Assessing graduates' transversal competences through an adapted MMI model: confidant interview vs stress interview

Abstract

PurposeThe purpose of this article is to compare graduates' score rates in two multiple mini-interview (MMI) stations designed to assess graduates from several academic areas: confidant vs stress interview and synchronous vs asynchronous. This relates to three transversal competences (TCs) (learning to learn [LL], positive professional attitude [PPA] and market orientation [MO]) and analyses the impact of global performance during interviews, in the context of the hypothetical hiring decision.Design/methodology/approachThe paired samples t-test was employed to compare the scores obtained by 130 graduates in two assessment exercises, which were designed to evaluate the same set of TCs. Multiple linear regression models were estimated to model the effect of global performance during the interview on the hypothetical hiring decision.FindingsResults indicate a significant difference in averages between the graduates' TCs scores in confidant interviews, when compared with stress interviews. However, this is only observed in synchronous evaluations. In both interviews, the assessment of the participant's global performance has a significant effect on the hypothetical hiring decision.Research limitations/implicationsIn the confidant interview, the interviewer was also the synchronous evaluator, which may have affected their focus on the evaluation process. The order in which graduates participated in the confidant and stress interviews varied, thus possibly influencing their performance.Practical implicationsThe results are relevant for HEIs, graduates and employers involved in the evaluation of TCs.Originality/valueThe article derives from a broader research project which adapted the MMI model to other academic areas. It considers two instruments to evaluate graduates' TCs and two assessment circumstances.