Statistical evaluation of the impact of education on changes in labor supply in the labor market

Abstract

Introduction. The particular role of statistical evaluation of the impact of education on changes in the supply of labor resources in the labor market is corroborated in the presented paper. A comparative analysis is conducted related to the evaluation of the impact of the structure of competencies and education of accountants and auditors on meeting the demands of the labor market. The presented study employed the quantitative research design. It allows to provide replies to questions concerning the relationships existing between variables in order to elucidate, predict and control the respective phenomena. The purpose of the paper is to investigate the sustainability of qualifications among accounting graduates in accordance with the demands of the labor market. Results. The authors deem it necessary to conduct further research for the purpose of searching for modern tools, particularly in terms of quantitative and qualitative evaluation of human resources at every life cycle of an individual. A survey was carried out among 250 auditors - graduates of Oles Honchar Dnipro National University. The Statistical Package for the Social Sciences (SPSS) was utilized for data analysis. The following statistical tools were employed: Kolmogorov-Smirnov test for normality; Pearson correlation coefficient for validity; Cronbach's Alpha for reliability statistics; frequency and descriptive analysis; T-test. Conclusion. The analysis of the data showed that the university’s contribution to improving the skills of accounting graduates is high, with the mean value (skills of accounting graduates) amounting to 3.86, the test value = 16.5 and P-value = 0. Furthermore, the results of the data analysis also identified positive feedback with regard to the university's contribution to the professional development of accounting graduates, with results showing that the university plays a prominent role therein, the mean value (suitability of accounting curricula) equals 3.67, test value=-12.5 and P-value=0. Recommendations were provided for the improvement of the educational process related to professional training of future accountants and auditors. Prospects for further research lie in the analysis of the compliance of accounting curricula employed in universities with the demands of the labor market.