, for each tenth
student, any study program responded to employment.
Graph 52: Which level of education, in your opinion, was the most relevant to your employment? (in %)
Diploma of higher 11.4
schools 18.9
College Diploma 9.4

4.0
BA Diploma 33.5
31.6
Spec Diploma 31.8

38.1
MA Diploma 11.0
6.5
PhD Diploma 2.9

0.9
2009 2013
When it comes to the level of education and employment of graduates, in the most cases,
specialist’s degree and bachelor’s degree corresponded to employment. Compared to
graduates in 2009, diploma of high school was significantly more relevant to finding a job with
students who graduated in 2013 (18.9% versus 11.4%). However, the reversed situation is
noticeable when it comes masters and doctoral degree, as well as college degree.
38
Graph 53: Rating of the link between workplace and completed studies (1 - not at all, 5 –to a very large extent)
3.8 3.7
3.7
3.6
3.5 3.5
3.5
3.4
3.3
3.2 3.2
3.1
3.0
2.9
2.8
If you take into account all aspects of your job, how If you take into account all aspects of your job, how
much is your job ... ... complying with the education much is your job ... ... fulfilling the expectations you
acquired during studies had when you started the studies
2009 2013
On a scale from 1 to 5, graduates assessed the link between workplace and completed studies.
Considering all the aspects of the workplace, the degree to which the work corresponds with
the education gained during the studies was rated with an average grade of 3.7 (graduates from
2009) and 3.5 (graduate students from 2013). Analysis by universities/faculties indicates that
students who graduated at University of Donja Gorica gave the highest grade to the link
between the workplace and completed studies (4.0), while students who obtained a diploma at
University of Mediterranean and University of Montenegro gave slightly lower grades (3.8 and
3.5, respectively). The lowest grades were given by graduate students from independent
faculties (2.6).
Also, the level of fulfillment of expectations that students had when they started their studies,
on a scale from 1 to 5, was rated by 3.5 (graduate students from 2009) and 3.2 (graduate
students from 2013). The highest expectations were met by the graduates of the University of
Donja Gorica (4.0), while students who graduated from the University Mediterranean rated
expectations by 3.5 and students graduated from the University of Montenegro with 3.1.
Graph 54: Importance of some aspects for employers in recruitment of graduates (%)
39
Curriculum of the study program

Topic of final work
Level of Education
Average grade
Experience in practice
Reputation of Higher Education Institutions
2009
Experience of study abroad

Knowledge of foreign languages
Work on a computer - IT skills
Recommendation by friends and relatives
Ready to work for wage below average
Readiness to work without a labor contract
A willingness to work overtime without any…
Curriculum of the study program
Topic of final work
Level of Education
Average grade
Experience in practice
Reputation of Higher Education Institutions
2013
Experience of study abroad

Knowledge of foreign languages
Work on a computer - IT skills
Recommendation by friends and relatives
Ready to work for wage below average
Readiness to work without a labor contract
A willingness to work overtime without any…
Yes No
Within the research, various aspects of employment were analyzed, i.e. their importance to the
employer in recruitment of graduates. The most important aspect for the employer is the level
of education. Also, a significant category in recrutment is the knowledge of a foreign language
and IT (computer) skills. On the other hand, the least important aspect is the final exam - thesis,
the experience of studying abroad and the willingness to work without a job contract.
40
Part 6: PROFESSIONAL ORIENTATION AND SATISFACTION
Professional orientation is an important issue when it comes to the relationship between

studies and job. On the scale from 1 to 5 the importance of different aspects of employment
was evaluated. Graph 55 gives an overview of 17 different categories. The smallest grade was
given to possibilities of dealing with scientific work 3.1, while the greatest grade was given to
favorable working environment, opportunities for career advancement and possibilities of
reconciliation of work with family life.
Graph 55: Importance of certain aspects for employment (1 - not important, 5 - very important)
Possibility of matching work with family life 4.2

4.3
Variety of work tasks / jobs 3.9

3.9
The ability to do something useful for the company 4.0

3.9
Ability to work in a team 3.7

3.8
Suficient free time 4.0

4.1
The possibility of career advancement 4.2

4.3
Challenging work tasks 4.0

4.1
High income 4.0

4.1
The possibility of continuous learning 4.2

4.1
Affordable working environment 4.2

4.3
Possibility of conducting your own ideas 4.0

4.0
Social Recognition and Status 3.6

3.6
Safety at work 4.2

4.2
The ability to use acquired knowledge and skills 4.2

4.1
Clear and precise tasks 4.1

4.1
Possibility of scientific work 3.1

3.1
Independence in work 3.8

3.9
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5
2013 2009
41
The degree of achievement of certain aspects of employment in the current job is given in
Graph 56. Similarly, in the case of importance assessment, the possibility of engaging in
scientific work was assessed with the lowest rating (2.7 (2009) and 2.8 (2013)). On the other
hand, a favorable working environment has been largely achieved on the current job.
Graph 56: To what extent some aspects of employment have been achieved (1 –not at all, 5 –to a very large
extent)
Possibility of matching work with family life 3.6

3.7
Variety of work tasks / jobs 3.4

3.5
The ability to do something useful for the company 3.3

3.4
Ability to work in a team 3.4

3.5
Suficient free time 3.5

3.6
The possibility of career advancement 3.6

3.6
Challenging work tasks 3.4

3.4
High income 3.3

3.5
The possibility of continuous learning 3.6

3.6
Affordable working environment 3.7

3.8
Possibility of conducting your own ideas 3.4

3.5
Social Recognition and Status 3.2

3.3
Safety at work 3.6

3.6
The ability to use acquired knowledge and skills 3.6

3.7
Clear and precise tasks 3.6

3.6
Possibility of scientific work 2.7

2.8
Independence in work 3.4

3.5
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
2013 2009
Nine of ten graduates - employees are satisfied with the current job. There are small
differences between graduates in 2009 and 2013, where greater dissatisfaction was expressed
with a group of students who graduated in 2013.
42
Graph 57: Satisfaction with the current job

100%
95%
11.4
14.5
90%
85%
88.6
80% 85.5
75%
2009 2013
Yes No
Two out of three graduate students in 2013 who are dissatisfied with the job, have indicated
low salaries and inability to progress as reasons of dissatisfaction. These are, to a smaller
percent, the most significant reasons for dissatisfaction with 2009 graduates. On the other
hand, irregular income is the reason for dissatisfaction of the smallest number of graduated
students.
Graph 58: Reasons for dissatisfaction with current job
Low earnings 53.6 46.4

Irregular income 3.6 96.4
An overworked job 25 75
2009
Inability to progress 60.7 39.3

Poor interpersonal relationships 28.6 71.4
Other 39.3 60.7
Low earnings 66.3 33.8
Irregular income 10 90
An overworked job 28.7 71.3
2013
Inability to progress 65 35
Poor interpersonal relationships 26.3 73.8
Other 40 60
Yes No
In total, 65% of graduated students from 2009 and 54% from 2013 are satisfied with the
monthly wage. Out of total number, 70% of graduate students from University of Donja Gorica
are satisfied with the monthly income, while this percentage is lower for students who
graduated at University of Montenegro (51%) and University of Mediterranean (45%). Also, two
43
out of three students who have obtained a degree at one of the independent faculties is
satisfied with the monthly salary.
44
CONCLUDING REMARKS
Tracer Study conducted among graduates in 2009 and 2013 indicates that most students
enrolling faculty graduate from gymnasium and that students whose parents have a higher
level of education often continue their education after secondary school. Most students
received a degree at the University of Montenegro (96% - 2009, 76% - 2013), while the average
grade was highest among students who completed the Mediterranean University.
The most common form of getting information about about university/faculty among
graduated students is the informer for future students, while the reason for enrollment and
selection of a particular higher education institution and study program is the interest of
students. The research showed that 3 out of 4 students completed studies within the time
frame stipulated by study rules, while over 85% were satisfied with the studies. During the
studies, fewer than 30% of students used a scholarship, and in most cases the parents financed
education. When it comes to the second cycle of studies, two-thirds of students enroll in
specialist, master or doctoral studies. The main reason for the continuation of education of
graduated students after basic studies is self - improvement, while on the other hand the main
reason why students do not continue studies are the lack of money for education (for
graduated in2009) and the opinion that the acquired knowledge is sufficient (among graduated
in 2013) .
Students are generally satisfied with the organization of teaching within the study program
that they have completed (average grades from 2.9 to 3.9 on a scale of 1 to 5), while the rating
of satisfaction with the study program on the scale from 1 to 10 is rated at 6.8 (2009) and 6.6
(2013). However, a high percentage of students (67% -2009 and 61% - 2013) had no practice
during the studies.
When it comes to first job, more than half of the respondents got a job after completing their
studies. A total of 13% (2009) and 11% (from 2013) respondents continued their existing work
after graduation, while very low percentage is self-employed. Also, research among graduates
showed that 2009 graduates rated the link between studies with first-time employment and
self-employment with a higher average grade than graduates from 2013. In addition, the
analysis of results by universities/faculties indicates that students from the University of Donja
Gorica rated the relationship between employment and studies with a higher average grade
than students from other universities/faculties.
45
The results of the survey showed that out of the total number of students who graduated in
2009, 82% are currently employed, and 66% of those who graduated in 2013. Observed by
universities/faculties, students who completed the University of Donja Gorica are mostly
employed (85%), while this percentage is lower for students who have completed the
University of Montenegro (65%) and Mediterranean University (61%). In most cases (over 70%),
of students are emloyed after graduation, while 44% of graduated in 2009 and 57% of
graduated in 2013 were waiting for employment up to six months after graduation. Of the total
number of employees, over half (2013) works in the private sector and has a fixed-term
contract (58% - 2013). Also, four out of five graduates work full time and about half of them
have changed at least one employer.
Additionally, 75% and 67% of graduated students from 2009 and 2013 are employed in the
profession and about 80% have the opportunity to progress in their careers. When it comes to
earnings, 37% (2013) and 32% (2009) of graduated students earn between 300 EUR and 500
EUR per month, while about one-third of graduates earn from 500 EUR to 800 EUR. The link
between workplace and study was assessed by students with 3.7 (2009) and 3.5 (2013) on the
scale from 1 to 5. Also, out of the total number of employees, over 85% are satisfied with the
job.
Based on the results of the research, the following recommendations were defined:
 Further promotion of opportunities for scholarships. Since nearly every third student
who graduated in 2009 and every fourth that graduated in 2013 used the scholarship, it
is necessary to further promote the opportunities for scholarships. Also, out of the total
number of scholarships beneficiaries during the studies, 4 out of 5 students received a
scholarship from the national government institutions, while significantly fewer
scholarships are awarded by other institutions. In this regard, further scholarships from
foreign state institutions and domestic and foreign companies should be further
promoted.
 On a scale of 1 to 5 graduated students assessed the presence of practical content in
lectures and exercises with 3.0 (2009) and 2.9 (2013). Having in mind this assessment
and in order to better train students for the labor market, it is necessary to strengthen
the practical dimension of lectures and exercises.
 About two-thirds of students (67% -2009 and 61% - 2013) said that they had no practice
during the studies. Hence, it is necessary to introduce and/or strengthen practical
teaching at faculties.
 Given that graduated students rated the offer of exchange programs with an average
score of 2.8 on a scale of 1 to 5, it is needed to consider further providing information
on the opportunities for participation in exchange programs.
46
 Of the total number of students who did not continue their studies at specialist and
master courses, a total of 54% (2009) and 41% (2013) was not motivated to continue
studies after the completion of basic studies. To this end, it is necessary to increase the
awareness of students about the positive aspects of continuing studies.
 Given that a very small percentage of graduates find employment through employment
fairs (below 1%), it is necessary to consider other channels of cooperation with
employers in order to employ students.
 Motivate students to look for work during the studies, given the low percentage of
those who found employment during studies (15% - 2013).
 The study found that a very small percentage of students are self-employed (below 5%).
In this regard, it is necessary to further stimulate entrepreneurship during studies and
motivate students for self-employment.
 Having in mind that during employing an employer considers level of education and
knowledge of a foreign language and computer skills as the most important, additional
emphasis should be placed on these aspects during the studies. Also, one of the aspects
relevant for employment that employers’ value is practical experience, which implies
the need to organize practical lessons during the studies.
 On a scale of 1 to 5, graduates assessed the link between workplace and completed
studies with an average grade of 3.7 -2009 and 3.5 - 2013. Considering the drop in the
average grade and the space for further improvement, it is necessary to further tailor
the study programs to the requirements of the labor market.
 A total of 15% of graduated students (2013) do not work in the profession, which points
to the need to further adapt studies to labor market and its requirements.
47

Tracer Study Data Analysis September 2017

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Tracer Study Data Analysis September 2017

Transféré par

Droits d'auteur :

Formats disponibles

MONTENEGRO

"HIGHER EDUCATION AND RESEARCH FOR INNOVATION AND COMPETITIVENESS" -

TRACER STUDY - DATA ANALYSIS

Podgorica, September 2017

Part 1: SOCIO-BIOGRAPHIC DATA 5

Part 2: EDUCATION PRIOR TO UNIVERSITY STUDIES 9

Part 3: PERIOD OF STUDIES 12

3.1. First cycle of studies 12

3.2. Second and third cycle of studies 19

Part 4: CONDITION OF STUDY AND COMPETENCE 23

5.1. The first employment 28

5.2. Current working status 30

Part 6: PROFESSIONAL ORIENTATION AND SATISFACTION 41

Part 1: SOCIO-BIOGRAPHIC DATA

Graph 4: Who lives in your household?

Other relatives 16.2 83.8

I live alone 12.0 88.0

Partner / spouse 47.6 52.4

Parents 38.5 61.5

Other relatives 23.2 76.8

I live alone 12.7 87.3

Partner / spouse 24.4 75.6

Parents 57.5 42.5

0% 20% 40% 60% 80% 100%

Mother Father Mother Father

Part 2: EDUCATION PRIOR TO UNIVERSITY STUDIES

Graph 7: Success in high school (share in %)

success at secondary school success at mature exam

Part 3: PERIOD OF STUDIES

3.1. First cycle of studies

Independ Universit Independ

Graph 11: Average grade during studies

8.50 8.45 8.42

Graph 12: Scholarship during studies

Graph 13: Type of scholarship

A scholarship sponsored by domestic state 79.6

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

Through your friends or relatives 32.0 68.0

Through the web site of the institution 6.8 93.2

Through a high school teacher 14.2 85.8

Through professors working in that institution 8.1 91.9

Through the students of that institution 14.6 85.4

Through guide for future students 37.9 62.1

Other 21.7 78.3

Through your friends or relatives 33.4 66.6

Through the web site of the institution 12.9 87.1

Through a high school teacher 9.0 91.0

Through professors working in that institution 5.2 94.8

Through the students of that institution 14.7 85.3

Through guide for future students 40.4 59.6

Other 19.1 80.9

Influence of parents, relatives or peers 14.6 85.4

My belief that I will make a good profit 9.1 90.9

My belief that I will make a good profit 8.4 91.6

Graph 16: Satisfaction with the institution of higher education

0.0 0.5 1.0 1.5 2.0

A large number of subjects (exams) on the study…

Financial support of parents and / or 4.2

3.2. Second and third cycle of studies

Graph 20: Continuation of studies

Graph 21: The cycle of studies that students have enrolled

Graph 23: Plan for continuation of studies

Graph 24: Reason for continuation of studies