Student Employment Research Articles

Supporting Widening Participation Students Without Creating Dependency or Leaving Them Unprepared for Work in the Neoliberal Era

In a rapidly changing employment context, research holds that the desirable attributes of grit, resilience and context adaptation will become fundamental to the ongoing employability of current students. The employment landscape has become atomised and volatile under neoliberalism, exemplified by the broken psychological contract between employer and employee. Graduates from widening participation backgrounds entering the labour market will see their existing barriers to career success exacerbated by these changes in the world of work. For students from widening participation backgrounds, the neoliberal policies that underpin these changes are congruent with other policies that exacerbate their socioeconomic and educational disadvantages. Consequently, universities must play an increasingly important role in supporting students within and outside of the taught curriculum. This paper explores ways universities can continue to provide students with the necessary support without building dependencies or expectations of support that would inhibit the development of grit, resilience, and context adaptation. As a starting point for further discussion, this paper proposes guiding principles for universities to inform institutional Teaching and Learning strategies.

How Pedagogical Modes Influence Students’ Employability: The Evidence from China

This study explores how two typical pedagogical modes, namely, problem-based and employment-based pedagogical mode, contribute to the employability of university and college students. Based on analysis of a total sample of 428 undergraduates from Chinese universities and colleges using structural equation modelling, the results show that students’ absorptive capacity was positively related to their employability. The employment-based pedagogical mode, considering the absorptive capacity as a partial mediator, was positively related to students’ employability. The problem-based pedagogical mode, considering the absorptive capacity as a complete mediator, was positively related to students’ employability. Absorptive capacity act as an important mediator variable when the employment-based and problem-based pedagogical mode influence students’ employability. Based on the findings, specific suggestions and managerial implications for higher education policy, manpower training, and future research are provided.

Nutrition students’ employability skills: need for a graduate employability framework

For a qualified nutritionist to obtain registration with the Nutrition Society of Australia they must first demonstrate that they meet a set of competencies relating to required nutrition knowledge and skills(1). However, theoretical knowledge and a technical skillset may not be enough to actively contribute to the workforce as a new graduate(2). Employers have previously expressed a desire for nutrition graduates to also develop employability skills in undergraduate studies to be better prepared for the workforce(3). Universities across Australia appear to have heterogeneous approaches to building nutrition students employability skills. To better understand student workforce readiness and employability skills, the research team undertook a mixed-methods study. A validated work-ready tool was used to survey undergraduate nutrition students self-perception of work readiness (n = 88) and semi-structed interviews of students pre/post nutrition industry placements (n = 18) were conducted to assess factors impacting student understanding and development of work readiness. Preliminary data from the survey showed higher levels of perceived ability related to higher age in, written communication (P<0.05), decision making (P<0.05), working unsupervised (P<0.05) and managing challenges (P<0.05). Lower age showed lower perceived ability in understanding how to apply skills (P<0.001). Lower levels of work experience showed lower perceived ability to work in a team (P<0.01), collaborate (P<0.01), work under pressure (P<0.05), and identify problems (P<0.01). Thematic analysis from interviews revealed themes related to improved confidence following a placement experience, communicating to stakeholders, the importance of translation skills, the benefits of networking and self-efficacy. The results suggest there are numerous identified gaps and significant room for improvement. To have a systematic approach to skill development, universities training nutrition students should consider developing a framework that builds understanding and scaffolds skill development across year levels. An employability framework has the potential to increase students employability skills and knowledge, enhance student confidence and increase graduate employment.

Assessing the Skillset Impacting the Readiness of HVAC Bachelor's Final Year Students for Industrial Revolution 4.0 (IR 4.0)

The Industrial Revolution 4.0 (IR 4.0) is a significant period of industrial progress marked by advanced technologies like the Internet of Things (IoT) and Cyber-Physical Systems (CPS). The current change presents significant challenges and opportunities for various sectors, including the Heating, Ventilation, and Air Conditioning (HVAC) industry. Addressing the readiness of HVAC students for IR 4.0, this study investigates the gap in skills and competencies required in this new era. This study primarily assesses the readiness of final-year bachelor’s degree students in HVAC, focusing on balancing technical and non-technical skills. Employing a qualitative descriptive research design, the study involved 100 final-year HVAC students from Universiti Tun Hussein Onn Malaysia (UTHM) and Universiti Teknikal Malaysia Melaka (UTeM). A structured questionnaire, developed based on a thorough literature review and validated through expert reviews and a pilot study, was used to collect data. The questionnaire assessed students' self-evaluation of their readiness, understanding of technical skills, and developing non-technical skills relevant to IR 4.0. The analysis revealed that students possess a high level of perceived readiness for IR 4.0, with non-technical skills emerging as significant contributors to their readiness. These skills accounted for 44% of the variance in students' readiness. The findings underscore the importance of integrating non-technical skills into the HVAC curriculum, highlighting their role in equipping students to navigate the evolving technological landscape of IR 4.0. In conclusion, the study provides comprehensive insights into the skillsets necessary for HVAC students to thrive in the IR 4.0 era. It emphasises the need for educational institutions to adapt their curricula and pedagogical strategies to include a balanced focus on technical and non-technical skills, thereby enhancing student employability and readiness for the challenges of the modern industrial world.

커리어 동기가 커리어 크래프팅을 매개로 하여 지각된 고용가능성에 미치는 영향

Purpose: Convergence of the 4th industrial revolution and the COVID-19 pandemic introduced shifts and hurdles in the roles of employees within the hospitality sector. This research empirically explores the connections among career motivation, career crafting (CC), and the perceived employability (PE) of hospitality students amid challenging employment conditions. Research design, data, and methodology: This study analyzes a sample of 231 hospitality students, and hypotheses are analyzed with structural equation modeling using IBM’s SPSS Amos 20.0. Career motivation includes three sub-variables of career identity (CID), career insight (CIN), and career resilience (CRE), and the effects of each variable are examined. Results: There is a positive relationship between the CID, CIN, and CRE, and CC career motivation components, but not all components had a direct impact on PE. Furthermore, CC directly impacted PE positively, and fully mediated the relationships between PE and the CID, CIN, and CRE career motivation components. Conclusions: T he i mplications f rom t he f indings a re p resented f or u niversities w ith hospitality departments. Discussed is how to foster hospitality students’ career motivation and CC through adaptation to change in the hospitality business.

Perception of Community Science Students in Relation to Vocationalization of B.Sc. Degree Program

Community Science is a field that goes far beyond the stereotype of home-making and household chores. It is a rich and diverse domain that addresses a wide array of knowledge essential for enhancing the well-being and quality of life for individuals, families, and communities in an ever-evolving world. In the ever-evolving realm of higher education, there is a growing emphasis on incorporating vocational elements into academic programs. This shift aims to connect the dots between conventional classroom instruction and practical, real-world applications. This study delves into the realm of Vocationalization within the context of B.Sc. Community Science degree programs, aiming to evaluate the perception of students regarding this transformation. The B.Sc. Community Science degree was traditionally known as Home Science and was associated with a focus on theoretical and practical knowledge in domestic sciences, now it has evolved to incorporate practical vocational elements that equip graduates with skills necessary for contemporary life and employment. The result showed that in this study only 21% of the respondents expressed the view that Community Science education indeed offers viable vocational opportunities for students to pursue in their future careers, while 16% disagreed with this assertion and substantial majority of 63% of the students appeared to be undecided or neutral on this matter. This shift in curriculum design seeks to enhance the employability and career readiness of students while aligning academic pursuits with industry demands.

Searching for a shared understanding of digital confidence in a tertiary context: a scoping review

Digital confidence has been increasingly cited as key for staff and student development in tertiary education, often alongside concepts of digital competence or digital capabilities. In the past three years it has formed part of the discussion in our sector (higher education) around adapting to this time of rapid change, especially during the period of Covid-19 emergency learning and teaching moved online. While digital confidence has long been a focus of our learning technology staff support team, we noticed through discussion with peers and previous reading and research, that our understanding of what digital confidence is and how it develops sometimes differed from the way in which it was represented in the journals and grey literature that we were initially reading. This prompted our scoping review of the literature, exploring whether there is a shared understanding of digital confidence in the tertiary sector and how its relationship to digital competence and similar concepts is understood. The review also discusses implications for organisational digital transformation strategies, student employability, and the wellbeing of students and staff, as well as noting the important role learning developers could play in supporting the development of digital confidence.

Year in Industry: who gets access and what difference does it make? Access and awarding gaps in UK university undergraduate placement programmes

This article explores the extent to which students of different ethnicities, (dis)abilities, sexes, POLAR groups, and academic abilities undertake Year in Industry (YINI) placements and realise post-placement academic improvements, in comparison with non-YINI students. The benefits of work placements on student employability and graduate prospects are well-documented but less is known about which student groups gain access to placements. The study analyses secondary data relating to the sex, ethnicity, disability, POLAR group, grades, and degree classifications of 31,159 undergraduates graduating from a UK Russell Group university between 2016 and 2023, representing the largest study of its kind to date. The study found that students completing YINI programmes are significantly more likely to achieve first class (70.1% YINI, 28.5% non-YINI) and good degrees (97.7% YINI, 83.6% non-YINI). Importantly, the study found that YINI completion narrows awarding gaps found in the non-YINI population in relation to sex, disability, ethnicity, and POLAR group. The potential gains are greatest for male students, students with disabilities, Asian, Black and mixed ethnicity students, and students from low POLAR groups. However, access to placements is not proportionately distributed. Female students, students with disabilities, students from all ethnic minority groups and those of unknown ethnicity, and students from low POLAR groups are under-represented within the YINI population, suggesting placement access gaps in relation to sex, disability, ethnicity, and POLAR group. The paper concludes with strategies to encourage YINI participation amongst diverse student groups and calls for further research into lived experiences of YINI and non-YINI students.

THE EFFECTIVENESS OF DIFFERENTIATED LEARNING USING PERSONALIZED APPROACH TO THE EMPLOYABILITY OF VOCATIONAL HIGH SCHOOL STUDENTS IN THE ANIMATION STUDY PROGRAM

Objective: The objective of this study is to assess the efficacy of personalized differentiated learning in enhancing the employability of students enrolled in the animation study program at vocational schools. Currently, the transmission of subject matter and animation program training in vocational schools is conducted in a traditional and uniform manner. All students in a class receive the same instruction without considering their individual learning styles, talents, and interests. However, animation companies require specific skills from their employees, leading to a disconnect between the skills possessed by vocational school graduates and the demands of the job market. The vocational school curriculum focuses on the application of theoretical knowledge to practical animation production, which necessitates access to computer facilities. To address these challenges, differentiated learning using a personalized approach is proposed as a solution to enhance the employability of vocational school students in the animation field. Method: To gather accurate and valid data for this study, the exposefacto quantitative method was utilized. This method ensured that the questions used and the descriptions of the material being taught were aligned with the objectives and content of the lesson (Patria et al., 2023). The research took place at SMKN 12 Surabaya, specifically targeting students enrolled in the animation study program. A sample size of 30 students from this program was included in the study. The main objective of the research was to evaluate how differentiated learning, implemented with a personalized approach, could enhance the employability of vocational high school students in the animation study program. In this particular research design, a non-experimental approach is employed to examine the causal relationship between two variables, one being the dependent variable and the other being the independent variable. To collect data, a survey method is utilized, involving the administration of specific questions. The researcher employs an analytical technique known as structural equation models (SEM) to assess the impact of the relationship between these variables. The participants in this study consist of students enrolled in the animation study program at SMKN 12 Surabaya. They are divided into two groups: a control class that follows a traditional teaching method and an experimental class that adopts a personalized approach to differentiated learning. The data is derived from the completion of questionnaires distributed among the students in both classes. Results: The percentage of students that are employable increased by 10.3% following the differentiation of learning methods with a personalized approach. When compared to the control class that only received the application of different learning that was not personalized, it increased by an average of 0.3%. It is possible to deduce that the utilization of personalized approaches in different educational methods is beneficial because it maximizes the students' employability. The results showed that the students who were taught with the differentiated approach had a higher percentage of employment than the controls. Additionally, students in the experimental group had a greater sense of motivation and participation in the educational process as a whole. Distinguished learning style with personalization is considered a method that can be employed to enhance the efficiency of learning in high schools that specialize in professions in order to create skills that are relevant to the industry. Conclusions: Drawing from the findings of the research, one can reasonably deduce that: (1) The employability of students in animation study programs in vocational schools is positively impacted by the adoption of a personalized learning approach, (2) The effectiveness of students' employability is greatly impacted by differentiated learning, and (3) The integration of personalized learning and differentiated instruction yields superior outcomes in equipping Animation Study Program students with the necessary employability skills.

Measurement properties of the dispositional measure of employability in Australian university students

Dispositional employability can be understood as a psychosocial process that facilitates the enactment of behaviors directed toward career self-management. This investigation aimed to test the validity of a measure of dispositional employability to predict salient career outcomes in university students. Two studies using distinct samples of students at a multi-campus university in Australia deployed surveys containing measures of dispositional employability, career adaptability, and job search self-efficacy. The measures’ properties were tested using principal axis factoring in Study 1 and confirmatory factor analysis in Study 2. Furthermore, hierarchical regression analyses in Study 2 found that dispositional employability has distinctive relations with measures of career adaptability and job search self-efficacy. Our findings inform recommendations for higher education institutions to measure the psychosocial aspects of employability.

Exploring the impact of serious leisure on well-being and self-perceived employability: the mediating role of career adaptability amongst Chinese undergraduates

PurposeThis study aims to explore the impact of engaging in serious leisure (SL) on the well-being (WB) and self-perceived employability (PE) of university students while also considering the role of career adaptability (CA) as a mediator.Design/methodology/approachA total of 905 domestic undergraduate students from China completed an online survey.FindingsThe findings reveal that participation in SL positively influences WB and PE. Additionally, the results indicate that CA mediates the SL-WB relationship but not the SL-PE relationship.Originality/valueThe theoretical contribution of this research comes from advancing our understanding of sustainable career theory through empirical testing of SL, PE, and CA on WB outcomes within a higher education setting. The practical implications of this study involve providing universities with strategies to support domestic Chinese undergraduate students in enhancing their WB and PE through active engagement in SL pursuits and the development of CA. Moreover, our findings serve as a foundation for future research investigating whether insights gained from domestic Chinese undergraduate students can provide solutions on a global scale to address the persistent challenges of improving student WB and PE.

On the Path of Carrying out the Precise Employment Guidance Service in Private Colleges and Universities

Private colleges and universities have become an important force in higher education in China, almost one third of the national college students come from private colleges and universities, so it can be seen that the employment of private college students is related to the interests of the masses and social stability. Therefore, private colleges and universities should pay attention to the whole-process and precise employment guidance services. This paper expounds necessity and importance, current situation, problems and specifi c causes of the private colleges to carry out the whole accurate employment guidance service.

Construction of Career Guidance Service System for College Students under the Concept of Career Development

This article discusses the key role of career development concept in the career guidance service of college students. First, the article introduces the concept and background of the career development concept and emphasizes its importance in helping students better plan their career. Then, the article analyzes the challenges and demands of college students employment guidance, and puts forward how to integrate the concept of career development into the guidance service. The paper also discusses the elements needed to construct a perfect career guidance service system for college students, and demonstrates the practical application eff ect of the career development concept through successful case studies. Finally, the article looks forward to the development trend of college students employment guidance in the future, and emphasizes the necessity of building a sound service system.

Systematic Design of Undergraduate Vocational Education for Analysis and Testing Technology Majors

The systematic design of undergraduate vocational education in the field of analysis and testing technology is beneficial for improving students employment level, strengthening the school s ability to run schools, and responding to national education policies. However, there are currently problems in the systematic design of undergraduate vocational education for technical majors, such as the lack of rationality in curriculum design, the low quality of student recruitment, which hinder the further development of undergraduate vocational education for technical majors. Based on this, it is proposed to construct a curriculum system that combines theory and practice, implement a hierarchical approach to introducing high-quality students, and work together to create an integrated industry education training base, in order to empower vocational education at the undergraduate level of technical majors.

School to work transition: Employment and expectations of former madrasa students in Cox’s Bazar, Bangladesh

We document the dynamics of the school-to-work transition of former madrasa students in Cox’s Bazar, Bangladesh – the host community of the Rohingya refugees. We conduct a phone survey using a respondent-driven sampling (RDS) technique to understand the labour market opportunities and aspirations of former madrasa students in Cox’s Bazar who are 15–40 years old. We find that most of the respondents are in the labour market, with male respondents driving this trend. There is a strong willingness to participate in training and expectations that receiving training will double income. We report that there is a mismatch between the actual and desired sector of employment– most of the employed respondents want to engage in different income-generating activities than their current ones. We also find gender differences in the types of training desired and expected income.

The Role and Impact of Private Higher Education Institutions on South Africa's Educational Sector: A Comprehensive Analysis

This study presents a comprehensive analysis of the role and impact of private higher education institutions on South Africa's educational sector. Private institutions have gained prominence in recent years, raising questions about their influence on the overall educational landscape. To address this, a mixed method approach was employed, combining a quantitative analysis, and a comparative analysis. Quantitative analysis examined student enrollment trends, graduation rates, and staffing in private higher education institutions, comparing them with public institutions to assess the influence of private institutions on key educational indicators. The comparative analysis on the other hand, compared the student employability and curricula in private institutions. The literature review analyzed the differences in quality, diversity student support services, leadership, and challenges of PHIEs. This comprehensive analysis contributes to understanding the complex dynamics of private institutions in South Africa's educational sector. It sheds light on their influence on educational quality, student enrollment, accessibility, and the overall educational landscape. The findings inform policymakers, educators, and stakeholders, facilitating evidence-based decision-making to further enhance the educational sector in South Africa.

The right job pays: Effects of different types of work on study progress of pre-service teachers

Teacher shortages are a significant concern in many countries. Hiring pre-service teachers could help to alleviate this problem while providing students an opportunity to develop skills in a real-work context. However, being employed alongside full-time studying might compete with attendance or self-study and, thereby, hinder study progress. This study analyzed the effect of student employment on the study progress of 132 pre-service teachers, using 25 repeated measures over 4 years (n = 3,245). Employment hours, remuneration, domain-relevance, and timing (year of college) were taken into account. Multilevel growth analyses showed that students who spent more time on a paid teaching job in year 3 or 4 obtained significantly more study credits compared to those who were not paid or got paid for a job outside of education. Overall, student employment did not relate to less study progress and depending on domain-relevance, timing and remuneration, the effect can even be positive.

Is there equal employment opportunity in tourism? An evaluation of African students' perceptions of future careers

PurposePrior to the COVID-19 pandemic, African students studying tourism and hospitality internationally had diverse experiences in their professional endeavours. This study seeks to examine the effects of the COVID-19 pandemic on the career progression and perspectives of African undergraduate students specialising in higher education in the fields of tourism and hospitality.Design/methodology/approachThe study utilised qualitative content analysis, which involves subjectively interpreting text data by systematically categorising and coding it to identify themes or patterns.FindingsThe findings deviate from how the COVID-19 pandemic has affected the career advancement of African international students studying tourism and hospitality in North Cyprus. Consequently, most developing nations face an increased need for security measures. Tourists will pay higher prices to visit highly secure areas rather than risking their lives. This is one of the reasons why many students from developing nations choose to pursue their careers in developed countries.Practical implicationsIt is imperative for the governments of developing nations to make substantial financial contributions to the development of their respective tourism sectors. Augmented investment has the potential to allure international tourists, thereby generating employment prospects for the host economies. The lack of investment forces young individuals to pursue their education overseas. Furthermore, it is imperative for developing nations to enhance their security infrastructure.Social implicationsOur findings suggest that policymakers should establish a diverse management team that includes student employees to develop suitable strategies for industry management. Insufficient student inclusivity can result in a lack of dedication, whereas involving them in management strategies can contribute to the industry’s prosperity.Originality/valueThe findings obtained from this research can stimulate the formulation of strategies within the tourism industry to tackle the intersection of career obstacles.

A Comparative Study of Employment Pressure Between American and Chinese College Students

With the increase of global economic uncertainty, geopolitical conflicts and the increasingly fierce competition between China and the United States, the world economy is slowly falling into a recession, and one of the serious problems caused by it is the employment of college students. According to relevant statistics, for China, the current unemployment rate of college students has reached a record high, in the United States, due to the large number of prestigious schools, but the U.S. domestic real economy is not so strong employment absorption capacity, so the United States graduating college students face the same employment pressure should not be underestimated. This paper analyzes the employment pressure of college students in China and the United States through a combination of qualitative analysis and case study method, and forms targeted policy recommendations on the basis of the analysis. The research in this paper can provide some support to the current research on college students' employment.

Risk Analysis of College Students' Entrepreneurship

As the employment of college students becomes more and more difficult, Many college students choose to start their own businesses after graduation. Self-employment of college students, apart from the initial capital risk, it will also face problems such as lack of social experience, mentality, vague understanding of entrepreneurship, and insufficient entrepreneurial rationality. College students can solve problems by understanding environmental changes, learning business management, mastering market trends and other methods and measures to promote the healthy development of college students' entrepreneurship.