Problem addressed
In the 21st century new jobs have emerged, and also the way we do our jobs has also changed. Therefore, certain competencies have become more crucial, so the question emerges how higher education can prepare graduates for such changes.
Innovative solution
The project included an analysis of competency requirements in Hungarian business higher education, as well as the expectations of potential employers, based on job portal listings and focus group interviews with industry professionals. The identified competencies served as the basis for Q-methodology research aimed at exploring the importance and hierarchy of these competencies, as well as identifying distinct groups of employer representatives.
Key results and benefits
As part of the project, 18 employer focus groups were conducted to examine the perceived importance of various competencies. The analyses revealed that communication, complex problem-solving, and digital skills are considered highly important by employers. The research also explored the competence gap, identifying discrepancies in the areas of skills, abilities, and attitudes and values.
Based on employer feedback, higher education requirements, and international competence frameworks (such as those from the OECD and AACSB), we developed a set of 40 competency definitions, which formed the foundation of our Q-methodology study. As a result of this Q-methodology survey, we identified several distinct groups of employers, each emphasizing different competencies. This segmentation allows for the tailoring of educational programs according to different professional orientations.
To support the dissemination of findings, we held presentations for students on the competencies currently expected by the labor market. Additionally, we organized a higher education professional conference titled “Developing Student Competencies for Future Demands”.
We also hosted employer workshops, aimed at fostering dialogue on how business professionals can become more actively involved in university-based competence development.
Our findings have been presented and published at both national and international conferences. Key international publications include:
Bogdány, E., Cserhati, G., & Raffay-Danyi, Á. (2023). A proposed methodology for mapping and ranking competencies that HRM graduates need. The International Journal of Management Education, 21(2), 100789.
Bogdány, E., Cserháti, G., & Csizmadia, T. (2025). Employer insights into key competencies for human resource management graduates: a Q-methodology study. Cogent Education, 12(1), 2448885.
Potential for mainstreaming
The Competence Mirror serves multiple purposes across individual, organizational, and societal levels.
It motivates individuals—particularly students and recent graduates—to set personal learning goals by providing insight into current competence expectations. At the same time, it encourages employers to support the learning processes and integration of young professionals, and to take an active role in competence development within higher education.
On a broader societal level, the Competence Mirror contributes to strengthening learning motivation. The research findings can support higher education institutions in developing training programs that better align with the competencies required in the labor market. In addition, the results provide a basis for policy recommendations, suggesting adjustments to educational requirements to ensure that academic programs respond more effectively to employer needs.
