The purpose of this paper is to examine factors that can contribute to minimising a discrepancy between a traditional grade point average and a newly introduced employability readiness indicator, aiming to increase the efficiency of universities in producing employable graduates. While grade point average integrates grades for courses completed, employability readiness indicator indicates the level of competencies developed in these courses.
The data were collected for two bachelor programmes at Narxoz University by means of a structured interview, a structured observation and a specialised test. Various statistical and regression analyses were applied to determine properties of grade point average and employability readiness indicator as well as factors affecting them by setting and solving the problem of minimising the discrepancy using Bloom’s taxonomy as a framework.
The minimisation problem appears to have had multiple optimal solutions that significantly decrease the discrepancy on account of factors from thinking levels 3-4 (apply and analyse). To further eliminate this discrepancy, it is reasonable to focus on factors from thinking levels 5-6 (evaluate and create).
Due to its consistency and simplicity, this approach can be applied at any university allowing national and international comparison of educational quality. A longitudinal study covering more programmes is necessary to draw conclusions concerning causality.
The novelty of this study lies in illustrating how the education process can be related to competency development and how critical factors of competency transmission can be identified.
