Self-perceived Employability Research Articles

Self-Perceived Employability and Psychological Well-Being Among Italian Students and Graduates: A Three-Wave Cross-Lagged Study

This study investigated the reciprocal relationship between self-perceived employability (SPE) and psychological well-being (PWB), a connection previously suggested by theory but not yet explored empirically in early career research. Drawing from the Conservation of Resources theory, we analysed the reciprocal effects between SPE and PWB. Using data collected from 376 Italian university students and graduates, we tested the hypotheses with the random intercept cross-lagged panel model (RI-CLPM) to analyse the SPE-PWB reciprocal linkage at both the between-person and within-person levels. While we observed a reciprocal SPE-PWB association across three waves at the between-person level, we obtained mixed findings at the within-person level. This study is the first to test the reciprocal associations between SPE and PWB among labour market entrants adopting a within-person approach. The findings offer new empirical insights into SPE during early career stages, with implications for both future research and practical applications.

Generation Z

Generation Z (Gen Z) is the best-educated, technologically adept, and most racially and ethnically diverse generation entering the workforce today. Gen Z also has the highest rate of diagnosed depression and anxiety. They prefer to have a side hustle on top of their full-time jobs; however, the act of monetizing their leisure activity has been shown to add more stress. The benefits of serious and casual leisure are shared; with emphasis on the need for Gen Z to engage in more forms of serious leisure to enhance their well-being and self-perceived employability. Employers and schools should encourage, promote and invest in more serious leisure activities for Gen Z. Continuing the emerging focus on research in leisure studies and careers, specifically focusing on Gen Z is highly recommended.

The effects of internship abroad on engineering students’ self-perceived employability

ABSTRACT Internationalisation is seen as one of the means of enabling engineering students to acquire skills and attitudes and also promote their employability. In this study, we investigate the effects of a six-month internship abroad on self-perceived employability, by (1) observing the global effect of the internship abroad on factors related to self-perceived employability (SPE), (2) analysing the effects depending on demographic and organisation questions, (3) Verifying through clustering if the data can identify homogeneous groups of students based on SPE change and (4) predicting SPE positive change relating to the internship abroad. We conducted a quantitative study on SPE before and after the internship abroad, analysed sample homogeneity (clustering) and assessed the internship's role in SPE change using logistic regression. The results show that (1) Some factors have a high/low level of influence on SPE; (2) demographic and organisational factors do not affect SPE change; (3) two homogenous groups appeared in terms of SPE change (a positive group and a negative group); (4) only social integration support predicts positive change in SPE for engineering students. The SPE of engineering students seems to be linked to a wider range of perceived social support in their host country.

Self-Perceived Employability in the Digital Era: Analysis of Online Social Support, Social Media User Type, and Career Adaptability

Self-Perceived Employability in the Digital Era: Analysis of Online Social Support, Social Media User Type, and Career Adaptability

Higher education student engagement, leadership potential and self-perceived employability in the United Arab Emirates

ABSTRACT Higher education student engagement (HESE) is increasingly essential for developing employability and leadership potential. While several academic institutions worldwide have underscored the importance of fostering leadership skills, there remains an evident gap in the UAE’s understanding of the impact of student engagement on leadership potential and perceived employability. Thus, by adopting a quantitative research approach, this study validates the HESE scale and examines its associations with leadership potential (LP) and self-perceived employability (SPE) among undergraduate students in the UAE. The results reveal that increased student engagement significantly enhances LP and is positively associated with SPE. In addition, a higher level of HESE notably strengthens the relationship between LP and SPE. Universities in the UAE can leverage these findings to refine their activities to improve student engagement initiatives, which could bridge the current skills gap and boost student readiness for the competitive labour market. The research recommends integrating comprehensive student engagement strategies in higher education to develop essential leadership skills and confidence in employability among students, aligning academic preparation with market demands.

Examining the Role of Mentoring on Perceived Employability Among University Students in China

The purpose of this study is to examine the impact of mentoring on university students’ perception of employability in China and to investigate the role of mentoring duration, frequency, and mentor-mentee similarity as potential moderating factors. This quantitative study was conducted by administering an online survey among university students in China. All participants ( N = 1023) completed demographic questions and a Likert scale questionnaire consisting of 16 self-perceived employability scale items and 25 college student mentoring scale items. After controlling for the university students’ age, gender, academic field, and university rank, mentoring was significantly positively associated with perceived employability. Our results further reveal that out of the four mentoring functions, psychological emotional support is significantly positively associated with perceived employability. The findings suggest that mentoring duration, frequency, and mentor-mentee similarities shape the impact of psychological emotional support on employability. The findings of this study contribute to the literature on mentoring and perceived employability, and provide valuable insights for educators, policymakers, and mentoring program developers. By emphasizing the importance of key mentorship functions, educational institutions can develop effective mentoring programs and interventions to enhance university students’ career prospects and employability.

The effect of parents’ support, protean career orientation and self-perceived employability on the school-to-work transition

PurposeThe increasing complexity of global labor markets and work environments has made the school-to-work transition more difficult. We explore factors that influence important career outcomes for young adults in China as they transition from their university to the labor market. Specifically, we examine how protean career orientation, self-perceived employability, mother’s and father’s career support and human capital (English language proficiency) may influence career satisfaction and employment status during adulthood.Design/methodology/approachWe collected survey data in two waves, six months apart, and obtained English proficiency ratings from university records.FindingsFather’s and mother’s career support was significantly associated with protean career orientation and protean career orientation was significantly related to self-perceived employability. Self-perceived employability was significantly associated with career satisfaction and employment status. The career support-career satisfaction and career support-employment status relationships were fully mediated by protean career orientation and self-perceived employability. Contrary to expectations, the human capital variable of English language proficiency did not moderate the serial mediation involving either career satisfaction or employment status.Originality/valueBy integrating protean career theory, human capital theory and research on parental support, we offer an interdisciplinary contribution to the school-to-work transition literature. We also advance protean career theory by studying it as a mediating variable and by examining parental support as an antecedent of it.

(Re)Framing sustainable careers: toward a conceptual model and future research agenda

PurposeBy adopting a Social Exchange Theory (SET) lens, this paper aims to integrate the often-fragmented literature streams of Vocational Behavior (VB), Career Development (CD), and Human Resource Management (HRM) to offer a conceptual model for framing sustainable careers.Design/methodology/approachA conceptual approach is taken whereby eight propositions are developed to integrate the fragmented literature streams of VB, CD, and HRM.FindingsWe posit that external factors and career counseling moderate the positive relationship between employability capital and self-perceived employability. We also argue that self-perceived employability is positively associated with career success and that career crafting moderates this relationship. Finally, we propose that career success is positively associated with a sustainable career, which, in turn, is positively associated with a sustainable organization.Practical implicationsThe practical contribution comes from informing VB, CD, and HRM policies and practices to maximize sustainable outcomes for individuals and organizations. The paper concludes with recommendations for future research.Originality/valueThe theoretical contribution comes from integrating the three literature streams to offer a conceptual model as the basis for further interdisciplinary collaborations.

The dynamics of employability capitals for the transition to work: career identity, cultural capital, job interview self-efficacy and self-perceived employability

Purpose This study aims to understand how employability capitals’ dynamics foster self-perceived employability (SPE) among students and graduates, which is still being empirically explored. Building upon the Employability Capital Growth Model and the Social Cognitive Career Theory’s career self-management model, we aimed to understand how different capitals associate by testing a serial mediation model connecting career identity (reflecting career identity capital) and SPE through the serial mediation of cultural capital and job interview self-efficacy (ISE) (an element of psychological capital).Design/methodology/approach We adopted a two-wave design involving 227 Italian University students and graduates. We recruited participants through multi-channel communication. The hypothesised relationships were analysed employing the structural equation modelling approach with the SPSS AMOS statistical package.Findings The results indicated that career identity, cultural capital, ISE and SPE are meaningfully related. In particular, in line with our expectations, we observed that career identity predicts cultural capital, which is positively associated with ISE which, ultimately, impacts SPE.Originality/value Our work adds to existing research by advancing the understanding of employability capitals, explaining how they interact and influence SPE, which is crucial for a sustainable transition into the workforce. At a practical level, our findings call upon, and guide, efforts from various stakeholders in the graduate career ecosystem (i.e. universities and their partners) to offer students and graduates meaningful experiences to form and use their employability capitals.

The Mediating Effect of Self-Efficacy on Perceived Supervisor Support on Self-Perceived Employability in Generation Z Participating in the Certified Internship and Independent Study Program

According to demographic trends, Generation Z was 25 percent of the labor force by 2030. Generation Z needs extra preparation because of a lack of work experience and has a propensity for having negative attitudes at work. Participating in an internship program like the Certified Internship and Independent Study is one of those preparations. Participants in this internship gain both practical work and supervised experience by their supervisor. This research aimed to investigate if the existence of self-efficacy can influence self-perceived employability as a mediator and perceived supervisor support as a predictor. The research method used a quantitative approach to 160 Generation Z members participating in the batch 3 internship program (25.5 percent of the population) at an IT company. Hypothesis testing was carried out with the mediation analysis model in the medmod module in Jamovi 2.3.26. The main result was that self-efficacy could partially mediate the effect of perceived supervisor support on self-perceived employability. This means that the existence of self-efficacy can indirectly increase the influence of perceived supervisor support on self-perceived employability. The direct influence of perceived supervisor support on self-perceived employability is smaller than when involving self-efficacy as a mediator. Based on this result, interventions can be made to strengthen the self-efficacy of internship participants, for example, by providing a strong experience so that the supervision program during an internship can strengthen the self-perceived employability of internship participants. In the end, the intern participants can feel the added value of their internship program.

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.

External aspects that stand out in the self-perceived employability of engineering students and recent graduates

The purpose of this study is to analyse the relationship between the self-perceived employability of engineering students and graduates and their employment situation. Methodology: A total of 505 individuals participated in this study, including recent graduates and senior students from five engineering programs at a public higher education institution in Colombia. This research adopted a quantitative methodology with a non-experimental cross-sectional design and a correlational scope. The data were analysed using inferential statistics. Findings: Based on the results, perceived employability considerably depends on four factors: the level of job performance, the number of promotions, work experience, and the education–job relationship. Originality: In the current labour context, employability is an important tool for graduates who are entering the labour market and must face a variety of challenges, such as the decline in work opportunities, the rapid development of technology, and the need for lifelong learning. According to the literature in the field, employability is significantly influenced by these kinds of external factors.

An Action Research on Employability Assessment, Challenges, and Coping Mechanism of Persons with Disabilities (PWDs) in Applying for a Job

This research aimed to describe the self-perceived employability and lived experiences of persons with disabilities (PWDs) who are unemployed and face discrimination within the employment market. The results were gathered through mixed-method and action research approaches. There were forty-two respondents coming from three barangays in Koronadal City, South Cotabato, and their demographic profiles were further identified by their age, educational attainment, gender, and type of disability. Then, their self-perceived employability was measured, and from the findings, PWDs have moderate employability in communication skills but have challenges in expressive writing, showing low employability. They also have employable collaboration skills but may need help with individual projects. Professional development skills show employability in self-management skills but areas for improvement in technology-related tasks and preparedness because of low employability scores. From the thematic analysis, recurring themes reveal that PWDs face challenges such as social stigma, disproportionate requirements, and poor accommodation from employers, which hinder them from successful employment, and the coping mechanisms in response to those are persistent job hunting, acceptance of one’s disability, presentable appearance, spiritual reliance, alternative working and seeking assistance. The findings from the research then suggest an intervention program that aims to develop basic employment literacy skills among PWDs to raise the chances of PWDs being accepted in the labor force, which contributes to the sustainable development goals of reducing inequalities and promoting decent work for all.

The Role of Employability Skills and University Support towards Employability: A Mediation of Self-efficacy

The study aims to delve into the factors influencing self-perceived employability among university students in Vietnam, while also scrutinizing potential gender disparities in these determinants. Employing a cross-sectional design, the research employs structural equation modeling to analyze data gathered from 306 students across various academic disciplines. The study evaluates constructs including perception of employability skills, perception of university support, self-efficacy, and selfperception of employability. Furthermore, a multigroup analysis is conducted to discern any variations in the relationships between these constructs across genders. Results from the structural equation modeling unveil noteworthy gender differences in these relationships. Specifically, while the perception of employability skills significantly impacts the self-perception of employability among males, self-efficacy emerges as a more influential predictor among females. Additionally, the multigroup analysis suggests that the influence of perception of university support on self-perception of employability remains consistent across genders. Nonetheless, a slight gender discrepancy is observed in the relationship between perception of employability skills and self-efficacy, prompting further exploration. These findings illuminate the intricate interplay of employability-related factors and gender in shaping students' perceptions of their employability. The study advocates for tailored interventions that account for these gender-specific influences to enhance employability outcomes among university students.

Unraveling the Impact of Workplace Impoliteness on Faculty Work Engagement: A Moderated Chain Mediation Analysis in Private Universities

This study investigates the impact of workplace impoliteness on the work engagement of faculty in private universities in China. Employing a moderated chain mediation model, it explores the mediating roles of internal identity perception and organizational identity, as well as the moderating effect of self-perceived employ-ability. Hierarchical regression analysis confirms the negative influence of workplace impoliteness on work engagement, internal identity perception, and organizational identity. Empirical testing reveals the mediating effects of internal identity perception and organizational identity, individually and jointly, on the relationship between workplace impoliteness and work engagement. Moreover, the study validates the moderating role of self-perceived employ-ability on specific pathways within the theoretical model. The findings underscore the importance of addressing workplace impoliteness and enhancing work engagement in private university settings.

The moderating effect of political skills and mediating impact of career self-efficacy on the relationship between personality traits and self-perceived employability in education sector.

In 1990s, the changes in the atmosphere of the business and change in paradigm from the technological to the economy of knowledge has resulted in the world of business evolution. Due to these severe changes many institutions were required and even forced to take few steps through which they can help graduates by introducing them to the corporate world. Moreover, on the researchers of management has been put in immense pressure in order to discover the cause-and-effect relationship in the employability. However, in the employability field skills has gained importance and edge. The previous literature has been given the importance to the association of personality traits, emotional intelligence and employability. Furthermore, this study will explore and provide fundamental understanding of personality factors that are traits of personality and influence of emotional intelligence on employability on the undergraduate students. In addition, to add more knowledge in the body of this study, a conceptual clarity of the variables consents the opportunity for understanding the experiences and the concepts of employability consequences and the constructs.

The impact of college experience on female students' self-perceived employability in STEM majors.

The under representation of women in STEM fields is a persistent issue worldwide. In China, although women have made significant progress in pursuing STEM degrees in recent years, they continue to face challenges in the workforce. Given the importance of the self-perceived employability (SPE) of female STEM students in China, the research questions are: How do curriculum experience, extracurricular experience, and faculty supportive activities affect the SPE of female STEM students in Chinese universities? To what extent does university stratification affect the relationship between college experience and female STEM students' SPE? We analyzed the 2018 data of the Chinese College Student Survey (CCSS) consisting of a sample of 59,066 students, and six focus group interviews. The findings suggest that curriculum experience, extracurricular experience and faculty supportive activities have a positive impact on the SPE of female students, but the gender gap in SPE is still valid as reflected by the fact that women have lower SPE than men in each tier of universities and that men benefit more in terms of the increase in SPE from most types of college activities and support except academic ones. This study reveals that the different tiers of universities in China affect female students' SPE in different ways, and provides valuable evidence for academic as well as university administrators and policymakers regarding how college experience affect women and how university stratification can affect female students' college experience and their career expectations and paths.

Facilitation or hindrance: The contingent effect of organizational artificial intelligence adoption on proactive career behavior

The advent of Artificial intelligence (AI) technology is catalyzing significant transformations in human work dynamics. Nonetheless, there exists no unanimous consensus among researchers regarding whether organizational AI adoption has a favorable or unfavorable impact on employees' career development. Building upon social cognitive theory, we explores the underlying mechanism through which organizational AI adoption influences employees' proactive career behavior. A three-wave time-lagged survey involving 348 employees from three hotels and five advanced manufacturing enterprises in Chengdu, China, was conducted. The findings revealed that organizational AI adoption led to a reduction in employees' self-perceived employability. The prominence of an employee's future work self-salience was found to be a determining factor in how their self-perceived employability influenced proactive career behaviors. Specifically, this impact manifested negative for employees exhibiting high levels of future work self-salience, while it appears positive for those with low levels. Finally, this study confirmed the moderating role of future work self-salience in the indirect impact of organizational AI adoption on proactive career behavior through self-perceived employability. Our study underscores the significance of considering individual characteristics, such as future work self-salience, in analyzing how organizational AI adoption affects employees' career-related behaviors.

Talent development in the digital age: implications for self-employability in films and television industry

Talent development in the modern age needs to translate into self-employability. The study aims to investigate the relationship between Talent Development and Self Employability amongst Actors in the creative industry of South Africa and how Talent Development impacts Employability amongst this group. This study is important for Actors to have a framework to assist them with developing their talent for employability purposes. Underpinned by the post-positivism philosophy and using a deductive reasoning approach, the study chose a quantitative research design and Cagne’s Expanded Model of Talent Development as the theoretical framework of the study. The population of the study was the film and television Actors (N=325) as the study’s participants and accounting for the entire population. Simple random probability sampling was chosen (n=150) as it seeks to generalize the findings of the study to the entire population. The data collection tool was a 5-point self-administered structured questionnaire. The data collection instrument was pre-tested using a small sample and the data gathered was analyzed using quantitative data analysis methods which will be used for the main analysis, aided by Statistical Package for Social Sciences (SPSS) version 27. The study found a clear association between Talent Development and Self-perceived Employability with both constructs having a positive medium correlation. The main elements making a significant contribution were the Actors' cognitive abilities as well as their motivation and they needed to work on their mentorship. The finding of the study seeks to improve the theoretical understanding of talent development and further recommendations for managers within the creative industry to create formal mentorship programmes to aid upcoming Actors.

The state of the art on self‐perceived employability

AbstractAmidst the continual volatility in the labor market and heightened uncertainty about the future, it is imperative for students to be confident in their employability skills to navigate their careers seamlessly. Self‐perceived employability (SPE) instills in students the confidence needed to pursue their desired career paths, showcase resilience, and effectively market themselves to employers in an ever‐changing business environment. In this paper, we present a comprehensive and systematic review of the existing literature, synthesizing the insights from 88 relevant articles in Web of Science Social Science Citation Index (SSCI) through a structured framework that delineates the key antecedents, decisions, and outcomes related to SPE. This framework also encompasses underlying theories, contexts, and methodologies of study. While we highlight a plethora of research gaps, the most glaring is the inadequate conceptual development. Current theoretical approaches often lack a student‐focused perspective, sidelining critical modern viewpoints that could deepen our understanding of SPE. We advocate for richer operational definitions and introduce a blueprint of dimensions poised to nurture the evolution of such metrics. Additionally, we propose sophisticated methods to elevate the empirical exploration of the construct, ensuring a rigorous foundation for upcoming research. We further discuss potential antecedents, outcomes, and contexts, offering them as focal points for future investigative pursuits. Ultimately, our research offers invaluable insights to higher education professionals, illuminating strategies to bolster employability confidence in students, ensuring they are fully prepared for the workforce.