An Innovative Partnership Among Students, Faculty and Aviation Industry

Institute of Aviation Studies BS Project Report
BS Project Report
Institute of Aviation Studies
University of Management and Technology
An innovative partnership among

students, faculty and the aviation
industry.
FINAL YEAR PROJECT
NABILA ABBAS
MARYAM RAZZAQ
An innovative partnership among faculty, students and aviation Industry

Page |0
Institutes of Aviation Studies BS Project Report
Declaration Statement
We certify that the work submitted is our own and that any material derived or quoted
from the published or unpublished work of other persons has been duly acknowledged.
Student Full Name: NABILA ABBAS

MARYAM RAZZAQ
Student Registration Number: 15009001026

15009001029
Signed: …………………………………………………
Date: Wednesday, 15, 2019
An innovative partnership among student, faculty and aviation industry

Page |1
Abstract
This paper presents the findings for proposed and recommended improvements into
four year aviation education programs as demonstrated by aviation industrial survey
instruments conducted for this project as well as the eventuate-on survey performed at
Embry Riddle Aeronautical University in early 1996 [ CITATION Joh14 \l 1033 ]. This paper
deals with the concluded recommendation of strengthening more strong relation among
institutes and aviation industry. Aviation industry personnel at AIIAP LAHORE and
faculty members throughout the University of Management and technology system were
got ahold of providing more efficient inputs as to ways of improving the quality for
aviation degree programs. Key facts obtained during the research work was then re
scripted into a written appliance which is dealing with the two important concerns. The
“more innovatively improvements of both faculty as mentor and the teaching aids” and
“to meet the industrial demands and requirements to create more employability rates”
were the two highly recommended improvements in this study. This paper suggests the
environment of multi-disciplinary educational learning, proposed peer-suggested tools of
improving student accomplishments of knowledge, capability, and excellence in aviation
education.

Page |2
Acknowledgments
With due respect, we want to give special thanks to our supervisor Sir Kalim Ur
Rehman, our head supervisor Sir Ahmed Aizaz as well as our principal Sir Imran
Saeed. Who gave us this opportunity to do this awesome project on topic of “An
Innovative Partnership among Students, Faculty and Aviation Industry”. This topic
helped us so much in doing research and we also got so much knowledge.
WE ARE VERY THANKFULL TO ALL OF YOU!

Page |3
Contents
Declaration Statement...........................................................................................................................1
Abstract.....................................................................................................................................................2
Acknowledgments..................................................................................................................................3
List of Figures.........................................................................................................................................6
Abbreviations..........................................................................................................................................8
Glossary....................................................................................................................................................9
Executive summary..............................................................................................................................10
1 Introduction........................................................................................................................................12
2 Literature Review..............................................................................................................................14
2.1 Background...................................................................................................................................14
2.2 BS Aviation management; a four-year degree program globally...........................................15
2.3 BS Aviation Management at University of management and technology, Lahore, Pakistan
...............................................................................................................................................................15
(Table 1, curriculum)...........................................................................................................................16
2.4 A need for growing relationship with the industry....................................................................18
2.5 More active methodology; preparing student for a real world................................................20
2.6 Employer’s expectations and the actual skillets possesses by the graduates..........21
2.7 Case study.......................................................................................................................................23
University of Reading.........................................................................................................................23
Career management skills.............................................................................................................23
3 Findings...............................................................................................................................................27
Findings from questionnaire..............................................................................................................27
3.1 Aviation Industry Survey regarding Curriculum................................................................27
3.2 Faculty Survey............................................................................................................................34
3.3 Alumni Survey.............................................................................................................................41
3.4 Employer Survey........................................................................................................................48
4 Discussion..........................................................................................................................................53
5 Recommendations............................................................................................................................57
6 Conclusion..........................................................................................................................................59
Appendix 1.................................................................................................................................................60
Alumni Survey.......................................................................................................................................60

Page |4
To be filled by Alumni - After the completion of BS Aviation Management.................................60

The purpose of this survey is to obtain Alumni input on the quality of education they receive
and the level of preparation they had at University. The purpose of this survey is to assess
the quality of the academic program and to observe graduates relation with the industry.
We seek your help in completing this survey..............................................................................60
Appendix 2.................................................................................................................................................63
Faculty Survey.......................................................................................................................................63
The Purpose of this survey is to assess faculty members’ satisfaction level and the
effectiveness of BS Aviation Management programs in place to help them progress and
excel in their profession. We seek your help in completing this survey and the information
provided will be kept confidential..................................................................................................63
Appendix 3.................................................................................................................................................66
Table 1. Basic Courses..........................................................................................................................66
Table.2 Fundamental Courses..............................................................................................................67
Table .3 Core Courses...........................................................................................................................67
References.............................................................................................................................................69
Bibliography..........................................................................................................................................71

Page |5
List of Figures
FIGURE 1 CMS MODEL.................................................................................................17

FIGURE 2 SFAAI MODEL...............................................................................................19
FIGURE 3 BASIC COURSE CHART..............................................................................20
FIGURE 4 FUNDAMENTAL COURSES CHART............................................................23
FIGURE 5 CORE COURSES CHART............................................................................25
FIGURE 6 TEACHING TECHNIQUES AND TOOLS......................................................26
FIGURE 7 DEMANDS AND REQUIREMENTS..............................................................26
FIGURE 8 EXPERIENCE OF INTERACTION................................................................27
FIGURE 9 ACADEMIA AND INDUSTRY LINKAGE.......................................................28
FIGURE 10 BS AM SCOPE............................................................................................28
FIGURE 11 ROLE OF FACULTY....................................................................................29
FIGURE 12 MENTORING/TRAINING.............................................................................30
FIGURE 13 EMPLOYABILITY RATE..............................................................................31
FIGURE 14 CAREER COUNSELLING...........................................................................31
FIGURE 15 EXPERIENCE AND KNOWLEDGE.............................................................32
FIGURE 16 CIRRCULUM................................................................................................33
FIGURE 17 SCOPE OF DEGREE..................................................................................33
FIGURE 18 INFRASTURUCTURE FACILITATION........................................................34
FIGURE 19 FACULTY TEACHING SERVICES..............................................................35
FIGURE 20 EMPLOYED AFTER DEGREE COMPLETION...........................................36
FIGURE 21 WORKING AFTER SEARCHING AND WAIT.............................................37
FIGURE 22 NOT EMPLOYED IN AVIATION INDUSTRY..............................................38
FIGURE 23 JOB LEVEL UNDER SEARCH....................................................................39
FIGURE 24 NO PROGRESS IN ATTAINING JOB.........................................................39
FIGURE 25 PREFERENCE TO GO FOR NON AVIATION JOB....................................40
FIGURE 26 ORGANISATION EXPECTATION...............................................................41
FIGURE 27 LEVEL OF COMPETENCY.........................................................................42

Page |6
FIGURE 28 DEVELOPMENT OF COMPETENCIES......................................................43

FIGURE 29 RECRUITMENT OF GRADUATES.............................................................44

Page |7
Abbreviations
IAS Institute of Aviation Studies

UMT University of Management and Technology
PCAA Pakistan Civil Aviation Authority
KTP Knowledge Transfer Partnership
MALM More Active Learning Methodology
NIOACE National Institute of Adult Continuing Education
CMS Career Management Skills
PDP Personal Develop Planning
AM Aviation Management
ADAA Alumni Delegation and Advisory
TTASD Teacher Training and skills development
PR Peered References
SWE Supervised Work Experience

Page |8
Glossary
Aviation Aviation is the operating of heavier than air

aircraft, the designing and manufacturing of the
aircraft and the activities included transportation
of the people and freight.
BS Aviation Management A four year non engineering degree program, in
which various aspects of aviation industry are to be
studied.
Employability Employability indicates the attributes of a person
which consequently able him to gain and maintain
employability.
Personal Develop Planning This is the process of developing an action plan
based on values, awareness, reflections and goal
setting for personal development in the content of
career, educational aspects.
National Institutes of Adult continuing The Institute where the number of adults is engaged
education in formal and informal learning and to improve the
quality of opportunities available.
Knowledge Transfer Partnership The partnership between an educational institute and
the industry, where a transfer base is set to share
technical, transferable and practical skills for future
employability concerns.
Supervised Work Experience The supervised work experience assures that one
under membership/registration/student
ship/employment are receiving quality work
experience that help in shaping their skills and
competencies.
Career Management Skills Career management skills are the competencies
which help to identity ones existing skills, develop
future career goals and contribute in enhancing
career.
Executive summary
Purpose of the study

Page |9
This study and research work promote the importance of BS Aviation management
program as an aviation academia in Pakistan. It highlights the need of curriculum
improvements with accordance to industrial demands and requirements. It also
promotes the active methodologies to create more employability rates for graduates in
the field work. This research work is addressing the problem statement of, “less
engagement of the aviation industry with institutes and low employability rate for
graduates.” The study proposed, as a concluded recommendation,” more actively
learning environment for students, curriculum design with accordance to industry
demands and requirements, efficient methodologies to strengthen partnership among
institutes and aviation industry”.
Audience
This study and research work are addressed to three distinctive group who paly highly
important role in the community of aviation education. The first group is professional
and mentors, that of, faculty within institutes who play a role of balancing the challenges
of teachings, services and quality of the education as their job requirement. Both by
concern and necessity, it is this group, who drive the future of students. The second
group is consisting of the students both undergraduates and graduates. Facilitating the
students with effective curriculum and faculty mentorship, there is also need of self-
learning and volunteer participation by the students.
The third group is consisting of the aviation industry being the future employers for
graduates. The aviation industry plays a vital role in deciding the marketable place for
institutes which have been offering this degree program.
Overall, the standpoint of this research work deals with the aviation academia and
aviation industry. Hence, the language used is English as common. However, the
written material and findings used in the research work will be of sure valuable to
worldwide members of the aviation community who wish to hopefully improve the
aviation academia.
Scope

P a g e | 10
The scope of this research work is highly diversified and vast. Three distinctive groups
of,” faculty, students and aviation industry” can get benefit by understanding the current
operational challenges within industry and the area of improvement within aviation
academia for the future. More active and innovative methodologies recommended as a
concluded remarks can be applied to foster the institute’s progress as well as creating
more employability rate within the field work for graduates. This research work deals
with the practical mission of strengthening partnership with the industry.

P a g e | 11
1 Introduction
The emerging program of BS Aviation management has been growing very fast in
Pakistan. The program deals with the four years non engineering bachelor
compromising of 360 anglicized effective management subjects in the field of aviation
industry. The difficult economic and slow growth level of aviation industry, at national
level, has forced the institutes of aviation studies to revise the roles that they play
regarding the overall educational process as well as that support of financial
contemplation. This reexamination has been concentrating on two highly important
considerations, the economical and employability growth into aviation industry and that
of more competitive preparation of students for the industrial future concerns and
contributions. There is a need for strengthening the partnership among institutes and
aviation industry. There is a great need to emphasize on such motives, that of, a
portion of an institutional education preparing the students with accordance to industrial
demands and requirements, and, if so, should the potential employers be given a
notable support in that process. There is an urgency of addressing the dual mission;
tackling the operational challenges within aviation industry and that of providing highly
positive educational outcomes for students by actively involving both undergraduate and
graduate students [ CITATION Pro \l 1033 ].
Meanwhile, the faculty mentor plays multi-disciplinary role of collaborating with students
to prepare them for the future. Upon these terms, the institutes’ key mission is to create
demand for their graduates as well as an area of employability emplacement. The
institutes must be now sponsored by the industry partners, and a research should be
done to address such issues so that better understanding should be prevailed among
the two. The research work agenda is to take initiative of addressing operational
challenges into aviation industry and improvements of global aviation institutes’
processes with the application of data collection and analysis [ CITATION Rob \l 1033 ].
The institutes must apply innovative structures, which would be discussed in detail,
later, into this research work, that is comprising of faculty as mentor to assist graduates’
students in their command of teams of undergraduate students’ researchers trucked
with industry sponsored projects. This innovative structure best ensures the positive

P a g e | 12
educational outcomes; achieved with the great participation of students by themselves

as well.
The current research undertaken to examine the feigned need for a strong affiliation
between academia and industry with distinct regard to student educational opportunities
in a research context, and to exhibit how effectively the institutes as well as industry
facilitates this engagement, with the focused goal of enhancing graduate’s employability
rate.

P a g e | 13
2 Literature Review
2.1 Background
The field of aviation education has gone through intense changes and trends in its
comparatively very short time history. Since World War II, the extraordinary interest and
passion for aviation has emerged exponentially, especially with the induction of jet
aircrafts for domestic as well international air transportation. The significant interest in
aviation and the rapid growth of air transportation has urged education academia. This
consequently reflects the importance of aviation field in contributing of one nation’s
economy and security. Aviation in Pakistan has to face many severe technical and
operational challenges of low industry growth and performance, advanced security
measures, less employability rates, deprived financial contribution by its carriers, more
layoffs, fidgety labor negotiation and less engagement of the industry with institutes to
acquire future skills and labors [ CITATION Pak18 \l 1033 ] . Today, on both ends, the
institutes and aviation industry have to face such critical challenges. There is a need to
bring more innovate partnership among the two by introducing more realistic and
creative solutions.
Luckily, now globally, we have wide opportunities to pursue dreams into aviation field
with such programs like BS Aviation management. Aviation education has been
emerging as a core foundation into academia community. The misfortune is that of
aviation education isn’t holding the status of hard sciences. And, there is less
recognition of aviation research likewise it appears in other fields of physics,
mathematics or in social sciences. [ CITATION Rob04 \l 1033 ] Stated that the reason for
such disparities into aviation education is that of aviation industry has not well
recognized the contributions of aviation institutes to produce aviation graduates.
Reportedly, there could be many reasons for that like,” the less engagement of institutes
with aviation industry or the curriculum may need to change with accordance to industry
demands and requirements or else there is need to employ more active methodologies
to enhance the productivity of aviation education, globally.

P a g e | 14
2.2 BS Aviation management; a four-year degree program globally

BS Aviation management is well structured designed and globally an academic degree
program that helps students to have a core understanding of the business
administration within the aviation industry as well as 360 management learning within
sub departments of the aviation field. The degree program is introduced and designed
with a motive of guarantying aviation graduates to have a vast career at managerial as
well as at operational levels. It also opens variety of practical opportunities within
various airlines of the world. This degree program is highly marketable ranked to
provide students with a chance of learning different operational mechanism, regulations,
and the characteristics of applying general management principles into aviation
industry. Those students who have actually the mindset of working into aviation
industry and keen knowledge of business administration can passionately look for such
programs. [ CITATION Bac \l 1033 ]
The core objective of this four-year degree program is to prepare students for a basic
foundation that structured the modern and practical career zone into aviation industry.
This course, globally, has been designed to meet the international standards of aviation
industry market and trends. It allows student to enjoy multi-disciplinary environment by
applying vital practical and theoretical skills to have more result-oriented outcomes. The
skills acquire within BS Aviation management programs are marketable worldwide
today.
2.3 BS Aviation Management at University of management and technology,

Lahore, Pakistan
The four-year degree program of science into the field of aviation is being offered by the
University Management and technology, Lahore, Pakistan. The CEO of this department
has recognition of introducing this degree program into Pakistan for the first time. This
degree program is a dedicated one for those students who wants to pursue an excited
career into aviation industry. The slogan for conquering the skies is best meeting the
career opportunities for those students who actually love aviation industry. This degree

P a g e | 15
program provides an immense knowledge and practical techniques to well know about
the operational functions of airlines and airports. It deals widely with the knowledge of
aviation career development, aviation safety, aviation security, air traffic management,
global airline management, human factors in aviation, human resource in aviation
management and much more. The curriculum has designed with accordance to
international standards and is very comprehensive (Table 1, Curriculum).
Students are supposed to get prepare for career in aviation fields. They also being
taught how airport and airlines all around the world effectively collaborate with their
partners to run aviation operations globally. At university of management and
technology, students are prepared to become excellent human resource persons to
further induce their practical, technical and theoretical knowledge into the field work.
Highly professional qualified faculty mentors are there to assist their students.
Meanwhile, active social and volunteer activities are appreciated to engage student into
self-learning projects. UMT Aviation club [ CITATION UMT13 \l 1033 ] and Aviation Literary
forum [ CITATION Avi16 \l 1033 ] is the active example of improving the volunteer
participation and practical experience of the students. The program also facilitates
students with core resources, training and technical aids. To develop the passion and
aptitude for flying two active flight simulators naming Aircraft Cessna 172 and Redbird
MCX [ CITATION RED \l 1033 ]Has installed. This improves the technology standard and
quality of the education. Hence, UMT is playing vital role both in providing the aviation
education and quality management for such programs in Pakistan. [ CITATION Uni \l 1033 ]
(Table 1, curriculum)
Course Title Cr.Hrs
(Semester 1) 3
 Aviation Sciences 1 3
 Introduction to aviation 3
 English grammar and comprehension 3
 Computer application in business 3

3
 Introduction to business
 Business mathematics

P a g e | 16
(Second Semester) 3
 Aviation sciences II 3
 Aviation law 3
 Micro economics 3
 English II 3
3
 Islamic studies
3
 Business statistics
(Third Semester)
3
 Fundamentals of accounting
3
 Airspace and air traffic management
3
 A/C performance and flight simulation
3
 Macro economics
3
 Research paper writing and presentation
3
 Principles of management
(Fourth Semester) 3
 Aviation safety management 3
 Aviation career development 3
 Flight operation management 3
 Principle of marketing 3
 Pakistan studies 3
 Foreign language
(Fifth Semester) 3
 Cost accounting 3
 Airline marketing management 3

3
 Airport management
3
 Aviation security
3
 Leadership skills in aviation
3
 Global airline management
(Sixth semester)
3

P a g e | 17
 Aviation entrepreneurship 3
 Human factors in aviation 3
 Human resource management in aviation 3
 Air cargo and ground handling services 3

3
 Air sales management
3
 Business finance
(Seventh semester)
3
 Airline financial management
3
 Airport design and development
3
 Environmental factors in aviation management
3
 Aviation research method
(Eighth semester)
3
 Internship
3
 Aviation practicum/thesis 3
 Aviation strategy and policy 3
 Airline maintenance management
Total Courses = 44 Total Cre.Hrs= 132
2.4 A need for growing relationship with the industry

Recent research has shown light on highlighting an extending imparity between
employer’s expectation for skills of graduate’s students to which they are meant to hire
them and the actual skills possessed by those of graduate’s students. There is
terrifically affecting the graduate’s employability through such imparities, which is
continuously occurring specifically in the area of system competencies, or those
compliance relative to the system and it requires the root of mutual understanding,
receptivity and knowledge that relates one to see how this all system work together in a
bond. [ CITATION Wel14 \l 1033 ] These researches have come to a point for focusing the
need that institutes need to change their conventional modes of education and to switch
innovatively making special efforts to assist their students to adopt those capabilities
which highly stimulate employability rates. [ CITATION Vic10 \l 1033 ] Suggested three
mechanism for increasing employability in the previous research work; choose and

P a g e | 18
identify your work, strong training and networking, and drudging in marginal paid and
unpaid ranks. Another study focusing on the employability concerns for graduate
student, [ CITATION Sim13 \l 1033 ] recommended the mechanism of supervised work
experience (SWE) to enroot employability concerns while designing the curriculum for
undergraduates. The positive outcomes for employability are beneficial under the
mechanism of supervised work experience, and it comprises the understanding of
utilizing practical techniques to best practice the knowledge and motivating institutional
culture to build self confidence among students.
Supervised work experience has the chances of including long year emplacement that
could be occurred somewhere in between the second or final year study, or else it could
be short term that is interfused within the academia programs. Haasler, in her research
shown that the external example for SEW can be the industry sponsored programs that
continue for very shorter period but actually foster the future place for students. While
practicing the supervised work experience mechanism, regarding the changeover of
learning, [ CITATION Sim13 \l 1033 ] observed that:
Firstly, to prioritize the product based or cognitive learning transfer, supervised

experience work develops an opportunity of building more technical, knowledge based
and capabilities that leads towards expertise. Hence, practicing supervised work
experience, students tend to demonstrate more “technical” practices. Secondly, to
prioritize more process based or socio culture learning transfer, supervised experience
work develops an opportunity of constructing more personal skills and expertise.
Hence, practicing more supervised work experience, students tend to demonstrate
more “experimental” conceptions. To analysis data effectively, it was recommended that
these two mechanisms have strong impact on student’s employability rate.
[ CITATION Sim13 \l 1033 ]Concluded that institutions of aviation studies may need to
ponder, “There is great demand and requirement for engaging more collaboratively with
their students to practice more process based, knowledge based, experimental based
and technical based workplace learning. This concept also lines up with the hypothesis
of [ CITATION Vic10 \l 1033 ] in which she said faculty as mentor should be available to
assist their students in developing systematic competencies and technical knowledge.

P a g e | 19
These studies shown that faculty should encourage the supervised work experience
tasks and those students who willingly participate into such activities. [ CITATION Jam11 \l
1033 ] Observed the student volunteering into educational programs in the United
Kingdom. The writer reported that such volunteering activities could closely relate to
“through volunteering and social emplacements there can be great emphasize on
learning within the curriculum, or else, it should be a part of student’s academic
programs and activities.” These researchers have concluded that voluntary activities are
a main contingency due to “devoted considerations, lack of reliable and robust
evidence, and the lack of mutual partnership foster among institutes and aviation
industry.” They considered with strong recommendations that student voluntary work
also foster their chances for higher employability rates.
2.5 More active methodology; preparing student for a real world

Aviation institutes and faculty mentors are moving towards a mission of “a more
efficacious and active methodology employ into initial learning stage so that there can
be an area of improvement into educational programs. Meanwhile, it will consequently
lead students to prepare them for a real and practical life. [ CITATION Luc12 \l 1033 ] Says
even industry should move into innovative structures and designs while aligning the
engagements of students actively. Industries should encourage students on their behalf
and should recognizing their programs. The industry should play a part in recognizing
their demands and requirements while designing the curriculum by the institutes.
[ CITATION Kev11 \l 1033 ] Stated that institutes should prepare their students on the
demands and requirements of industrial view point. From the very initial stage, at
undergraduate level, students should have a set of curriculums designed on the very
trends of industry. This actually strengthen the future employability of students and
display more strong engagement with the industry concerns as well. Meanwhile, the
researchers noted that simulated work experienced based programs and activities
provided by the institutional curriculum enhances the participation students and lead
them towards more critical thinking, technical knowledge-based practices and social
skills. The innovative and advanced designs for curriculum matter a lot.

P a g e | 20
Another mechanism for more active learning methodology is “practice-based learning”.

It has been deployed successfully into United Kingdom for the last two decades, and the
other is that of knowledge transfer partnership among institutes and aviation industry.
[ CITATION Ada08 \l 1033 ] Has perfectly stated the relationship between employer and the
institutes which have been passing their graduates into the market place. He explained
the need for creating a sustainable linkage between employers and the career choices
by the students. He concluded with the strong recommendations of considering the
employers expectations and requirements while preparing the students for that specific
industry. A more vital picture of the industry trends and demands should be analyzed so
that students can better practice the curriculum activities.
2.6 Employer’s expectations and the actual skillets possesses by the graduates
The concept and definition of employability has Longley been discussed in many
contexts and articles but there is huge level of interest in the employability of graduate’s
context. As the area of interest in promoting employability rate for graduates has been
emerging, many institutes have started breaking down the particular skills and
attributes, should be, possessed by the graduates. For instance, common skills,
functional skills, transferable skills, essential skills, enterprise skills and generic skills.
[ CITATION Pat \l 1033 ] According to him, most of the employer’s desire to have graduates
with more proactive abilities of using their critical, technical and functional skills into
more multi layered communication. They should be able to design innovative structures
to stimulate organizations for more active transformation. [ CITATION Nat \l 1033 ] Argued
that employability concern is the social issue of one individual and to see if the self-
involvement and struggles are highlighted or nor. Therefore, National Institutes of Adult
continuing Education, believes that employability is the responsible element which plays
a vital role among;
 Individual (graduate) who is responsible for the consequences and outcomes of

the choice he/she may adopt
 Business or industries in which more field work is possible for the graduates,
includes the responsibilities of facilitating graduates with accordance to their
merits and scope

P a g e | 21
 Employer has a responsibility of creating more opportunities for the fresh

graduates as internship or open walk programs
 Institutes of higher education like Universities has the responsibility of providing
career counselling and guideline to their graduates
The literature shown result of great emphasizes over such graduates who are capable
of working in multi-disciplinary environment and cultures of the organizations, and those
graduates who encourages and applies innovative team work culture. Employers
appreciate more critical thinking as it leads towards more innovation, front change and
anticipation. The research reports have shown the concept of employability more
centered into the area of developed communication, advanced knowledge of
information technology, numeracy, and behavior of learning to embrace change
[ CITATION Mas03 \l 1033 ].
Previously pondering over research work, now researchers have moved towards a more
delicate understanding of graduate employability and presented more inter linked skills,
competencies and attributes that best help graduates to excel both in securing and
performing well in employment.
[ CITATION Rot07 \l 1033 ] Proposed a well-known approach for understanding

employability that is based on more inter linked skills of;
 The student’s academic performance and progress at undergraduate level

 The Student inter personal skills and capabilities to lead
 The student’s level of interest, ambition and passion in the field
 The student’s critical evaluation about University’s credibility and brand strength
 The student’s university reputation about his/her specific program at national and
international level
 The student’s keen is of knowledge and research work about external
opportunities about the labor market
 The student awareness about external labor market scope about his/her degree
program

P a g e | 22
 The external labor market’s demands and requirements about student’s degree
program
[ CITATION CBI07 \l 1033 ] Also contributed in discussing on the very trendy topic of
employability. They defined employability opportunities gateways and skills into
following attributes possessed by the graduates;
 Strong communication and technical knowledge

 Self-motivation
 Positive attitude and critical thinning
 Business and industry culture awareness
 Innovate team work player
 Problem solving attributes
 More advanced knowledge and application of information technology
The CBI concluded strongly with the recommendation of having more positive attitude
within the graduates. This can actually enhance their employability rates. Graduates
should have “can do” approach towards their dreams and employability concerns. They
should be open to new ideas and drive those to make it happen. They noticed that
employers do prefer of in taking those graduates with more innovative and creative
approach. A foundation of having positive attitude; being ready to participate and take
new challenges is the core functional skill of a graduate.
2.7 Case study

University of Reading
“Incorporating career management skills as a standard part of the degree has
increased student motivation.”
Career management skills

The University of reading emphasis on implementing career management skills (CMS)
model which is the combination of four basics pillars that of;

P a g e | 23
 University core concentration of spending few credit hours for final degree
classification
 Considerable differentiations of resources with accordance to program disciplines
 A partnership among the academia and industry
 Career counselling and guidelines for the students
University Induustry
Final Degree
Academia and
classification
industry linkage
(credit hours)
Resources
Career
differentitaion
Counselling
with accordance
Portal
to disciplines
Student Employer
Figure 1 CMS MODEL
Developed in 1999 as a part of responding to Dearing research, CMS shown outcome

of preexisting curriculum based career guidelines and assisting tools for the students.
There are three main sub parts of the CMS model. No. 1 of finding your profile; it deals
with the self-awareness, employability audits and skills developments. No.2 of finding fit
position; it deals with awareness of jobs, courses and opportunities. No.3 of having
effective application; it deals with employer’s requirements and recruitment methods.
Delivery through the curriculum
University of reading has suggested CMS as a standard part of the curriculum and
student get motivate to work on this area as if it is credit hours bearing. It will overthrow
the challenges of optional career modules, which are often avoided by those who
actually are in need to have these in most cases. Curriculum design should be clearly

P a g e | 24
linked to be supposed for students’ knowledge subject, discipline related skills

developments and industry demands. Consequently, steps have been taken to
implement CMS among students to polish their skills and capabilities with clearer and
wider picture.
Differentiated by degree
All sections of the CMS are modified and design with accordance to audience and the
seeker, but the one who possess higher capabilities and skills must go for differentiate
fit search, which are relating to career and courses in the discipline. Each discipline and
subjects have its own open market demand, opportunities and employability concerns.
Particular information is required for students both at undergraduate or graduate level
wisely encountering the discrimination/demands of industry.
Coordination with other opportunities for advice
The quality Assurance Agency for Higher education has stated that personal
development planning (PDP) systems and skills should be highlighted on an important
note to apply at universities level. Through PDP, there can be immense chances of
fostering employability rates for graduates. Meanwhile discussing on CMS, it will
contribute in many ways of; online links and materials related to employability,
coordination and implementation of the personal tutorial system, and front online
learning led by face to face learning, by the mentors and advisors. There is great need
of establishing contact with the students and those of recruiting staff like industry. CMS
effectively act as a gateway for other career advices services.
Hence, employability rate enhancement could be delivered by;
 Building and sustaining upon existing good practices

 Implementing CMS into degrees program
 Cooperating and strengthening a relation among academia and the industry
 Mentoring the students for career counselling
 Students’ self-motivation and desire for career growth
 Industrial requirements and demands balance
 Building a balance between theory and skills development

P a g e | 25
 Understanding the nature of employability and awareness of the market trends
However, the institutes or academia can influence the employability rate by setting the
demand for its particular degree programs. While the institutes might be contributing to
graduate’s skills and capabilities to work for particular positions. The employment rate of
graduates also reflects the ranking of institutes in mix of providing the standard for
education, entry of the undergraduate students for that particular degree program,
criteria of the degree program and the scope for that in industry.

P a g e | 26
3 Findings
Findings from questionnaire
We took three types of survey with respect to our main triangle of;
Aviation
Industry
Survey
Audience
Faculty Alumni
Figure 2 SFAAI MODEL
The questionnaires categories are; the improvements of curriculum studied at aviation

institutes with accordance to aviation industry requirements and demands, faculty
feedback on student relationship and teaching skills, alumni survey for analyzing
employability rate within Pakistan.
3.1 Aviation Industry Survey regarding Curriculum

We value the course curriculum to be set in accordance with aviation industrial
demands and requirements. In this regard we want you to pick top 4 prioritized
courses from the “Basic Courses Table”.
Results

P a g e | 27
BASIC Courses
Basic Course History Tota Percentag

Law
Politics l e
English social Science English 45 90%
Math 32 64%
Physics
9 18%
Chemistry
Computer Science
Math
Psychology
Astronomy Islamic Studies
Pak studies
Islamic Studies
History 6 12%
Pak study 4 8%
Philosophy 0 0%
Astronomy 2 4%
Phycology 11 22%

P a g e | 28
Computer Science 43 86%
Chemistry 1 2%
physics 21 42%
Social Science 9 18%
Politics 4 8%
Law 15 30%

courses from the “Fundamental Courses Table”.
Results
Fundamental Courses Total Percentage
Business Statistics 22 44%

Micro Economics 4 8%
Principal of Marketing 16 32%
Cost Accounting 9 18%
Business Finance 5 10%
Macro Economics 3 6%
Public Media Relation 15 30%
Organization Behavior 20 40%

Leadership skills 26 52%
Business Economics 11 22%
Fundamental Of 8 16%

P a g e | 29
Physics
Business 29 58%
Communication Skills
International Relation & 7 14%
Current Affairs
Advance 22 44%
Communication skills
Management 19 38%
information system
Health & Safety 25 50%

Environment
Principal of 22 44%
Management
Business Ethics 9 18%
Business Resource 11 22%

Management
Human Resource 27 54%

Management
Entrepreneurship 7 14%

P a g e | 30
Fundamental Courses
Business Statistics Micro Economics Principal Of Ma rketing

Cost Accounting Business Finance Macro Economics
Public Media Rela tion Organization B ehaviour Ledership S kills
Business Economics Fundamnetal of Psysics B usiness Communication skills
International relation Advance Communication skills Management information
System
Health & Saftey Environment Principal of Marketing B usiness E thics
Business Resource Management Human Resource Management Entrepreneurship
Figure 4 FUNDAMENTAL COURSES CHART

courses from the “Core Courses Table”.
Results
Core Courses Total Percentage

Introduction to Aviation 38 76%
Aviation Science 27 54%
Flight Operation 33 66%
Management
Leadership skills in 23 46%
Aviation
Human Resource 25 50%
Management in Aviation
Flight Simulation/Aircraft 17 34%
Performance
Air cargo & Ground 26 52%
Handling Services
Airline Financial 13 26%

P a g e | 31
Management
Aviation Law 32 64%
Aviation Business 21 42%
Fiscal Aspects of 9 18%
Aviation
Aviation Planning and 18 36%
Management
Aviation Safety 38 76%
Aviation Security 36 72%
Aircraft Investigation 13 26%
Air crashes Investigation 12 24%

Low cost Carrier in 14 28%
Aviation
Crew Resource 20 40%
Management
Airport design & 23 46%
Development
Environmental Factor in 15 30%
Aviation
Aviation Research 17 34%
Methods
Aviation Strategy & 23 46%
policy
Airline Maintenance 23 46%
Management
Aircraft system & aero 18 36%
Engine
Theory of Flight 13 36%
Aviation English 25 50%
Aviation Marketing 16 32%
Aviation weather 30 60%
Airport Career & 17 34%
Development
Business & corporate 5 10%
Aviation Management
Airspace and Traffic 20 40%

P a g e | 32
Management
Aviation & Airport 21 42%
Security
Airline Management 24 48%
Ground Handling/Flight 21 42%
planning in aviation
Aviation Capacity 9 18%
Management
Travel and Tourism in 12 24%
Aviation

P a g e | 33
Core Courses
Intro to Aviation Aviation science

Flight Operation Management Human Resource Management
In Aviation
Flight Simulation Aircargo
Airline Financial Management Aviation law
Aviation Business Fiscal aspects in Aviation
Airport Planning & Aviation Saftey
Management
Aviation Security Aircraft Investigation
2% Air Crash Investigation Low cost Carrier in Aviation
3% 1% 3% 2% 5%
3% Crew Resources Managemnet Airport Design & Development
2%
4% Environmental Factor In Aviation Resrearch Methods
3%3% 3% Aviation
1%
3% 5% Aviation Strategy & policy Airline Maintaince
3% 2% Mangement
4%
2% 2%
1% Aircraft system & eero engine Theory Of Flight
2% 2% 3% 3% 2%2% 4% Aviation English
2% 5% Aviation Marketing
Aviation weather Airport career & Development
3% 5% 2% Business & Corporate Aviation Airspace & Traffic
Management Management
4% Aviation & Airport Security Airline Management
Ground Handling Aviation Capacity
3% Management
Travel & Tourism in Aviation
Figure 5 CORE COURSES CHART
3.2 Faculty Survey

The Purpose of this survey was to assess faculty members’ satisfaction level and the
effectiveness of BS Aviation Management program in place to help them progress
and excel in their profession.

P a g e | 34
Figure 6 TEACHING TECHNIQUES AND TOOLS
Figure 7 DEMANDS AND REQUIREMENTS

P a g e | 35
Figure 8 EXPERIENCE OF INTERACTION
Figure 9 ACADEMIA AND INDUSTRY LINKAGE

P a g e | 36
Figure 10 BS AM SCOPE

P a g e | 37
Figure 11 ROLE OF FACULTY

P a g e | 38
Figure 12 MENTORING/TRAINING
Figure 13 EMPLOYABILITY RATE

P a g e | 39
Figure 14 CAREER COUNSELLING
Figure 15 EXPERIENCE AND KNOWLEDGE

P a g e | 40
3.3 Alumni Survey

The purpose of this survey was to obtain Alumni input on the quality of education they
receive and the level of preparation they had at University.
Results
Figure 16 CIRRCULUM

P a g e | 41
Figure 17 SCOPE OF DEGREE
Figure 18 INFRASTURUCTURE FACILITATION

P a g e | 42
Figure 19 FACULTY TEACHING SERVICES

P a g e | 43
Figure 20 EMPLOYED AFTER DEGREE COMPLETION

P a g e | 44
Figure 21 WORKING AFTER SEARCHING AND WAIT

P a g e | 45
Figure 22 NOT EMPLOYED IN AVIATION INDUSTRY

P a g e | 46
Figure 23 JOB LEVEL UNDER SEARCH
Figure 24 NO PROGRESS IN ATTAINING JOB

P a g e | 47
Figure 25 PREFERENCE TO GO FOR NON AVIATION JOB
3.4 Employer Survey

A small sample size of 10 employers from the above discussed aviation industry survey
was taken. They were given a different questionnaire this time to analysis their answers
about few questions directly relating to the future of aviation graduates.
Results

P a g e | 48
Figure 26 ORGANISATION EXPECTATION

P a g e | 49
Figure 27 LEVEL OF COMPETENCY

P a g e | 50

P a g e | 51
Figure 28 DEVELOPMENT OF COMPETENCIES
Figure 29 RECRUITMENT OF GRADUATES

P a g e | 52
4 Discussion
The research conducted find out the results that the institute of aviation studies
providing academia is so far relevant to the industrial demands and requirements. To
satisfy the level of academia from the view point of industry, they were given curriculum
feedback survey. Most of the subjects they chose from “core courses” are being taught
in the institutes of aviation studies. Like, the top prioritized core courses they selected
are; 76% aviation safety, 72% aviation security, 76% introduction to aviation, 66% flight
operation management, 64% aviation law,52% air cargo and ground handling services,
46% Airport design and development, 40% Crew resource management, 46% aviation
strategy and policy, 40% airspace traffic management and 48% Airline maintenance
management. These all courses scored above average percent agile preferences by the
aviation industry. Hence, these all courses are being taught in the institutes of aviation
studies. It employs better development of academia regarding to strengthen relation
with the industry. The curriculum survey design was merged with all the courses
whether on international level or within Pakistan. Survey results shown; the courses
offered at Institutes of aviation studies marked a good progress not below average.
Rather there are some surprisingly results which shows that aviation academia needs to
add or improve more courses like 60% preferences was given to Aviation Weather
course, 50% to Aviation English. Keeping in view the above average percentage scored
by both these courses, it is important to ponder over its addition into the curriculum.
Meanwhile, the other courses scored below average percentage that is why it is not
much important to consider these.
Continuing the results of curriculum survey, the fundamental courses chosen by

different groups of personnel in aviation industry, with accordance to their priorities and
demands, is that of; 58% business communication skills,52% leadership skills, 50%
health & safety environment, 54% human resource management and 44% business
statistics. All the top prioritized fundamental courses were from the merged group of
international standard courses. Results shown that these courses are not added into the
institute of aviation studies’ academia curriculum. The fundamental courses which IAS

P a g e | 53
has added up into its curriculum got below average results. So, there is a need to
improve this area.
Continuing the results of curriculum survey, the basic courses chosen by different group
of personnel in aviation industry, with accordance to their priorities and demands, is that
of; 90% English, 86% Computer sciences, 64% Mathematics and 42% Physics. All
these basic courses are being offered by IAS except Physics at this level. Though
Physics subject scored lower than above mentioned but many personnel at airports did
agree on adding Physics as a basic course for students. They believe Physics is vital
subject for air traffic control jobs. Students should be in touch with Physics practical and
equations.
Second type of survey was about “Faculty Survey”. The purpose of this survey was to
analysis the satisfaction level of faculty at IAS; scope and effectiveness of BS Aviation
management and their teaching satisfaction. The population sample was taken of 8
faculty members of Aviation management program. The result shown that most of the
faculty (62.5%) were satisfied with their teaching tools and techniques. 37.5% marked
very satisfied of their teaching tools & techniques.
And, following up the questionnaires, when they were asked about the curriculum to be
taught with accordance to industry demands and requirements; 37.5% responded that
they are very satisfied with the curriculum, while 62.5% responded of normally satisfied.
None were uncertain or dissatisfied. Faculty was also asked about their relationship with
students about their general behavior towards teachers. Surprisingly, results shown, a
little bit problem in this area. 50% faculty responded of satisfied with their students.
12.5% were very satisfied. There seems a problem while seeing 12.5% teachers
responded of dissatisfied. Though the percentage of dissatisfied is very low but it counts
to be very important for bringing an area of more improvements. Student and teacher
relationship are very sensitive and on the same level with full of potential in shaping the
future of next generations. If there occurs, even, minor problem among the two, it
should be mend to strengthen more. Hence, quite percentage of 25 responded
uncertain of their relationship with students. This is terribly alarming seeing teachers
themselves to be uncertain of not even defining their relationship with their students.

P a g e | 54
Most of the faculty came up with satisfaction level while asking about the relationship
among institutes and aviation industry. 37.5% were satisfied while 12.5% responded of
dissatisfied and rather 12.5% strongly responded of very dissatisfied for this question.
Following up the questions for BS Aviation program scope within Pakistan Aviation
Industry, 12.5% faculty responded of very satisfied with the situation, 25% responded of
normally satisfied of the situation, 25% responded of dissatisfied of the situation while
37.5% responded of uncertain yet about the situation. Result shown that there is more
need of strengthening relation among institutes and industry.
Faculty remarks about recruiting future faculty direct from aviation industry was also
satisfactory. 25% seemed of very satisfied, 37.5% responded of normally satisfied, 25%
came up with uncertainty while 12.5% were dissatisfied with such future opportunities
and developments regarding recruitment of the faculty.
One of the interesting and quite surprisingly contradictory situations happened into our
research work is that of; faculty and alumni remarks regarding employability rate were
totally collapsing.
46.8% alumni responded of very poor scope of BS aviation management degree

program within Pakistan while 25% shown satisfaction regarding the scope. 37% faculty
came up with uncertainty about the scope of degree program. Hence, it reveals that the
satisfactory level both from faculty and alumni is very low. It indicates the current
employability as well as future aspects for the scope of degree program within Pakistan.
On the other side, there was quite average satisfaction of alumni with the facilities and
teaching services at IAS. 46.6% alumni responded to choose “Good” scale of curriculum
to be taught with accordance to aviation industry demands and requirements.37.5%
responded of “God” scale for infrastructure at IAS.37.5% from the sample population of
50 responded of satisfied with the teaching services at IAS.
Regarding the current and future employability rate analysis, we noticed quite
disappointment among the alumni. Because of not having job for quite long lasting
search, many alumni agree on working within non-aviation fields (34.3% out of 50
population size responded). Again we came up with similar question but with different
approach to analysis the toughness of job search. 37.5% alumni agree on facing tough

P a g e | 55
time for job searches and opportunities. It is not that easy to set your demand as an
aviation graduate; said few alumni. It indicates that still there is a gap between aviation
institutes and aviation industry. According to findings and results, institute of aviation
studies is struggling hard to set its standard for education and hence successful with
positive feedback but industry is still in a need to improve its relations with aviation
academia. There is strong area of recognition buy aviation industry to acknowledge
aviation academia and their struggles.
We also took another survey for analyzing expected aviation graduates competencies
and future employability opportunities from the view point of aviation industry. We took
sample size of 10 out of previous 50 population and passed them a different
questionnaire. We asked them how effectively graduates can search an organization
reputation and future employability opportunities. 50% employers agree on using
“customer & services provided” option for graduates, to know their organizations well.
70% employers responded strongly of having “efficient use of resources management
skills” by the graduates as an expected skill. 60% employers agree on developing the
“use of precautions as well scientific evidence” skills by the academia into their
graduates. For current employability and intake inductions, 20-40% aviation graduates
recruited by aviation industry within past few years.

P a g e | 56
5 Recommendations
There are following recommendations given below;
 Institute of Aviation studies need to implement “Knowledge transfer

partnership” terms with the aviation industry. A knowledge transfer
partnership is a relationship which is to be developed between aviation
industry and aviation academia. In this, aviation academia would be
needed to facilitate the aviation industry with the transfer of technical
knowledge, awareness, and degree programs expected future gains and
all those area where aviation industry has low access to better understand
the aviation academia goals and demands. This is called knowledge
transfer base.
 Institute Of Aviation studies need to slow down the intake of
undergraduate students, for a while, until and unless, the aviation industry
may recognize and acknowledge aviation graduates demands. Limitless
intake is creating frustration both among industry employers as well as for
graduates. Student’s intake must be having a standard merit or
number of seats available per year. This is important to define student’s
intake because of the low employability and demand for aviation
graduates within Pakistan.
 IAS need to introduce “Alumni delegation & advisory”. The main
purpose of this committee would be of having more future connections
and advisory for those students who graduates within cycle of years. It will
mutually benefit institute as well as alumni with programmatic emphasis
on community, social and career development networking. This will also
help in calculating statistical data about the employability of graduates. A
number of future scopes would be defined and analyzed.
 There is an exigency for IAS to implement “teacher training & skills
developments” program each year. It will help encouraging the on job
trainings and technical skills.

P a g e | 57
 Though institute of aviation studies need to implement more awareness

campaigns and seminars directly addressing and targeting the aviation
industry.

P a g e | 58
6 Conclusion
The concluded remarks of this final year project are that of; aviation industry has not
yet recognized and acknowledged the struggles of aviation academia into their
employability concerns. According to results and findings, aviation academia is
positively progressing though with few areas to be improved. The emerging gap
between institutes and industry is more visible from aviation industry area.
This study addresses a peer referenced, national based group of proposed

improvements in aviation academia. It is well wish of student researchers that this work
will provide a basis for such improvements. Undoubtedly, some improvements are more
practical to instigate than others. However, this study is describing detailed work, to
allow program director to take guidance in decision involving improvements in
educational quality as well as the methodologies to strengthen the relation with aviation
industry.

P a g e | 59
Appendix 1
Alumni Survey
To be filled by Alumni - After the completion of BS Aviation Management
The purpose of this survey is to obtain Alumni input on the quality of education they
receive and the level of preparation they had at University. The purpose of this survey is
to assess the quality of the academic program and to observe graduates relation with
the industry. We seek your help in completing this survey.
1. Curriculum provided to you at Institute of Aviation Studies; was with accordance

to Industry Demands & Requirements.
Excellent
Very Good
Good
Fair
Poor
2. Scope of your Degree Program into Pakistan Aviation Industry
Excellent
Very Good
Good
Fair
Poor
3. Infrastructure Facilities at your institute (Institute of Aviation Studies).
Excellent
Very Good

P a g e | 60
Good
Fair
Poor
4. Faculty Teaching Services at your Institute (Institute of Aviation Studies).
Excellent
Very Good
Good
Fair
Poor
5. I am employed just after degree completion within Aviation Industry
Strongly Agree
Agree
Strongly Disagree
Disagree
6. I am working in Aviation Industry after couple of searches and long lasting wait
Strongly Agree
Agree
Strongly Disagree
Disagree
7. I am employed but not in Aviation Industry
Strongly Agree
Agree
Strongly Disagree
Disagree

P a g e | 61
8. My job level is under Search
Strongly Agree
Agree
Strongly Disagree
Disagree
9. i am having tough time and still have no progress of having job into Aviation Industry
Strongly Agree
Agree
Strongly Disagree
Disagree
10. I prefer to work in non-aviation industries because of less scope and job
opportunities into Aviation Industry
Strongly Agree
Agree
Strongly Disagree
Disagree

P a g e | 62
Appendix 2
Faculty Survey
The Purpose of this survey is to assess faculty members’ satisfaction level and the
effectiveness of BS Aviation Management programs in place to help them progress and
excel in their profession. We seek your help in completing this survey and the
information provided will be kept confidential.
1. Your teaching techniques and tools
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
2. Curriculum you teach is with accordance to aviation industry demands and

requirements.
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
3. Your experience of interacting with the students and student's behavior.
Very satisfied
Satisfied
Uncertain

P a g e | 63
Dissatisfied
Very dissatisfied
4. Aviation academia and aviation industry linkage is strong, in Pakistan.
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
5. Aviation Industry recognize the scope of BS Aviation management, in Pakistan.
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
6. The mentoring/training available to you at the time of joining Institutes of aviation

studies.
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
7. The faculty, from, direct industry is playing an important role in strengthening the

institutes partnership with aviation industry.
Very satisfied

P a g e | 64
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
8. Employability rate, in result of, aviation institutes' efforts and struggle is very high for
graduates, in Pakistan.
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
9. Being faculty you believe in assisting students for career counselling.
Very satisfied
Satisfied
Uncertain
Dissatisfied
Very dissatisfied
10. You believe that the Institute is utilizing your experience and knowledge according
to industry demands.
Very satisfied
Satisfied
Neither satisfied nor dissatisfied
Uncertain
Very dissatisfied

P a g e | 65
Appendix 3
An Innovative partnership among students, faculty and aviation industry
(Survey)
All responses given to us, including any personal information you provide, will be kept
strictly confidential. Your input will only be used in combination with the responses of
others participating in the survey. Our research examines the opinions of groups of
respondents. Your individual responses are not shown to anyone. We follow the
strictest guidelines in terms of respondent confidentiality.
Note: This survey is being conducted by the students of BS Aviation

management in order to understand the need for stakeholders of aviation
industry for this program.
Q1. Are you aware of “BS Aviation Management” as a degree program into Pakistan?
o Yes
o No
o Hearing first time
o I’ve heard but not sure what exactly it is
Q2. We value the course curriculum to be set in accordance with aviation industrial
demands and requirements. In this regard we want you to pick top prioritized courses
from the below three categories of; basic/fundamental/core courses. (You have to pick
from each Table)
Table 1. Basic Courses

Keeping in view the industrial requirements & demands pick at least 4 top relevant
courses from the given table of Basic Courses which you think of must be included in
the curriculum.
o English o Phycology
o Mathematics o Computer sciences

P a g e | 66
o Islamic Studies o Chemistry

o History o Physics
o Pakistan Studies o Social sciences
o Philosophy o Politics
o Astronomy o Law
Table.2 Fundamental Courses

courses from the given table of Fundamental Courses which you think of must be
included in the curriculum.
o Business statistics o Business communication skills

o Micro economics o International relations and current
o Principle of marketing affairs
o Cost accounting o Advance communication skills
o Business finance o Management information system
o Macro economics o Health and safety environment
o Public media relation o Principle of management
o Organizational behavior o Business ethics
o Leadership skills o Business resources management
o Business economics o Human resources management
o Fundamental of physics o Entrepreneurship
Table .3 Core Courses

courses from the given table of Core Courses which you think of must be included in
the curriculum.

P a g e | 67
o Introduction to aviation o Airport design & development

o Aviation sciences o Environmental factors in aviation
o Flight operation management o Aviation research methods
o Leadership skills in aviation o Aviation strategy & policy
o Human resource management in o Airline maintenance management
aviation o Aircraft system & aero engine
o Flight simulation/aircraft o Theory of flight
performance o Aviation English
o Air cargo & ground handling services o Aviation marketing
o Airline financial management o Aviation weather
o Aviation law o Airport career & development
o Aviation business o Business & corporate aviation
o Fiscal aspects of aviation management
o Airport planning & management o Airspace & traffic management
o Aviation safety o Aviation and airport security
o Aviation security o Airline management
o Aircraft investigation o Ground handling/flight planning in
o Air crashes investigation aviation
o Low cost carrier in aviation o Aviation capacity management
o Crew resources management o Travel & tourism in aviation

P a g e | 68
References
al, M. e. (2003). Retrieved from
https://www.researchgate.net/publication/225083774_Enhancing_Graduate_Employability_Bes
t_Intentions_and_Mixed_Outcomes
Aviation Literary Forum . (2016). Retrieved from https://www.facebook.com/AviationLiteraryForum/
Cade, A. (2008 ). Employable Graduates for responsible Employers . London : Education for sustainable
Development . Retrieved from https://www.heacademy.ac.uk/system/files/esd-employable-
graduates-responsible-employers.pdf
CBI. (2007 ). Embedding Employability in work experince .
Darwen, J. (2011, March ). Student voulteering in England : A critical moment . Education and training .
Haasler, S. R. (2013). Employability skills and the notion of ‘self’. International Journal of Training and
Development .
Hewitt, P. (n.d.). Enhancing Emploability, recoginsing diversity . Universities UK .
Kevin Lowden, S. H. (2011). Employer's perceptions of the emploability skills of new graduates .
Local Governemnt Association . (n.d.). Retrieved from https://www.local.gov.uk/our-

support/research/partner-organisations/national-institute-adult-continuing-education-niace
Mott, J. H. (2014). An innovative partnership among students, faculty and aviation Industry . Journal of
Aviation/Aerospace Education & Research , 15.
National Institute of Adult Continuing Education . (n.d.). Retrieved from https://www.local.gov.uk/our-

Pakistan Today . (2018). Retrieved from Future of Pakistan Aviation Today :

https://www.pakistantoday.com.pk/2018/11/01/future-of-pakistans-aviation-industry-
discussed/
(n.d.). Proposed Improvements in Collegiate Aviation Education . MC Connell AFB Resident Centre,
Wichita, Kansas .
Ratiu, L. (2012). Graduate's active job search behaviours and self perceived employability . BABES-BOLYAI
UNIVESITY ROMANIA .
REDBIRD MCX. (n.d.). Retrieved from https://simulators.redbirdflight.com/
Robert M. Kuhns, E. (n.d.). A comparative analysis of proposed Improvements in aviation . Fourth College
of Career Education .
Robert W. Kaps, E. P. (2004). Publishing Aviation reseacrh : a literarture review of scholary Juornals .
Journal of Aviation/Aerospace Education & Research .
Rothwell, A. &. (2007 ). Self perceived Employability . APA PsycNET.

P a g e | 69
Smith, V. (2010, Feburary ). Retrieved from

https://www.researchgate.net/publication/247718038_Review_article_Enhancing_employabilit
y_Human_cultural_and_social_capital_in_an_era_of_turbulent_unpredictability
studies.com, B. (n.d.). BS Aviation Management . Retrieved from Bachelor Studies.com :

https://www.bachelorstudies.com/Bachelor/Aviation-Management/
UMT Aviation Club . (2013). Retrieved from https://www.facebook.com/umtaviationclub/
University of management and technology, Lahore, Pakistan. . (n.d.). Retrieved from

https://admissions.umt.edu.pk/prog/BS-AM.aspx
Weligamage, S. (2014). Graduate's Emploability Skills. Sri Lanka: Research Gate.

P a g e | 70
Bibliography
al, M. e. (2003). Retrieved from
https://www.researchgate.net/publication/225083774_Enhancing_Graduate_Employability_Bes
t_Intentions_and_Mixed_Outcomes
Aviation Literary Forum . (2016). Retrieved from https://www.facebook.com/AviationLiteraryForum/
Cade, A. (2008 ). Employable Graduates for responsible Employers . London : Education for sustainable
Development . Retrieved from https://www.heacademy.ac.uk/system/files/esd-employable-
graduates-responsible-employers.pdf
CBI. (2007 ). Embedding Employability in work experince .
Darwen, J. (2011, March ). Student voulteering in England : A critical moment . Education and training .
Haasler, S. R. (2013). Employability skills and the notion of ‘self’. International Journal of Training and
Development .
Hewitt, P. (n.d.). Enhancing Emploability, recoginsing diversity . Universities UK .
Kevin Lowden, S. H. (2011). Employer's perceptions of the emploability skills of new graduates .
Local Governemnt Association . (n.d.). Retrieved from https://www.local.gov.uk/our-

Mott, J. H. (2014). An innovative partnership among students, faculty and aviation Industry . Journal of
Aviation/Aerospace Education & Research , 15.
National Institute of Adult Continuing Education . (n.d.). Retrieved from https://www.local.gov.uk/our-

Pakistan Today . (2018). Retrieved from Future of Pakistan Aviation Today :

https://www.pakistantoday.com.pk/2018/11/01/future-of-pakistans-aviation-industry-
discussed/
(n.d.). Proposed Improvements in Collegiate Aviation Education . MC Connell AFB Resident Centre,
Wichita, Kansas .
Ratiu, L. (2012). Graduate's active job search behaviours and self perceived employability . BABES-BOLYAI
UNIVESITY ROMANIA .
REDBIRD MCX. (n.d.). Retrieved from https://simulators.redbirdflight.com/
Robert M. Kuhns, E. (n.d.). A comparative analysis of proposed Improvements in aviation . Fourth College
of Career Education .
Robert W. Kaps, E. P. (2004). Publishing Aviation reseacrh : a literarture review of scholary Juornals .
Journal of Aviation/Aerospace Education & Research .
Rothwell, A. &. (2007 ). Self perceived Employability . APA PsycNET.

P a g e | 71
Smith, V. (2010, Feburary ). Retrieved from

https://www.researchgate.net/publication/247718038_Review_article_Enhancing_employabilit
y_Human_cultural_and_social_capital_in_an_era_of_turbulent_unpredictability
studies.com, B. (n.d.). BS Aviation Management . Retrieved from Bachelor Studies.com :

https://www.bachelorstudies.com/Bachelor/Aviation-Management/
UMT Aviation Club . (2013). Retrieved from https://www.facebook.com/umtaviationclub/
University of management and technology, Lahore, Pakistan. . (n.d.). Retrieved from

https://admissions.umt.edu.pk/prog/BS-AM.aspx
Weligamage, S. (2014). Graduate's Emploability Skills. Sri Lanka: Research Gate.

P a g e | 72

An Innovative Partnership Among Students, Faculty and Aviation Industry

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

An Innovative Partnership Among Students, Faculty and Aviation Industry

Uploaded by

Copyright:

Available Formats

Institute of Aviation Studies BS Project Report

An innovative partnership among

An innovative partnership among faculty, students and aviation Industry

Student Full Name: NABILA ABBAS

Student Registration Number: 15009001026

Date: Wednesday, 15, 2019

An innovative partnership among student, faculty and aviation industry

An innovative partnership among student, faculty and aviation industry

WE ARE VERY THANKFULL TO ALL OF YOU!

An innovative partnership among student, faculty and aviation industry

An innovative partnership among student, faculty and aviation industry

To be filled by Alumni - After the completion of BS Aviation Management.................................60

An innovative partnership among student, faculty and aviation industry

FIGURE 1 CMS MODEL.................................................................................................17

An innovative partnership among student, faculty and aviation industry

FIGURE 28 DEVELOPMENT OF COMPETENCIES......................................................43

An innovative partnership among student, faculty and aviation industry

IAS Institute of Aviation Studies

An innovative partnership among student, faculty and aviation industry

Aviation Aviation is the operating of heavier than air

An innovative partnership among student, faculty and aviation industry

An innovative partnership among student, faculty and aviation industry

An innovative partnership among student, faculty and aviation industry

An innovative partnership among student, faculty and aviation industry

educational outcomes; achieved with the great participation of students by themselves

An innovative partnership among student, faculty and aviation industry

An innovative partnership among student, faculty and aviation industry

2.2 BS Aviation management; a four-year degree program globally

2.3 BS Aviation Management at University of management and technology,

An innovative partnership among student, faculty and aviation industry

 English grammar and comprehension 3

 Computer application in business 3

An innovative partnership among student, faculty and aviation industry

 Airline marketing management 3

An innovative partnership among student, faculty and aviation industry

 Human resource management in aviation 3

 Air cargo and ground handling services 3

2.4 A need for growing relationship with the industry

An innovative partnership among student, faculty and aviation industry

Firstly, to prioritize the product based or cognitive learning transfer, supervised

An innovative partnership among student, faculty and aviation industry

2.5 More active methodology; preparing student for a real world

An innovative partnership among student, faculty and aviation industry

Another mechanism for more active learning methodology is “practice-based learning”.

 Individual (graduate) who is responsible for the consequences and outcomes of

An innovative partnership among student, faculty and aviation industry

 Employer has a responsibility of creating more opportunities for the fresh

[ CITATION Rot07 \l 1033 ] Proposed a well-known approach for understanding

 The student’s academic performance and progress at undergraduate level

An innovative partnership among student, faculty and aviation industry

 Strong communication and technical knowledge

2.7 Case study

Career management skills

An innovative partnership among student, faculty and aviation industry

Figure 1 CMS MODEL

Developed in 1999 as a part of responding to Dearing research, CMS shown outcome

Delivery through the curriculum

An innovative partnership among student, faculty and aviation industry

linked to be supposed for students’ knowledge subject, discipline related skills

Coordination with other opportunities for advice

Hence, employability rate enhancement could be delivered by;

 Building and sustaining upon existing good practices