An empirical analysis of the relationship between entry level position and job satisfaction among Norwegian university graduates

Abstract

This thesis explores the relationship between entry-level positions and job satisfaction among graduates from Norwegian universities. The effects of education content fit, entry level position, job demands and nationalities on job satisfaction were analyzed using the Special Candidate Survey 2019 conducted by the Nordic Institute for Studies in Innovation, Research and Education (NIFU). Multinomial logistic regression method was used to conduct the analysis. The quantitative analysis reveals a correlation between education content fit and entry level position. However, the results were different for the relationship between job demand and job satisfaction as well as nationalities and job satisfaction. The results did not show a positive correlation between job demands and job satisfaction. Similarly, there was no correlation between graduates’ nationalities and job satisfaction. Additionally, qualitative findings provide a nuanced understanding of graduates' expectations versus reality, highlighting the importance of training and professional development. The results indicate that job satisfaction is markedly higher among graduates whose entry-level positions closely match their field of study and career aspirations. This research contributes to the broader discourse on employment and educational outcomes, offering valuable implications for policymakers, educational institutions, and employers aiming to improve job placement strategies and enhance overall job satisfaction for new graduate entrants into the labour market.