Abstract
Higher education policy and manpower training have failed to meet the requirement of rapidly changing society and employers’ expectation in Taiwan, resulting in a significant gap between university education and employment. Student employability should also be a focus of all higher education institutions, although whether a high degree of student learning outcomes can represent a high degree of student employability is still unclear. This study explores the relationships among pedagogy for employability, the problem-based teaching mode, absorptive capacity, and student employability in higher education institutions (HEIs). Based on analysis of a total sample of 553 undergraduates from 16 Taiwanese HEIs using structural equation modeling, the results show that the influences of pedagogy for employability and the problem-based teaching mode on absorptive capacity and student employability are positively statistically significant. Based on the findings, specific suggestions and managerial implications for HEIs, curriculum and instruction planning, and future research are provided.
Highlights
BackgroundHigher education and its function in increasing human resources play a decisive role in the foundation of national economic development (Choi and Rhee, 2014)
There is a comprehensive understanding of the links between industries, there is no clear understanding of how to carry out practical teaching/case-study learning and conditions for the promotion of teachers’ employment-oriented teaching activities
This study suggests that teachers should understand conditions and standards when designing curricula and teaching activities to improve student employability (SE) and achieve practical teaching/case-study learning
Summary
BackgroundHigher education and its function in increasing human resources play a decisive role in the foundation of national economic development (Choi and Rhee, 2014). Recent studies on HEIs have pointed out that student learning outcomes can be significantly improved through teaching quality improvement, course setting reform, and resource and equipment optimization (Pike et al, 2011, 2012; Maringe and Sing, 2014). Students have developed many skills and abilities in tertiary institutions, showing a high degree of learning (Blázquez et al, 2018). This points back to a problem: a high degree of employability may have a high degree of learning outcomes, but a high degree of learning effectiveness cannot derive a high degree of employability. This study aims to clarify the important role of student employability (SE)
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