Demand-driven dynamics and evolutionary patterns of graduate employment in China based on recruitment big data.

Enhancing graduate employability through extended internships in vocational higher education: Evidence from Türkiye

Abstract Management education in India has witnessed rapid expansion over the past two decades, emerging as a crucial component in developing skilled professionals for a competitive and globalized economy. Despite its growth in the number of institutions and enrollment, the sector faces significant challenges that hinder its effectiveness and global standing. This paper examines the multifaceted issues confronting management education in India, including quality disparities among institutions, outdated curricula, inadequate faculty development, limited industry–academia collaboration, and the employability gap among graduates. The proliferation of management institutes has led to concerns about accreditation, infrastructure, and pedagogical innovation, especially in Tier-II and Tier-III cities. Furthermore, the shift toward technology-driven learning post-COVID-19 has exposed inequalities in digital access and readiness. The study also explores policy reforms initiated by the All India Council for Technical Education (AICTE) and the implications of the National Education Policy (NEP) 2020 in redefining management education through multidisciplinary learning, experiential pedagogy, and global benchmarking. Using a combination of secondary data and analytical review, the research highlights the need for curriculum modernization, skill-based training, and stronger industry engagement to enhance the employability and relevance of management graduates. The paper concludes that addressing these systemic challenges is essential for India to transform its management education ecosystem into one that nurtures innovation, ethical leadership, and sustainable business practices aligned with global standards. Keywords: Management Education, National Education Policy, AICTE.

Indian Higher Education Institutions must respond to NEP 2020 reforms and Industry 5.0 by producing employable graduates and fostering innovation-focused partnerships. However, service quality is measured using fragmented, input-based traditional indicators. This study develops and validates a governance-oriented benchmarking framework that translates national policy priorities into outcome-based service quality metrics for academia–industry collaboration. Using a sequential explanatory mixed-methods approach, the research combines a PRISMA-guided review of 101 studies, expert interviews ( n = 35), and a nationwide survey of students, faculty, and industry representatives ( N = 430). Factor analyses identify eight service quality dimensions with strong reliability and validity, while structural equation modelling accounts for 78% of variance in stakeholder satisfaction. Industry collaboration, sustainability, student employability, and digital integration are the most influential drivers. The framework specifies 32 Key Performance Indicators mapped to NEP 2020 clauses and NAAC criteria, covering research output, technology transfer success, graduate employability outcomes, and collaboration sustainability. This study offers a practical, theoretically grounded tool for institutional leaders and industry partners to monitor performance, align incentives, and co-design partnerships, supporting scalable policy implementation and quality improvement in Industry 5.0-oriented higher education. It provides a replicable Service Quality Benchmarking Framework for Higher Education across similar developing nations.

Purpose: This paper explores the importance of graduate tracking systems in Nigerian tertiary institutions and examines their implications for improving educational quality, institutional accountability, and workforce development. Specifically, it highlights how graduate databases can help institutions track alumni career outcomes and adapt to labor market demands. Research Methodology: The paper employs a review-based research design, analyzing scholarly works, policy documents, institutional reports, and publications on graduate tracking systems and employment outcomes. Thematic analysis is used to identify key themes such as curriculum development, accreditation processes, and employment trends. Results: The findings emphasize that effective graduate databases are essential for improving curriculum, supporting accreditation efforts, and fostering alumni engagement. These systems also help institutions assess their contribution to national development and improve students' employability. Conclusions: The paper concludes that without structured graduate databases, Nigerian institutions face challenges in aligning educational outputs with labor market needs. Graduate tracking systems are vital for enhancing data-driven decision-making, accountability, and the relevance of education. Limitations: The study is limited by its review-based nature and does not involve primary data collection or empirical research. Contribution: This paper contributes to the ongoing discussion on enhancing higher education practices in Nigeria by advocating for the development of robust graduate tracking systems that improve institutional planning, curriculum effectiveness, and graduate employability.

Systematic Review on the Application of Metacognitive Strategies and the Benefits of Education 4.0 for Graduate Employability and Learning Sustainability

Purpose: The Industrial Revolution 4.0 has transformed workplaces, impacting higher education. This study evaluates a) the validity of constructs like perceived utility, simplicity, intention to use, and attitudes toward IT, and their relationships; and b) critical soft competencies for accounting graduates and implications for curriculum development.Design/methodology/approach: Data from 244 accounting students at Sam Ratulangi University were analyzed using confirmatory factor analysis, showing all constructs met validity criteria except one behavioral intention factor.Findings: This finding confirms that combining technical skills, mastery of digital technology, and developing soft skills are crucial factors for accounting graduates to compete in the era of globalization. Incorporating the Si Tou Timou Tumou Tou philosophy into curricula is recommended to enhance adaptability to organizational cultures.Research limitations/implications: The proposed model is not exhaustive and can be refined by integrating external factors such as individual, organizational, and cultural influences.Practical implications: The study highlights the need to integrate technical skills, digital literacy, and soft skills in accounting curricula to improve graduate employability. Incorporating local wisdom, such as Si Tou Timou Tumou Tou, can enhance adaptability to organizational cultures.Originality/value: This study provides an original contribution by combining academic and practical perspectives to improve the quality of accounting graduates in facing global challenges and the digital era. In addition, integrating the Sitou Timou Tumou Tou concept in accounting education by adopting an inclusive education paradigm that emphasizes character development and soft skills.

The rational allocation of talent resources is significant to regional transformation and upgrading high-quality development. Focusing on urban agglomerations in China, this study examines the spatial patterns and underlying mechanisms of graduate talent mobility using employment data from the Ministry of Education Graduate Employment Quality Reports. We utilized the social network analysis method, stickiness rate, external attractiveness index, and directed migration model. The results reveal the following. (1) Spatial Stratification and Typology: A significant “Matthew Effect” characterizes China’s talent landscape. While the Yangtze River Delta and Pearl River Delta exhibit a “high stickiness–high attractiveness” dual-drive pattern, emerging inland agglomerations like Chengdu–Chongqing rely on high internal stickiness as a critical “stabilizer,” maintaining regional resilience through local stock retention despite limited external pull. (2) Complexity of Driving Mechanisms: Ridge regression indicates that while economic development (GDP per capita) and innovation capacity remain core drivers of external attractiveness, public services and institutional costs exert stronger constraints on mobility. (3) Policy Implications: In contrast, monetary talent policies show limited marginal utility. The study concludes that talent governance in urban agglomerations must shift from homogenous “talent wars” to differentiated sustainable strategies. Advanced regions should foster polycentric networks to mitigate overcrowding, while emerging regions should prioritize “soft infrastructure” to lower social costs, leveraging endogenous stickiness for long-term human capital accumulation and spatial equity.

This article examines graduate employability challenges in the tourism and hospitality sector of Marrakech, a major tourism destination and strategic regional labour market in Morocco, characterised by strong seasonality, high labour turnover, and persistent education–employment mismatches. Rather than focusing exclusively on technology, the study analyses employability as a multidimensional and context-dependent process, in which digitalisation and artificial intelligence (AI) constitute one influencing factor among others. The research adopts a qualitative, purposive design based on semi-structured interviews conducted between August and October 2025 with 20 stakeholders directly involved in recruitment, training, or early career integration. These include five-star hotel general managers and HR officers, riad managers, travel agencies, recruitment intermediaries, representatives of Morocco’s public employment service (ANAPEC—National Agency for the Promotion of Employment and Skills) and private, regional tourism authorities, academics and young tourism graduates. Interview transcripts were thematically analysed using NVivo to identify recurrent patterns in recruitment practices, skill expectations, and the impact of AI in employability. The results, reflecting stakeholders’ perceptions within this local labour market, show that employability is shaped by six interrelated dimensions: (1) the structure and functioning of the tourism labour market (segmentation, turnover, mobility); (2) partial misalignment between training provision and operational service realities; (3) recruitment standards that prioritise behavioural and relational competences alongside formal qualifications, particularly for frontline positions; (4) language proficiency, especially English and French, as a baseline employability condition; (5) growing expectations regarding digital literacy linked to tourism operations (property management systems, reservation platforms, online reputation management); and (6) the perceived impact of AI-enabled tools (automation of routine tasks, decision-support systems, chatbots), which is seen less as a source of job destruction than as a driver of task reconfiguration and skill upgrading. By situating employer and graduate perceptions within the broader Moroccan employment and training context, the study contributes a place-based understanding of employability in tourism. It highlights the shared responsibility of individuals, employers, and education and training institutions in supporting skill development. The article concludes by discussing policy and practice-oriented levers to strengthen graduate employability, including co-designed curricula, structured internships and mentoring schemes, employer-supported upskilling in tourism-specific digital and AI-related competences, and reinforced labour-market intermediation through ANAPEC and regional governance actors.

Tourism higher education in Bangladesh has undergone a swift growth without an equal adjustment to industry expertise needs, leading to ongoing issues with graduate employability. This paper examines the level of skills gap between the skills provided by tertiary level institutions that provide tourism education and the skills required in the tourism and hospitality industry in Bangladesh, and especially in the hotel industry. A mixed-method research design was adopted, and qualitative data were obtained by conducting in-depth interviews with 17 tourism educators and industry professionals, which were analysed via content analysis to determine the key dimensions of skills. The structured surveys were conducted to gain quantitative data that included 41 professionals in the hotel industry and 45 final-year and postgraduate tourism students in the Department of Tourism and Hospitality Management at the University of Rajshahi. Independent sample t-tests were used to test the differences between the provision of institutional skills and industry expectations in both soft and hard skills. The results show that there are statistically significant disparities in most of the skill categories, such as communication, leadership, behavioural, information technology, front desk operations, housekeeping, food and beverage production and service, and sales and marketing skills. Although relative strength can be observed in terms of the theoretical knowledge and the transferable skills chosen by tourism education institutions, the respondents in the industry emphasize more on the practical competencies, multilingual communications, digital literacy, operational abilities, and workplace flexibility. The research highlights the necessity of curriculum change, improvement of industry-academia partnership, longer internships, and practice-based learning methods. The results have strong policy implications for policymakers, curriculum developers, and administrators of tourism education in Bangladesh in the context of optimizing graduate employability and enhancing sustainable workforce development within the Bangladesh tourism industry.

Technical and Vocational Education and Training (TVET) plays a critical role in enhancing employability and supporting economic development. However, global disparities exist in labor force participation, policy implementation, and system effectiveness, highlighting the need for cross-continental analysis. This study aimed to conduct a systematic meta-analysis of international TVET research to 1) evaluate labor force participation of TVET graduates, 2) identify innovative policies and systemic interventions that strengthen TVET outcomes, and 3) propose strategies suitable for enhancing the Philippine TVET system. A systematic review and meta-analysis were conducted on 60 studies published between 2016 and 2022. Data were sourced from four academic databases: ProQuest, EBSCO, JSTOR, and Elsevier. Inclusion criteria targeted studies focused on TVET programs or graduates reporting employment outcomes or systemic interventions. Qualitative data were analyzed using MAXQDA, while quantitative data were synthesized to determine labor force participation across continents. Labor force participation of TVET graduates varied by region, with Asia reporting the highest rate (27.27%) and Africa the lowest (10.54%). Effective policies identified include strong governance, public-private partnerships, competency-based training, recognition of prior learning, and ICT-supported monitoring. For the Philippines, adopting these strategies can improve alignment with labor market needs and enhance graduate employability. The study demonstrates that context-specific policies, systemic interventions, and strategic partnerships are essential for improving TVET outcomes globally and locally. Evidence-based strategies can strengthen the Philippine TVET system, ensure labor market relevance, and promote workforce readiness.

Healthcare systems rely on a skilled and diverse workforce to deliver patient-centred care across settings. Rising patient acuity, rapid technological change, and interprofessional collaboration have heightened expectations for graduates to be "practice-ready" on entry to the workforce. Health professions education (HPE) must therefore extend beyond discipline-specific knowledge to prepare graduates for real-world practice. Employers, as key stakeholders, are uniquely positioned to assess this readiness, yet their perspectives are seldom explored. This study explores employer views on how well HPE curricula prepare recent graduates for independent clinical practice, to inform future educational and workforce strategies. Employers of recent graduates from a range of healthcare disciplines participated in semi-structured interviews. These in-depth discussions captured perceptions of graduate preparedness, and an inductive thematic analysis was undertaken to identify patterns and develop themes reflecting readiness for practice. Thirty-one employers from medicine, nursing, podiatry, physiotherapy, oral health, speech therapy, social work, nutrition and dietetics, and multidisciplinary clinical services contributed to the study. Four themes were identified. Patient-Centred Care was consistently prioritised, with graduates generally seen as capable, particularly in structured environments. Clinical Competence was perceived as a continuum, with strong readiness in routine care but limited preparedness for emergencies and complex scenarios. Transition to Practice emerged as a critical phase requiring structured support, digital literacy, and systems navigation. Finally, Wellbeing and Adaptability reflected concerns around resilience, sustainability, and self-directed learning in high-pressure settings. These findings informed the development of the ADAPT model, comprising five interdependent domains of graduate readiness. This study contributes a novel, employer-informed framework for graduate readiness, extending existing models of employability to include adaptive capacity, system fluency, and wellbeing. To align with the ADAPT model for practice-ready professionals, training pathways must foster clinical reasoning and communication, embed resilience and interprofessional collaboration, and use structured frameworks for transitioning to practice. The results carry practical implications for HPE curriculum design and workforce preparedness strategies, ensuring that graduates are not only knowledgeable, but also adaptable and sustainable contributors to healthcare systems.

This study investigates the alignment between digital skills taught in Higher Education Institutions (HEIs) and those demanded by employers in the business management and health and social care sectors in the United Kingdom. Drawing on a qualitative research approach using primary data, the research explores how recent graduates and industry professionals perceive digital competencies and identifies strategies for more effective integrating of these skills into university curricula. A total of 51 graduates and 7 employers participated in the study, contributing insights through surveys distributed via email, WhatsApp, and Microsoft Teams. The findings reveal a persistent gap between graduates' digital literacy and employers' expectations, particularly in data analysis, specialised software use, and digital communication. While basic proficiency in tools like Microsoft Office is common, both groups emphasised the need for more advanced, practice-oriented digital training. Employers highlighted adaptability and digital fluency as critical yet underdeveloped attributes among recruits. The study concludes that bridging this gap requires a collaborative effort between HEIs and industry, involving curriculum reform, simulation-based learning, and certification in emerging technologies. These findings contribute to ongoing debates about graduate employability and digital readiness, offering practical recommendations for educational policy and curriculum development.

Vocational education plays a strategic role in preparing graduates who are ready to enter the workforce. However, the low employment absorption rate of Vocational High School (SMK) graduates indicates a mismatch between graduates’ competencies and the needs of Industry and the World of Work (IWW). This study aims to describe in depth: (1) the role of industry-based curriculum management in improving graduate employment absorption at SMK Pelayaran Muhammadiyah Tuban, (2) the challenges and efforts encountered in the implementation of industry-based curriculum management, and (3) its impact on vocational competencies and graduates’ work readiness. This study employed a descriptive qualitative approach with a case study strategy. Data were collected through in-depth interviews, participant observation, and documentation studies. The research subjects included the principal, vice principal for curriculum affairs, heads of expertise programs, productive subject teachers, industry partner representatives, and twelfth-grade students. Data analysis followed the Miles and Huberman model through data reduction, data display, and conclusion drawing/verification, supported by source and technique triangulation. The findings indicate that industry-based curriculum management at SMK Pelayaran Muhammadiyah Tuban is implemented through curriculum planning involving industry partners, the organization of learning aligned with industry needs, the implementation of learning that emphasizes real work practices through teaching factories and Industrial Work Practice (PKL), and continuous curriculum evaluation in collaboration with industry partners. The implementation of industry-based curriculum management has a positive impact on improving vocational competencies, work readiness, and graduates’ employment absorption in the industrial sector.

Purpose This study evaluates the effectiveness of African Career Networks (ACN) disability inclusion efforts by examining barriers and facilitators experienced by youth with disabilities participating in employment transition programmes, assessing the role of reasonable accommodations and analysing stakeholder attitudes that influence employer and university engagement. Design/methodology/approach A mixed-methods study employed an online survey (n = 92), focus group discussions and individual interviews with youth with disabilities who were current students and alumni of African Leadership Academy or Mastercard Foundation Scholars programme. Data analysis utilised a critical occupational perspective informed by the International Classification of Functioning, Disability and Health framework. Quantitative data were analysed descriptively, while qualitative data underwent thematic analysis across environmental factors that influence participation. Findings Results revealed diverse participation patterns among youth with disabilities, with mobility (40%) and visual impairments (31%) representing the largest demographics. Key barriers included inaccessible technology platforms, physical infrastructure limitations, negative stakeholder attitudes and inadequate communication systems. Facilitators included assistive technology, disability-sensitised staff, supportive peer networks and understanding employers providing reasonable accommodations. Participants emphasised the need for universal design principles, mentorship opportunities and comprehensive disability awareness training for employers rather than focusing solely on training persons with disabilities. Research limitations/implications The study's findings are limited by the relatively small sample size of 92 survey participants and the total population of 12 youth who participated in ACN's customised Career Readiness Curriculum, which may restrict the generalisability of results across the broader population of African youth with disabilities. Qualitative methods of research, however, emphasises the transferability of findings to similar contexts over statistical generalisability. The reliance on online data collection methods through MS Teams and Zoom platforms may have inadvertently excluded youth with disabilities who lack reliable Internet access or appropriate assistive technology, potentially underrepresenting the experiences of those facing the most significant digital barriers to participation. Originality/value This research provides contemporary empirical evidence from an African context on employment transitions for youth with disabilities, addressing a knowledge gap in disability employment research from African scholars. The study contributes novel insights into the effectiveness of targeted inclusion strategies and offers evidence-based recommendations for improving equitable access in graduate employment transition programmes across Africa. The findings inform policy implications for programme design of youth with disabilities' transitional efforts that challenge standardised approaches to support of this marginalised group.

In an increasingly dynamic and technology-driven labour market, the development and assessment of soft skills have gained significant relevance. While higher education institutions (HEIs) play a pivotal role in preparing students for professional challenges, concerns persist regarding the alignment between the skills students develop and those expected by employers. This study investigates whether students’ perceptions of employers’ expectations are aligned with their self-assessments of soft skills, and if those perceptions vary according to gender and level of professional experience. Data were collected through a structured questionnaire administered to 384 students from a Portuguese HEI. Results reveal a statistically significant gap between what students believe employers expect and how well they feel they meet those expectations. Gender-based differences emerged, with male students emphasising strategic and instrumental skills, while female students reporting higher confidence in relational competencies. The study also finds that students with higher self-perceived skills are more willing to invest financially in further development. These findings reinforce the need for HEIs to adopt more targeted and inclusive strategies for soft skills development, in close collaboration with employers. The study contributes to the growing discourse on graduate employability and offers practical implications for curriculum design and career readiness initiatives.

This study investigates how effectively Higher Educational Institutions (HEIs) in India, particularly in the Lucknow region, prepare engineering and management students with employability skills. While situated in a specific regional context, the research offers broader theoretical and practical insights into curriculum–industry alignment, pedagogical disparities between disciplines, and the role of institutional support in skill development—issues relevant to HEIs in emerging economies worldwide. Using a mixed-methods approach, the research combines quantitative survey data and qualitative feedback from students and educators. The survey assessed students’ perceptions of curriculum emphasis on employability-related skills-technical, soft, and practical using a Likert scale. Data analysis included descriptive statistics, comparative analysis, and t-tests, while qualitative responses were thematically coded. Findings indicate that students generally have a positive self-perception regarding soft skills such as teamwork, social interaction, self-concept, and self-control. However, they express low confidence in job search skills like resume writing and interview preparation. Notably, 55% of students felt inadequately prepared by their academic curriculum for current industry demands, indicating a misalignment between academic training and market expectations. While students reported supportive teacher engagement in areas like communication, self-management, and independent learning, gaps remain in problem-solving, creativity, and ICT proficiency. This research is among the first post-NEP 2020 studies focusing on employability in the Lucknow region. It highlights the need for HEIs—especially engineering programs—to integrate more hands-on learning, internships, industry partnerships, and career support compared to management curricula to enhance graduate employability.

This study examined the requirements of IT employers for university graduates on hard and soft skills, courses, and internships. The researchers examined important skills and tools in the labour market and attitudes toward various courses and internships. After conducting qualitative interviews with 10 employers in the IT field and thematic analysis, several key points were identified. Firstly, mathematical, fundamental, or deep knowledge of one programming language is more important to employers than basic skills in several programming languages. The importance of English language, algorithmisation, programming logic, and the logic of previously written programming code was also emphasised. Secondly, soft skills like communication, adaptation, teamwork, and time management are crucial, but employers also mentioned the importance of emotional intelligence, prioritising tasks, and desire to develop and learn. Thirdly, employers have a critical attitude towards courses and internships because there are many factors, such as direction, quality, content, and the type of final certification. The paper discusses the problems and opportunities of universities and students for successful training and employment, and the results will be useful in IT education.

This study examines the extent and implications of skills mismatch between employer expectations and graduate competencies in the context of Bangladesh. Using a structured quantitative approach, data were collected from 85 employers across various industries through a survey instrument that assessed the importance of key employability skills and graduates’ proficiency levels. Findings revealed significant gaps, particularly in analytical thinking, problem-solving, technical competence, critical thinking, and interpersonal skills, with an average skills mismatch of 60.78%. Paired sample t-test confirmed the mismatch as highly significant ( p < 0.05). Comparative analysis with international contexts indicates similarities with global trends where rapidly evolving industries outpace educational curricula. However, distinct regional challenges in Bangladesh, including outdated teaching methods, limited industry-academia collaboration, and cultural undervaluation of vocational education, intensify the problem. Recommendations emphasize curriculum modernization, vocational training enhancement, and strengthening industry-education partnerships. Adapting successful international practices, such as Germany’s dual education model, could effectively reduce these gaps. Ultimately, addressing the identified mismatch will significantly improve graduate employability and contribute positively to sustainable economic development.

Orientation: This systematic review investigates global strategies to enhance graduate employability and entrepreneurship, with a focus on developing a holistic support framework for South African universities of technology. Research purpose: The review addresses four research questions: the nature of support mechanisms, analytical methods employed, university strategies and contextual settings for employability and entrepreneurship initiatives. Motivation for the study: The study addresses high unemployment rates and limited entrepreneurial participation among graduates in African contexts, highlighting the need for a comprehensive approach to enhance employability and entrepreneurship in technology universities. Research design: The study adopts a systematic review design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, analysing 53 empirical studies from 2019 to 2025, sourced from Scopus, EBSCOhost and ScienceDirect databases through thematic analysis using NVivo software. Approach and method: A qualitative approach is employed, using PRISMA-guided systematic review and thematic analysis in NVivo to synthesise data from 53 peer-reviewed studies. Main findings: The findings reveal disparities in institutional capacity and resource availability, particularly in African contexts, in which graduates face high unemployment and limited entrepreneurial participation. Practical/managerial implications: A proposed holistic support framework integrates curricular and extracurricular initiatives, interdepartmental collaboration and stakeholder engagement to address these gaps. Contribution/value-add: The study presents a framework that offers practical implementation strategies and addresses resource constraints and stakeholder resistance, providing a scalable and contextually responsive blueprint for enhancing graduate outcomes.