Graduate Employability Research Articles

Informal Learning and its Moderating Effect Between Employability and job performance of Young Recent Graduates in Their First job

The purpose of this paper is to examine the effects of knowledge management through informal learning on the relationship between employability and job performance of recent graduates in their first jobs. A quantitative, cross-sectional survey of 392 graduates of business school management programs at 4 universities in Lima, Peru was conducted to study the relationship between employability and job performance as moderated by informal learning inside and outside the work environment. It is confirmed that informal learning positively moderates the relationship between employability and job performance of recent graduates. However, informal learning impacts the employability dimensions differently. The results challenge traditional methods of learning and training inside and outside the work environment and provide new insights for knowledge management, talent management and their induction, training and development programs for a dynamic workforce with digital skills developed since the university stage. The implications of limiting employees' access to informal learning activities may limit future employability and job performance; employees can develop knowledge and competencies through informal learning activities on their own initiative, however, it is important to facilitate this process within the organization's processes. This study provides further evidence of the relationships between employability, informal learning and job performance in young recent graduates. In addition, it provides knowledge on how business schools can include informal or non-instructional learning activities in their curricula, thus generating self-learning skills for upcoming graduates and improving their skills and competencies.

AI Integration on Capacity Building among University Graduate in Tourism Industry

The study assessed integration of AI in capacity building among university graduate in Tourism Industry. The study was started by identify the application of AI in tourism industry and evaluate graduate capability on applying those AI applications related to tourism industry. An additional objective was to identify challenges and provide solution by examine under which circumstances the adoption of AI applications could enable tourism graduates to increase their performance and competency in job market. Furthermore, the study explored the contribution of AI awareness and AI tools optimization to improve graduate employability through Conceptual frame work derived by RBV theory and Goal setting theory. The researchers utilized descriptive research methodology which employed both qualitative and quantitative method. A sample of 55 students from the institute of tourism SUZA were provided by questionnaire to answer specified questions and interview was used to get data from experts in tourism industry. Subsequently, SPSS and Thematic analysis were used to analyze the responded data. The findings noted various tourism students using AI technology in different activities such as Google translator, Google map, gps track, self-service kiosks etc. Moreover, the results of the findings explored the adequacy of existing AI infrastructure at tourism institute is not good in terms of curriculum adaptation. However, the findings further revealed that, there were few number of students who have no idea about AI which result delaying factors during job application and less awareness of online information. Moreover, the findings indicated that high percentage of graduate students agreed that AI has great impact on studies that enhance graduate employability in today world.

Ukhta College of Railway Transport: 80 years in motion

In 2024, the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University turns 80 years old. An informational article about the 80-year history of the technical school and modern achievements is presented. In the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University there is a museum of the history of the creation, formation and development of the technical school; the branch preserves and develops the traditions of generational continuity. Over the years of its activity, the Ukhta College of Railway Transport — branch of Emperor Alexander I St. Petersburg State Transport University has become a “forge” of mid-level personnel for JSC Russian Railways and the Komi Republic, graduating more than 14 thousand specialists. Currently, 600 students are studying full-time and part-time at the technical school, and consistently high ratesof employment of graduates have been achieved.

Experiences and Outcomes of the Society of Genitourinary Reconstructive Surgeons Fellowship Training: Growth in Fellowships Mirrors the Evolution of the Discipline

ObjectiveTo describe experiences and outcomes of the Society of Genitourinary Reconstructive Surgeons (GURS) fellowship match. In 2012, GURS developed a centralized fellowship match which has grown from 13 to 30 programs. MethodsGURS match statistics and case logs were reviewed from 2013-2024. Additionally, a 37 question survey evaluating satisfaction, procedural competency, fellowship experience, and employment opportunities were sent to graduates. Linear regression was performed to examine trends over time. ResultsOver the study period, program match success remained stable (94.7%;p=0.50) while applicant success (63.3%) increased over time (p=0.04). North American and female applicants experienced higher match success (72.8% and 73.6%) compared to their international (35.5%;p<0.0001) and male counterparts (60.0%;p=0.02). On case log analysis, mean surgical volumes per year increased in urethral reconstruction (mean=88.1;p=0.02), male sexual health (n=32.7;p=0.03), genital reconstruction (mean=16.4;p<0.01) and abdominal reconstruction (mean=24.5;p=0.03). Male incontinence surgeries remained stable (mean=30.5;p=0.21) while female reconstruction declined (mean=23.2;p=0.01). With a survey response rate of 54.5% (97/178), training satisfaction was 95.9% which did not differ by gender (p=0.54) or year of training (p=0.22). 97.9% felt competent to enter unsupervised reconstructive practice, 94.8% reported an understanding of the relevant literature and 96.9% were satisfied with their job as a reconstructive urologist. 49.5% identified a different case mix in practice compared to fellowship, most commonly related to abdominal (44.9%) or genital reconstruction (16.3%). ConclusionGURS fellowships have grown organically over the last decade and mirror the growth and evolution of the discipline with sustained high-levels of graduate satisfaction, surgical experience, competence, scholarly inquiry and employment.

Aligning Education with Market Demands: A Case Study of Marketing Graduates from Daffodil International University

This study conducted a comprehensive tracer analysis of 197 graduates from Daffodil International University’s Marketing bachelor program between 2019 and 2022. The main objective was to evaluate the program's alignment with labor market requirements and its effectiveness in equipping students with the necessary skills to navigate the complexities of the global market. A cross-sectional descriptive design was employed, utilizing a survey questionnaire as the primary data collection instrument. The target population consisted of graduates of the marketing program, selected through purposive sampling to ensure the inclusion of individuals with relevant experience. Data were analyzed using descriptive statistics to identify trends and percentages. Key findings revealed a significant gender disparity, with more male graduates than female, and high unemployment rates, which highlighted ongoing employment difficulties. While 75.5% of graduates affirmed the curriculum’s relevance to their professional roles, a gap was noted between the theoretical knowledge imparted and its practical application. The study suggests integrating comprehensive career preparation and extensive networking opportunities into the curriculum to mitigate employment barriers. Additionally, enhancing the curriculum to support entrepreneurial ventures is recommended. The findings emphasize the importance of ongoing curriculum revisions and the development of dynamic career support services to improve graduate employability and adapt to the evolving demands of the marketing profession. This research provides valuable insights for policymakers, curriculum developers, and educational researchers to enhance the relevance of higher education to the workforce, facilitating successful transitions into the labor market.

Where are inequalities produced? Comparing the variations of graduate employment between the UK’s districts and universities

Where are inequalities produced? Comparing the variations of graduate employment between the UK’s districts and universities

Implementation of link and match policy to enhance employment of graduates: A case study in vocational high schools

This study aims to explore the link and match policy through industrial classes and its impact on the competence and employability of Vocational High School (VHS) graduates. The importance of this research is to address the gap between education and industry by assessing the effectiveness of industrial classes in improving the skills and employability of VHS graduates. Horison Industrial Class (HIC) in 4 schools, namely: (1) SMKN 57 Jakarta, 2 batches of Hospitality expertise programs; (2) SMKN 6 Yogyakarta, there are 3 batches of Hospitality expertise programs; (3) SMKN 6 Semarang, there are 2 batches of Hospitality expertise programs; (4) SMKN 2 Semarang. This research emphasizes the important role of industry involvement and commitment in aligning the curriculum with industry needs. The field findings show that the implementation of the link and match policy through industrial classes significantly affects the quality of learning in VHS. The study also highlights the influence of government support and industry associations in ensuring the successful implementation of industrial classes. Student participation in industry classes directly enriches their learning experiences by allowing them to engage in direct practice in a real work environment. These findings can contribute to the implementation of policies and regulations in the field of education, especially in the context of vocational education. The findings of this study can also be applied to vocational students to improve the quality of graduates in order to meet the qualification standards of employees in companies or industries.

Unravelling the Key Ingredients of Employability Skills for Surveyor Graduates: A Systematic Literature Review

The surveying profession has proven its value in the current era of development, as it offers services that generate, enhance, preserve, and protect valuable property and assets. Despite increasing attention, surveying education seems to be falling behind in meeting the demands of the construction industry by producing graduates with essential employability skills. Only a few studies have attempted to review the employability skills expected by employers from surveyor graduates. Therefore, this systematic review aims to identify essential elements of employability skills for surveyor graduates. The preparation of this review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review method. A total of 25 related studies were obtained from three databases: Scopus, ScienceDirect, and Google Scholar. The findings revealed that the most crucial employability skills expected from surveyor graduates are communication skills (functional work skills), leadership skills (functional work skills), teamwork skills (functional work skills), critical thinking skills (cognitive skills), and emotional intelligence (personal and entrepreneurial skills). Surveying education should consider incorporating these identified skill sets into their curriculum and training modules to ensure the employability and readiness of graduates for the workforce.

Influence of Entrepreneurship Knowledge on Employability of TVET Graduates in Tanzania: The Moderating Role of Self-Efficacy

This paper is based on the study aimed to examine the influence of entrepreneurship knowledge on employability among TVET graduates in Tanzania and the moderating role of Self-Efficacy. The study was guided by human capital and self-efficacy theories. An explanatory research design was employed, and data was collected using a structured questionnaire administered on a sample of 353 graduates from TVET institutions by a Kobo toolbox. Structural Equation Modelling was used for data analysis. The finding of the study revealed a positive and significant relationship between entrepreneurship knowledge and employability of graduates. Furthermore, a multi-group moderation analysis indicated that, the relationship was positive and significantly stronger in the group with high self-efficacy but it was insignificant relationship in the group with low self-efficacy. Therefore, the education policy makers, curriculum developers and TVET institutions in Tanzania should emphasize on programs that will improve graduates’ entrepreneurship knowledge such as recognizing business resources, financial resources, and use of technology in business, ability to target customers, understanding of tax laws and regulations in business as well as improving sales and creation of market plan. The study also concluded the effect on entrepreneurship knowledge on employability is improved when self-efficacy is increased, calling for measures to raise graduates’ self-efficacy

A conceptual soft skills competency framework for enhancing graduate intern employability

PurposeThe paper aims to close a literature gap by proposing a comprehensive conceptual soft skills competency framework for enhancing graduate intern employability through the cultivation of employability capital.Design/methodology/approachThe study employed a theoretical inquiry and delved into the existing literature on employability, soft skills competencies and employability capital to establish a comprehensive foundation to formulate the conceptual framework. A content analysis of existing empirical studies was conducted to derive a generic list of employers’ required soft skills. A Delphi technique was employed to harness expert consensus and insights into the derived framework.FindingsEmployability capital can be cultivated in the setting of work-integrated learning programmes and synergised through emotional and social intelligence interventions to enhance soft skills competency and graduate employability.Research limitations/implicationsThe soft skills identified may overlook other important skills required by employers. Increasing participation in the Delphi study could yield additional valuable insights. Validation of the framework is needed in practical settings to understand its effectiveness and applicability to real-world organisational needs.Practical implicationsThis study significantly enhances understanding of the role of employability capital in soft skills competency development and graduate employability through work-integrated learning programs and self-development. In addition, the framework has the potential to positively impact the employer-employee relationship.Originality/valueThe key theoretical contribution is a soft skill development framework that offers employers and graduates a means to identify and address deficiencies through WIL and self-development.

The role of soft skills, technical skills and academic performance on graduate employability

This study examined the role of soft skills, technical skills and academic performance on graduate employability. The study was underpinned by the Human Capital Theory. By using a positivist quantitative approach data were collected from one higher education institution in Tanzania. The study used a sample of 217 final year students who filled a standard questionnaire. Data analysis employed descriptive and inferential statistics. The study found that soft skills (r=.644, p&lt;.05), technical skills (r=.593, p&lt;.05) and academic performance (r=.376, p&lt;.05) individually predict perceived graduate employability. As per the findings, students with better soft and technical skills have a higher chance of getting employed. On the other hand, students with higher academic performance as measured by grade point average (GPA) are more employable than those with lower performance. Controlling these three independent variables depends on efforts of various stakeholders. This research calls for collective efforts of educators, policy makers, students, regulatory authorities and other stakeholders to work in ensuring that right and relevant skills are provided in HEIs and there is a supportive environment for students to perform better academically.

Understanding art therapy graduate employability: a mixed methods study

Understanding art therapy graduate employability: a mixed methods study

Mind the gap: A scoping review of skills gaps for graduates in the creative industries

This scoping review paper explores skills gaps for graduates in creative industries as identified and discussed in global industrial and education contexts. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) system, our review presents findings from 63 texts published from 2007 to 2023 that were located via five databases. These findings suggest that the top-ranked hard skills gaps for graduates are digital or related skills, such as those related to marketing and data analysis. The top-ranked soft skills are communication and collaboration, both of which are cited more frequently than any hard skill gap and appear key for graduate employability. Factors identified as contributing to these skills gaps include higher education offerings, industry needs and cultural policy. These contributing factors are correlated to the rise of creative industries, shifting values in cultural sectors, change in governments in western influenced cultures and digital transformation.

Where to go: Factors influencing Hong Kong university students' attitude towards working in the Greater Bay Area

AbstractThis study explores Hong Kong university students' concerns when making employment decisions after graduation and their attitudes towards working in mainland China, especially in the Greater Bay Area (GBA). Two research questions were identified: What are Hong Kong students' attitudes towards working in the GBA? What factors influence Hong Kong students' employment choices? A qualitative research approach was adopted with semi‐structured interviews with 38 final‐year students from eight Hong Kong universities. Based on thematic analysis, the findings showed that Hong Kong university students' willingness to work in the GBA was mainly influenced by their previous connections with the destination and potential career development opportunities. However, Shenzhen was the only city out of nine in the GBA they considered for employment. University students were aware of the economic rationale for their employment preparation, but, more importantly, they placed a high value on professional development opportunities and work–life balance. They also valued opportunities for internationalisation and emphasised the importance of the work culture and environment in choosing employment. The findings have policy implications for graduate employment and the intra‐mobility of talented young people across GBA cities in China.

Skill Education under NEP 2020: A Pathway to Enhanced Employability and Economic Growth

The National Education Policy (NEP) 2020 marks a pivotal shift in the Indian education system by integrating skill education to boost student employability and foster economic growth. This study evaluates the impact of NEP 2020's skill education strategies on job readiness and their broader economic implications. Through policy document analysis, educational frameworks, and empirical data, this research reveals how NEP 2020 aligns educational outcomes with industry requirements. Findings suggest that the policy’s emphasis on vocational training, experiential learning, and competency-based education effectively enhances graduate employability. Additionally, NEP 2020’s focus on lifelong learning and adaptability prepares students for a dynamic job market, contributing to economic development. This paper underscores NEP 2020's role in reshaping India's educational landscape and cultivating a workforce ready for the 21st-century economy. Keywords: NEP 2020, Skill Education, Employability Skills, Hands-on Practice, Transformation, NCERT, NCVT

Graduate employability: A bibliometric analysis

AbstractIn today's highly competitive job market, the employability of graduates holds paramount significance. Employers increasingly demand fundamental competencies and diverse employability skills from the current graduates. Studies have highlighted a noticeable gap between the skills employers seek and graduates’ skills upon the completion of their studies. This gap in employability skills significantly impacts graduates, impeding their prospects of securing suitable employment opportunities. The disparities in skills and knowledge have sparked a debate on graduate employability, necessitating further research in this domain. Addressing that, the current study explored research trends, directions, and opportunities related to graduate employability. A bibliometric analysis was conducted on a dataset comprising 2335 journal articles on graduate employability published between 1981 and 2023 in Scopus and Web of Science databases. The results of bibliometric analysis revealed the most influential journal articles based on their publications, citations, and significance in the intellectual network. Through content analysis, this study shed light on the subject's intellectual structure, characterized by four major thematic clusters: (1) the attribution of broader skills to career enhancement; (2) the significance of generic skills (interpersonal, problem‐solving, and communication skills); (3) the need for work‐related training and employer engagement; and (4) the need for improved curriculum design to build adequate human capital. The study concluded with a discussion of practical policy implications, limitations of study, and recommendations for future research.

Integration of Universities and Employers – Potential in Building Social Capital

The article analyzes the main directions of integration of universities and employers, considered in the context of formation of social capital of participants of educational relations. The empirical basis of the work was formed by: 1) data on self-evaluation for 2023 of four leading universities of the Omsk region, differing in the structure of educational programs and industry focus (OmSTU, OmSU, OmGUPS, SibADI); 2) the results of questionnaire survey of the main participants of the educational process: students and employers of these universities; 3) data from the survey of university youth within the framework of the Federal project “Runway 2023” (2,139 students of these universities). The novelty of the study lies in the substantiation of the practices of integration of universities and employers that have developed in the educational environment as ways of reproducing social capital for the key participants of educational relations. These practices contribute to the establishment of trust between the participants of educational relations; form communications that become resources for obtaining benefits for the parties involved in cooperation; help students to master the corporate norms and rules of employers; reduce the level of transaction costs in employment, etc. It has been established that the main forms of integration of universities and their partners are realized mainly to achieve a high level of postgraduate employment of graduates, which in practice are associated with the reproduction of social capital of both open and closed type. Based on the analyzed sources, the following hypotheses were confirmed: firstly, representatives of employers who have experience of cooperation with universities are more likely to prefer to use and develop such formats of integration with educational organizations that are focused on solving the problems of youth employment, i.e. they use the accumulated social capital to build up the human capital of their organizations; secondly, the level of students’ readiness to recommend an educational organization for admission and graduation. The authors show promising directions of research on the subject of the article: 1) the establishment of system-wide and industry barriers that impede the development of bridging social capital for the production of an innovative product; 2) a comprehensive analysis of bridging social capital, which reflects the quality of communication and cooperation in the context of personal responsibility and competencies of officials of both participants in the educational process.

Employability status of female university graduates under the Covid pandemic 19: case Hassan I University Settat Morocco

A previous study on the dynamics of employability and professional integration of young graduates during the COVID-19 period revealed significant gender disparities. Focusing on graduates of Hassan I University in Settat, the study found that female graduates were more adversely affected than their male counterparts. The study found that women were disproportionately likely to lose their jobs compared to men, prompting a closer examination of the employability status of female graduates. This current research examines the impact of the pandemic on the job prospects, employment rates, and career trajectories of female graduates. By identifying these variables, the research seeks to offer a thorough understanding of the distinct obstacles faced by female graduates in the midst of this unprecedented era, with the ultimate goal of providing valuable perspectives for decision makers and academic institutions to improve support and ensure fair job prospects in the aftermath of the pandemic.

Higher legal education in Ukraine: vectors of reforms

It is indicated that the armed aggression of the Russian Federation against Ukraine, which has been going on for the third year, and the progress of European integration processes taking place in our country, require overcoming challenges in the field of higher legal education. One of the important such challenges is the increase in demand from employers for qualified graduates of higher educational institutions who have modern theoretical and practical training in the fields of tax, administrative, contractual, economic and corporate law. At the same time, there is a high demand among employers for specialists who specialize in the field of corporate relations for legal support of the business activities of international corporations working in the agricultural and other sectors of the Ukrainian economy; participation in international and national arbitration and commercial courts in the consideration of corporate disputes in the interests of companies that do not fulfill their obligations in favor of counterparties that maintain relations with the aggressor state or sanctioned persons; judicial protection of corporate rights of foreign and domestic investors; protection in international arbitrations of the interests of Ukrainian business companies that supply material property for the Armed Forces of Ukraine in case of violation of their obligations to them by foreign companies; participation in legal proceedings regarding the recovery of funds and other assets from sanctioned persons in favor of Ukraine or its business entities, etc. The article examines ways of reforming higher legal education in the conditions of armed aggression of russian federation against Ukraine and its European integration into the European Union. The current requirements of employers for law graduates of higher educational institutions are analyzed. The proposed vectors of reforming the educational process, in particular, from the corporate law course, through the introduction of innovative educational programs that meet international world standards, including EU requirements in the field of higher legal education. The need to develop and use interdisciplinary educational programs for the training of lawyers is substantiated. It is recommended that a separate section in these programs provide for the teaching of a corporate law course. Suggested topics from this course include, in particular, corporate law under martial law; adaptation of Ukrainian corporate legislation to the legislation of the European Union - status and prospects; the accession of Ukraine to the European Union as a factor in its victory over russian aggressor country and other topics. A comparative analysis of EU directives and regulations and Ukrainian legislation regulating corporate relations was made.

Применение метода ВИРТУОЗ (Вариативное Игровое Решение Трудных Учебно-Образовательных Задач) при выборе университета для обучения

In the context of the permanent transformation of the higher education system, it is not only game practices that are in demand, but also the widest possible gamification of the educational process itself in higher education. The article discusses the option of organizing the game VIRTUOZ (Variable Game Solution of Difficult Educational Problems) at an open day with applicants and their parents. The VIRTUOZ game is held in order to form an objective opinion among its participants about where to go to study on the basis of a comprehensive comparison of information from open sources on competing departments that are currently training students in a particular field in the corresponding region (regions). Variants of tasks/competitions for team members are given, allowing to compare departments by the share of employed graduates and their average salary; on the structure of academic titles of teachers; indicators of scientific activity; tuition fees. Variants of creative contests for viewers are given. In the future, it is possible to hold other competitions and introduce weights for certain aspects of the department's activities, based on their importance for applicants and their parents, either setting them in advance, or offering to do this directly to team members. Competent gamification of the educational process in Russian higher education, starting with the admission of applicants and ending with the employment of graduates, is designed to help in the development of domestic higher education today and in the long term.