Journal articles on the topic 'Employability Skills'
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Nugraha, Hari Din, R. A. Vesitara Kencanasari, Reni Nuril Komari, and Kasda Kasda. "Employability Skills in Technical Vocational Education and Training (TVET)." Innovation of Vocational Technology Education 16, no. 1 (March 4, 2020): 1–10. http://dx.doi.org/10.17509/invotec.v16i1.23509.
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Employability skills should be a necessity for every TVET graduate. The need for the employability skills is very important in order to prepare TVET graduates in entering the labor market. The purpose of this study is: (1) to verify indicators of employability skills needed by TVET graduates and, (2) to produce proposals for employability skills frameworks for TVET graduates. This article reviews various relevant literature in order to explore the needs of appropriate employability skills. The results of the literature review show the employabilty skills needed by TVET sorted according to rank, namely; Social Skills, Knowledge in the Field of Engineering, Communication Skills, Information and Technology Skills, Management Skills, Creative and Innovative, Problem Solving and Critical Thinking. The implications of this literature review provide information and recommend a set of frameworks for academics to improve the employability skills of TVET graduates.
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Wahyu Safitri, Dinda Aramitha, and Wahyu Indianti. "PERAN MODERASI SELF-ESTEEM PADA HUBUNGAN EMPLOYABILITY SKILLS DAN ADAPTABILITAS KARIER SISWA SMK." Journal of Psychological Science and Profession 5, no. 2 (August 29, 2021): 115. http://dx.doi.org/10.24198/jpsp.v5i2.32103.
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Berkembangnya teknologi menyebabkan banyak perubahan, terutama pada masa pandemi saat ini di mana berdampak pada dunia industri. Individu yang memiliki adaptabilitas karier diprediksi memiliki kualitas pekerjaan yang baik sehingga dapat menghadapi berbagai tantangan karier. Employability skills dan self-esteem dianggap penting dalam memengaruhi adaptabilitas karier. Penelitian ini bertujuan untuk mengetahui peran self-esteem sebagai moderator hubungan employability skills dan adaptabilitas karier. Subjek penelitian ini terdiri dari 703 siswa SMK (usia 14-23 tahun). Alat ukur yang digunakan adalah Career Adapt-Abilities Scale (α = 0,924), Student Employability Skills Questionnaire (α = 0,939), dan Rosenberg’s Self Esteem Scale (α = 0,791) yang telah diadaptasi ke dalam bahasa indonesia. Hasil penelitian menunjukkan bahwa self-esteem tidak memoderasi hubungan employabilty skill dan adaptabilitas karier. Dengan kata lain, harga diri tidak memperkuat atau memperlemah hubungan keterampilan dasar kerja individu dan adaptabilitas karier. Hal tersebut karena employability skills memiliki pengaruh yang lebih kuat terhadap adaptabilitas karier sehingga tanpa adanya self-esteem tetap akan memberikan pengaruh terhadap adaptabilitas karier siswa.
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K L, Sagayaraj, and Nisha Ashokan. "Analysis of Employability Skills Among Rural Graduates." ECS Transactions 107, no. 1 (April 24, 2022): 5613–23. http://dx.doi.org/10.1149/10701.5613ecst.
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The purpose of education is to bring out the good qualities that are hidden among students. Education enlightens and creates new job avenues for the graduates to hone their employability skills. Employers look for graduates who are acquainted with expected employability skills fit for the job market. Academicians and academic institutes have a vital role in imparting knowledge and shaping the future of graduates. Employability skill creates new hopes and promises to the graduates to secure a promised job. Employability skill is well described as the attributes, knowledge, and skills possessed by graduates during the academic pursuit. As employability skill is becoming more important for the graduates to get good placement, it is the need of the hour to explore new ways of imparting employability skill among the graduates. This article aims at exploring the existing literature on employability skills among graduates. The purpose of this study is to analyze the various dimensions, categories, and frameworks of employability skills among graduate students. This article identifies the gap that is existing between academic institutions and employers. This paper focuses also on the important skills that are expected by employers in the 21st century.
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Jackson, Denise, Ruth Sibson, and Linda Riebe. "Delivering work-ready business graduates - keeping our promises and evaluating our performance." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (June 12, 2013): 2–22. http://dx.doi.org/10.21153/jtlge2013vol4no1art558.
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Business schools globally are responding to calls for graduate work-readiness primarily through the development of employability skills, encompassing career management skills, and work integrated-learning (WIL). There has been considerable attention to clarifying precisely which skills should be developed, and how, but far less on evaluating employability skill provision and its impact on graduate work-readiness. This is increasingly important as industry worldwide continues to lament graduate inadequacies in certain employability skills and the extent to which they are job-ready.
This paper outlines a systematic approach for evaluating employability skill outcomes and the effectiveness of learning programs in developing these skills. The approach was developed in a learning program dedicated to developing employability skills in business undergraduates in an Australian university. It may assist other universities in communicating, assessing, mapping and reporting their employability skills outcomes; an integral component of all business undergraduate programs, and now a requirement of all Australian higher education providers (TEQSA, 2011). The approach provides a means of evaluating program effectiveness in skill provision, enabling a more informed review of curricula content, assessment and pedagogical techniques to achieve better alignment with industry requirements.
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Hendrawan, R. F., and D. Daryanto. "Employability skills: Industry perspective and achievement of student of employability skills." Journal of Physics: Conference Series 1402 (December 2019): 022049. http://dx.doi.org/10.1088/1742-6596/1402/2/022049.
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Khuziakhmetov, R. R., and G. F. Romashkina. "Students’ Employability Skills: Development Strategies." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 3 (March 17, 2022): 69–83. http://dx.doi.org/10.31992/0869-3617-2022-31-3-69-83.
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The fundamental transition from the concept of maintaining employment to personnel mobility and employability, as well as the transformation of the working environment make the case for addressing the development of students’ employability skills. Job seekers are intended to be effective communicators and drive own productivity. It is important to understand how students perceive the employability skills, which are formed during the university period. The article aims to reveal strategies for employability skills development, implemented by master’s and doctoral students. These students have a long learning experience and acquire a higher level of qualifications. They are better prepared for employment, but still can face obstacles.The empirical base of the study consists of 50 interviews with students of Tyumen universities (32 master’s degree students and 18 doctoral students). The data were obtained through semi-structured interviews. The authors focused on 4 employability skills: communication, teamwork, self-management, and self-control. Three strategies of employability skills development are revealed. Active strategy: students identify employability skills as a resource, give average and higher self-assessments of their development, provide detailed examples of their use, analyze mistakes, and see opportunities for future development. Intermediate strategy: students also recognize the importance of employability skills, but there is an imbalance in the development of individual and interpersonal skills. In general, they give average self-assessments of skill development and provide insufficiently detailed descriptions of their use in practice. Their plans for developing employability skills are not precise. Passive strategy: students do not identify employability skills as a resource, and are not proactive in their improvement, limiting themselves to an abstract description of intention. The conclusion is substantiated that only a small part of students of regional universities identify individual and interpersonal skills as a resource and build long-term plans for their improvement.
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Gregory, Emily, and Heather Kanuka. "Employability Skill Development: Faculty Members’ Perspectives in Non-Professional Programs." Canadian Journal of Career Development 21, no. 1 (February 1, 2022): 6–19. http://dx.doi.org/10.53379/cjcd.2022.120.
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The purpose of this study was to explore faculty perspectives about employability and employability skill development through curricular activities in non-professional programs. Using pre and post semi-structured interviews, this study embedded employability skills in three academic courses to gain insight into faculty members’ perspectives on employability skill development. Results reveal that the faculty members involved in the study addressed employability to differing degrees in their courses, yet each recognized the importance for students. The outcomes of this study support the need for the development of employability initiatives in higher education and highlights that faculty members can benefit from support in identifying and assessing the employability skills practiced in academic courses.
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McMahon, John M., Karen E. Wolffe, Judy Wolfe, and Carrie Brooker. "Maine's Employability Skills Program." Journal of Visual Impairment & Blindness 107, no. 6 (November 2013): 515–22. http://dx.doi.org/10.1177/0145482x1310700612.
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Miller, Linda, Andy Biggart, and Becci Newton. "Basic and employability skills." International Journal of Training and Development 17, no. 3 (August 18, 2013): 173–75. http://dx.doi.org/10.1111/ijtd.12007.
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Kiong, Tee Poh, Eaw Hooi Cheng, Oh Siew Pei, and Han Kok Siew. "Factors Influencing Employability of Chinese Graduates in Malaysia upon Returning to China." Asia Proceedings of Social Sciences 4, no. 1 (April 18, 2019): 118–21. http://dx.doi.org/10.31580/apss.v4i1.630.
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This study indicates important factors in related to Chinese international students who graduated from Malaysia have better ‘employability’ upon returning to China employment market. Total survey of 160 samples collected from the target group, the Chinese graduates who study in Malaysia and now working in China. The direct model result found that educational and learning activities (H1) and soft skills (H2) have a significant impact on graduate’s employability. Moreover, the findings also found the mediation role of graduate’s English proficiency scored at 0.1595 (H3) and 0.1293 (H4) between educational and learning activities, soft skills and employability. The findings enable education service providers and policy-makers identify more competitive variables in enhancing graduate employability in China market. Additionally, the result of this study also justified the important of English proficiency toward the employability of Chinese graduates in China.
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Nicolescu, Luminita, and Ciprian Nicolescu. "Using PLS-SEM to build an employability confidence model for higher education recipients in the field of business studies." Kybernetes 48, no. 9 (October 7, 2019): 1965–88. http://dx.doi.org/10.1108/k-04-2018-0165.
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PurposeThis paper aims to present a model of the employability confidence of graduates using employability skills. The purpose of the study is twofold: to identify to what extent self-perceived employability skills (input employability) influence the employability confidence of students/graduates (output employability) and to identify if there are determinant relationships between categories of employability skills.Design/methodology/approachThe researchers for this study built and tested an employability confidence model which included seven constructs. Six focussed on employability skills “professional skills, transferable individual skills, transferable social skills, personal qualities, job seeking skills and corporate work-related skills”, while the last one focussed on employability confidence, seen as the students’/graduates’ self-reliance for getting and maintaining a job. The model was refined using structural equation modelling (with SmartPLS 3 SEM software) and was tested by empirically, analysing a sample of participants studying business.FindingsThe results illustrated that four categories of skills (personal qualities, professional skills, job seeking skills and transferable social skills) have a positive and significant influence on students’/graduates’ employability confidence, while individual transferable skills and corporate-related skills do not have a significant influence on employability confidence.Research limitations/implicationsThe study contributed to the exiting literature by proposing a new model and measurement instrument that links input employability (individual employability skills) with output employability (employability confidence). The model emphasizes the complete range of individual employability skills, the types of skills that are in the control of the individual. It also contributed by collecting data from a less studied country and region, Romania, that can be considered relevant for Central and Eastern Europe due to similar economic, political, cultural and historical characteristics.Practical implicationsFrom a practical point of view, the results can be of interest to individuals, to universities and the teaching staff, to organizations and their human resource specialists, and to public administrators, as they all can act to support the development of individual employability skills, thereby helping to increase the employability confidence of individuals.Originality/valueThe study contributed to the exiting literature not only by proposing a new conceptual model to analyse employability confidence but also by collecting data from a less studied region, Romania, that can be considered relevant for Central and Eastern Europe due to similar economic, political, cultural and historical characteristics.
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Ezeamagu, Mary, and Henry Owolabi. "APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (March 25, 2021): 1–10. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.01.
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Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West Nigeria. Multi-stage sampling approach using Simple Random and Proportional Sampling technique was employed to select 697 respondents from Usmanu Danfodiyo University, 350 respondents from Federal University Gusau and 330 respondents from Federal University Birnin Kebbi. The research instrument was a researcher-developed questionnaire entitled “Employability Indices Questionnaire”. The research instrument was validated by seven experts. The instrument was trial tested on a population that is similar but not among the sampled population; and Cronbach’s Alpha was used to estimate a reliability coefficient of 0.82 and 0.96 for Employability Perception Scale and Employability Skills Scale respectively. Three research questions guided the study; while data collected were analyzed using summated scale. The major findings of the study revealed that majority of university undergraduates in North West Nigeria perceived themselves to have high knowledge of employability, yet further finding revealed that majority of the respondents perceived themselves to have high need of Life-long Learning Skill and Team-work Skills. This implies that the respondents have low level of Life-long Learning and Team-work Skills. As such, it was recommended that University Management should improve standard by making Employability Skills a development priority area for its undergraduates before their graduation. Both instruction and assessment of undergraduates should challenge and develop students’ Life-long learning skill, Team-work skills and other relevant skills before their graduation. University Management should encourage her students to develop and demonstrate employability skills like Life-long learning skill, Team-work skills, information and communication technology knowledge, numeracy skill, communication skill, creativity and problem solving skills.
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Matsouka, Kyriaki, and Dimitrios M. Mihail. "Graduates’ employability." Industry and Higher Education 30, no. 5 (August 20, 2016): 321–26. http://dx.doi.org/10.1177/0950422216663719.
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The purpose of this article is to investigate the views of university graduates and human resource managers (HRMs) on graduates’ employability in terms of the soft skills required by the labour market. Soft skills (personal attributes that enhance an individual’s interactions, job performance and career prospects) are necessary in the labour market in addition to hard skills (professional knowledge, tools or techniques). In this study, 178 graduates from the Aristotle University of Thessaloniki and 29 HRMs from Greek companies took part. The research tool was a questionnaire exploring participants’ views on the demand for soft skills as a decisive factor in employability. The findings identify differences between the views of the graduates and the HRMs. The graduates tended to overestimate themselves, while the employers argued that graduates lacked the necessary skills. The findings are discussed in relation to the changes needed in higher education institutions and the importance of appropriate interaction and collaboration between companies and universities.
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Tentama, Fatwa, Desta Risky Kusuma, Surahma Asti Mulasari, Triwahyuni Sukesi, and Sulistyawati Sulistyawati. "TOT Employability Skill Bagi Guru dan Siswa SMK." Jurnal Pengabdian Pada Masyarakat 3, no. 1 (June 30, 2018): 85–92. http://dx.doi.org/10.30653/002.201831.42.
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EMPLOYABILITY SKILL TOT FOR TEACHERS AND STUDENTS OF VOCATIONAL HIGH SCHOOL. The issue of employability is a serious problem in Vocational High School today. The data show that the highest unemployment is dominated by graduate of Vocational High School. Vocational High School graduates who are not ready to work much become unemployed because they can not compete and get a job. In addition, when it was working will be difficult to carry out tasks in the work that eventually turned over. Teachers have difficulty in improving students' readiness because teachers do not have good employability skills so that teachers can not teach their students. TOT Employability is implemented with the aim to train students and teachers to become employability skill trainers. TOT Employability implementation method with lecture, game, role play and discussion methods. Participants in TOT Employability are students and teachers of SMK Negeri 1 Seyegan and SMK Negeri 1 Kalasan Sleman. The results of this program are students and teachers have good interpersonal communication skills, adaptability, cooperative ability, self-management ability, high entrepreneurship desire, independence, discipline, responsibility and motivation to learn high. Students and teachers who have good employability skills are expected to apply it to other students so as to have an impact on the overall employability capability.
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Guàrdia, Lourdes, Federica Mancini, Pedro Jacobetty, and Marcelo Maina. "Graduates’ employability skills in East Africa." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (June 23, 2021): 169–84. http://dx.doi.org/10.21153/jtlge2021vol12no2art988.
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This paper reports a study about the perceptions of the academic community, employers and civil servants regarding graduates’ employability skills in East Africa. Specifically, it focuses on the mismatch between skills acquired in Higher Education (HE) and those in demand by employers, and explores factors influencing the situation. A mixed method approach was implemented including a survey and a set of focus groups. The questionnaire on employability skills was distributed among regional stakeholders attending the Open Day events organised by three East African HE Institutions. A Principal Components Analysis was applied for the categorisation of the most in-demand skills and the identification of four major workplace skill sets. To gain further insights into the stakeholders’ perceptions of the graduate employability skills gap, 11 focus groups were organised at the same universities. The general results showed that employability skills were mostly perceived as insufficiently developed during the students’ progress in their programs. The final results enabled a better understanding of the nuanced relationship between labour market valuation and graduates’ acquisition of each skill set. It also allowed us to identify problems and barriers, and suggest possible solutions to overcome the shortcomings experienced by the sub-Saharan HE system.
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Aliyyah, Irma Himmatul, and Amy Mardhatillah. "EMPLOYABILITY SKILLS MAPPING AMONG STUDENTS OF ALTERNATIVE EDUCATION CERTIFICATION PROGRAM (PAKET C) AT MOBIL KELAS BERJALAN (MKB)." ICCD 2, no. 1 (November 25, 2019): 409–13. http://dx.doi.org/10.33068/iccd.vol2.iss1.156.
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Aim of this community development program is to describe the employability skills among the students of alternative education certification program that called as Paket C, which organized by MKB. All of the students are working to support their life, and continue their education while working. Most of them working as the low payment job families such as scavengers, housemaid ect. The method used in this program including the assessment of employability skills, as well as personal feedback on how to improve their employability skills. 22 participants were participated in this program. Employability Skills are measured using Scans Skills Assessment (Roberts, Lynn, & et al, 2000). Result indicated that, the basic competencies for working students are at level three in which they can, but still need guidance and supervision. However, most of them are in the category of still need to study. In general, almost all of the competencies have not been mastered by students, so that several program can be organized to improved their employability skill.
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Nugraha, Hari Din, Deny Poniman Kosasih, Kasda Kasda, As'ari Djohar, and Mumu Komaro. "Model of essential employability skills framework for machine operator." Jurnal Pendidikan Vokasi 10, no. 2 (November 4, 2020): 188. http://dx.doi.org/10.21831/jpv.v10i2.31869.
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Employability Skills is a skill requirement that must be possessed by someone to be able to get a job, always keep spirit on work for the successful career achievement. The aim of this study is to find a specific employability skills framework model for Machine Operators. The research design uses mixed methods, which combines quantitative and qualitative methods and parallel convergent strategies in the mixing process data. These findings produce 14 Employability Skills framework, such as; 1) Basic skills: communication, listening 2) Personal Qualities: presence, teamwork, responsibility, honesty, flexibility, empathy. 3) Thinking Skills: creative, problem solving 4) Management: self-management, planning management 5) Systems and Technology: Understand the concept of work, and production flow systems. Overall, the industry are focusing on the basic skills as a primary obligation and personal quality for employability. Further thinking skills, management, and systems and technology will be developed in the workplace later.
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Sahoo, Suruchi, Madhusmita Panda, Suchitra Patel, and Partha Sarathi Mallik. "EMPLOYABILITY SKILL AMONG UNIVERSITY STUDENTS IN RELATION TO ACADEMIC STREAM." International Journal of Advanced Research 10, no. 11 (November 30, 2022): 96–104. http://dx.doi.org/10.21474/ijar01/15645.
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The study was intended to investigate employability skills among University Graduate students and one of the specific purpose was to find out difference in employability skills between Science and Arts students. Descriptive survey method was employed for this study. Primary data were collected from 50 science and 50 arts of G.M University by standardised Employability Assessment inventory of Larry Dershem, 2016 which has six employability skill domains, measured by 24 items. The obtained data were analysed and interpreted by using percentage and t-test. The results of the study revealed that 17% university students have self-concept, 17% have self control, 17% have social, 17% have communication, 18% have problem solving and 13% have job searching skill. With reference Academic stream wise employability skill difference, it is found that science students have comparative more skill than arts students and the difference is significant at .01 level. The result of the present study will help full for policy makers and practitioners of higher education to develop employment skills among students by redesigning curricular content, methodology and practical component.
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Santosa, Budi, Pramudita Budiastuti, Purnawan Purnawan, and Muhammad Sayuti. "The Influence of Discipline, Responsibility, Cooperation, and Problem Awareness on Employability Skills." Jurnal Pendidikan Teknologi dan Kejuruan 27, no. 1 (April 20, 2021): 81–90. http://dx.doi.org/10.21831/jptk.v27i1.38085.
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The purpose of this study was to analyze the influence of discipline, cooperation, responsibility, and problem awareness on employability skills individually and collectively. This study also aims to predict other factors that affect employability skills. The research method used correlational quantitative. Regression analysis was used to predict other factors that affect employability skills. The respondents consisted of 323 students from Muhammadiyah Vocational High Schools in Yogyakarta Province. The results showed that; (1) there is a significant effect between discipline and employability skills with an r-value of 0.588, (2) there is a significant influence between responsibility and employability skills with an r-value of 0.568, (3) there is a significant effect between collaboration and employability skills with an r-value of 0.501, (4) there is a significant effect between awareness of the problem and employability skills, with an r-value of 0.450, (5) there is a significant effect together between discipline, responsibility, cooperation, and awareness of the problem with employability skills with an r-value of 0.691.
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Qomariyah, Nurul, Titi Savitri, Tridjoko Hadianto, and Mora Claramita. "Formulating Employability Skills for Graduates of Public Health Study Program." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (March 1, 2016): 22. http://dx.doi.org/10.11591/ijere.v5i1.4518.
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<p>Employability skills as non technical skills are important for effective and successful individual participation in the workplace. The main aims of the research were to identify important employability skills needed by graduates of Public Health Study Program Universitas Ahmad Dahlan (PHSP UAD) and to assess the achievement of the employability skills development that has been carried out by PHSP UAD.<strong> </strong>This study used a mixed method research with convergent design. Quantitative research was conducted with survey to graduates. Qualitative research was conducted with structured interviews to employers. Both data were analyzed separately and interpreted concurrently.<strong> </strong>Graduates and employers of PHSP UAD in broad outline were in line on the important employability skills needed in the workplace and the assessment of the achievement. Several employability skills consistently were considered important. The achievement of employability skills that were related to public health knowledge and its application was high, meanwhile the achievement of several important employability skills which are needed in the work place in the 21<sup>st</sup> were low.<strong> </strong>Employability skills needed for graduates of PHSP UAD were formulated. Curriculum revision is recommended to integrate employability skills into core activities to promote the development of employability skills of PHSP UAD graduates. </p>
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Stephen, Olabiyi O., and Olafare Oladimeji Festus. "Utilization of Work-Based Learning Program to Develop Employability Skill of Workforce (Craftsmen) In Construction Industry Towards Industrial Development." Indonesian Journal of Educational Research and Technology 2, no. 3 (January 23, 2022): 179–88. http://dx.doi.org/10.17509/ijert.v2i3.43970.
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This study examined the utilization of a work-based learning program (WBL) to develop the employability skills of craftsmen in the construction industry towards industrial development. Also, it determines the influence of WBL on employability skills of craftsmen challenges militating against effective utilization of WBL, and strategies/techniques for improving utilization of WBL to develop competency and employability skills of craftsmen in construction industries. A descriptive survey research design was used and data was obtained using a structured questionnaire known as the Employability Skill Inventory Checklist. 95 site managers in construction industries and technical instructors in private vocational centers/colleges in Lagos State participated in the study. The analysis was carried out using SPSS version 16.0 for data computation. Mean was used to answer three research questions. Findings revealed that WBL enhances the employability potential of Technical Vocational Education and Training (TVET) graduates by promoting their soft skills, technical and vocational skills. Challenges against the utilization of WBL include; activities related to WBL programs that do not fit neatly into traditional school and lack healthy collaboration between TVET and industry. Also, recommended techniques/strategies for WBL include maintaining frequent communication between parents and teachers, producing regular reports that track each student’s progress; skill, knowledge, and attitude should be derived from work undertaken.
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Soundararajan, Gopalakrishnan, Anitha Ravikumar, and Stephen Aro-Gordon. "EMPLOYERS PERCEPTION ON GRADUATE SKILL DEFICIENCY TO SUIT PRODUCTIVITY." Humanities & Social Sciences Reviews 8, no. 3 (September 7, 2020): 1415–21. http://dx.doi.org/10.18510/hssr.2020.83142.
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Purpose of the study: This study aims to investigate the perception of employers on the skill deficiency of graduates. The study also attempts to explore the nature and importance of employability skills with emphasis on the areas of deficiency that could be addressed by higher education institutions (H.E.I.s) to make their graduates more employable.
Methodology: This paper is a theoretical exploration based on existing literature. Relevant research papers were sourced from prominent online databases, notably Emerald and Elsevier, including journals, articles, and scholarly conference proceedings. and carefully analyzed. These studies provided an insight for the researchers to understand employability skills and also it helped to suggest the steps to be taken by the H.E.I.s to address the lack of employability skills and make the students ready to face the job market.
Main Findings: The results of the study suggest that a lack of employability skills is a major cause of unemployment among graduates of universities, colleges, and other H.E.I.s.The findings reflect the increasing desire of employers for graduates to possess soft skills such as critical thinking, problem-solving and effective communication, and collaboration. It also underscores the critical role of H.E.I.s in addressing graduate skill deficiencies.
Applications of this study: The study shows that employability skills are the foremost skills graduates require to successfully compete in the job market. The research encourages graduates to understand the skills deficiencies from the employers' perspectives and to discover some bespoke methods or ways of addressing their competency gaps, thereby enhancing their effectiveness and innovativeness. The study further offers a clear roadmap for H.E.I.s to enrich the quality of teaching and learning, thereby enhancing graduate employability. Thus, the outcome of this study will help not only the students but also the H.E.I.s and employers.
Novelty/Originality of this study: The study extends the current literature on graduate employability by integrating the three pivotal dimensions of the problem – the students, the H.E.I.s, and the employers. Previous studies have focused more on some specific aspects such as employability skills needed or expectations of the employers or stressed on H.E.I.s to create employability skills. Students are dependent on H.E.I.s for their studies while they are also dependent on employers for getting jobs; similarly, the H.E.I.s cannot function without the students, while the employers also cannot function without the human resource provided by the H.E.I.s.
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Hinai, Masoud Rashid Al, Abul Bashar Bhuiyan, and Nor Azilah Husin. "AN EMPIRICAL REVIEW ON THE GRADUATE ATTRIBUTES AND READINESS FOR EMPLOYABILITY AMONG THE ENGINEERING GRADUATES IN THE HIGHER EDUCATION INSTITUTIONS (HEIs)." Indian Journal of Finance and Banking 4, no. 3 (October 14, 2020): 8–25. http://dx.doi.org/10.46281/ijfb.v4i3.810.
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The graduates’ readiness for employability has become a major issue for HEIs in the world due to growing concern from governments and industries on the quality of the graduates. As thus, this paper intends to determine the most required skills for Engineering graduate’s readiness for employability. Therefore, the main objective of the current study is to determine the skills required for Graduates’ Readiness for Employability for Engineering graduates. Specifically, this study intends to review the most current literature to specify the most required skills for the readiness of Engineering Graduates for Employability in the Higher Education Institutes (HEIs) in the world. The study reviews the current literature on graduates’ readiness for employability especially for engineering graduates as the main source of information. The study is designed to analyze and determine the engineering graduates’ readiness for employability required skills. The literature utilized for this study covers the latest literature (from 2014 to 2019) extracted from Google Scholar, ProQuest, and Scopus. The three main keywords used were ‘higher education’, ‘employability skills ‘or ‘readiness for employability skills, and ‘skills gap in the world. The study determines the engineering graduates’ readiness for employability required skills for the HEIs in the world. It analyses the most influential required skills for the graduate readiness for employability that will be considered as an empirical study on the graduates of the engineering colleges in the world. The study conceptualizes graduate readiness for employability requirements from the latest literature and papers. The results of the study will fill the gap in understanding the main required engineering graduates’ readiness for employability skills in the world. This study is intended to determine the most required graduates’ readiness for employability skills for engineering in the HEIs in the world. Besides, it will be used to advise a policy guideline for HEIs and researchers for the understanding of graduates’ readiness for employability skills requirements in the HEIs in the world.
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Belwal, Rakesh, Pushpendra Priyadarshi, and Mariam Humaid Al Fazari. "Graduate attributes and employability skills." International Journal of Educational Management 31, no. 6 (August 14, 2017): 814–27. http://dx.doi.org/10.1108/ijem-05-2016-0122.
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Purpose Supply and demand characteristics, influenced by the pre- and post-oil economy of Oman, have caused unemployment challenges to Omani graduates. The purpose of this paper is to explore the most common graduate attributes as they apply to graduates’ employability in Oman. Design/methodology/approach The study uses the principles of “hypotheticodeductive logic” and inferential analysis using a combination of focus group and survey approach. Using an online mode of data collection targeting the past three cohorts of graduates from a prominent University in Oman, the study analyses and presents several insights into graduate attributes and employability issues. Findings The research finds that the domain of educational institutions in Oman is mainly restricted to the basic generic skills in developing the graduate attributes. Students’ perspectives on employers’ selection criteria reveal that computing skills, the ability to work in teams, English language proficiency, prior training, and the graduate’s personality are the five most significant employability skills in Oman. Currently, there is little interaction among higher educational institutions, alumni, and industry in Oman for boosting the employability of graduates. Practical implications The study is highly relevant from the policy perspective in Oman. All the stakeholders in Oman need to come together to define employability skills prudently by expanding the domain beyond generic skills. Originality/value The study is important in the context of Oman due to a shortage of studies that look at the graduate attributes from the lens of employability besides addressing concerns about unemployment.
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Bartel, Joan. "Teaching Soft Skills for Employability." TESL Canada Journal 35, no. 1 (September 9, 2018): 78–92. http://dx.doi.org/10.18806/tesl.v35i1.1285.
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The Ministry for Immigration, Refugees and Citizenship Canada includes employment-related language training in its current initiatives. This article aims to contribute to the topic of teaching soft skills for job interviews and job retention, as informed by research from the fields of business and applied linguistics, including pragmatics, as well as insights from personal experience in employment-related classrooms. Ideas for lessons on some critical verbal and nonverbal soft skills are provided for employment-oriented classes at intermediate to advanced levels. Those skills focus on shaking hands, engaging in small talk, and asking questions.
Immigration, Réfugiés et Citoyenneté Canada tient compte de l’apprentissage linguistique lié à l’emploi dans le cadre de ses initiatives actuelles. Cet article vise à contribuer au débat sur l’enseignement des compétences générales en lien avec les entrevues et l’embauche, et ce, à la lumière de recherches dans les domaines des affaires et de la linguistique appliquée, y compris la pragmatique et des intuitions tirées d’expériences personnelles vécues lors de cours liés à l’emploi. Des idées de cours sur certaines compétences générales verbales et non verbales essentielles sont présentées pour les cours centrés sur l’emploi aux niveaux intermédiaire et avancé. Ces cours portent sur l’art de serrer la main, de faire la conversation, et de poser les bonnes questions.
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Bakar, Ab Rahim, Shamsiah Mohamed, and Ivan Hanafi. "Employability Skills: Malaysian Employers Perspectives." International Journal of Interdisciplinary Social Sciences: Annual Review 2, no. 1 (2007): 263–74. http://dx.doi.org/10.18848/1833-1882/cgp/v02i01/51700.
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Venkateswarlu, K. "A Review on Employability Skills." IOSR Journal of Humanities and Social Science 2, no. 5 (2012): 32–34. http://dx.doi.org/10.9790/0837-0253234.
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Yildirim, Tuba, and Serap Kurbanoglu. "Employability Skills of Senior Students." OALib 09, no. 08 (2022): 1–18. http://dx.doi.org/10.4236/oalib.1108748.
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Poon, Joanna. "Real estate graduates’ employability skills." Property Management 30, no. 5 (October 19, 2012): 416–34. http://dx.doi.org/10.1108/02637471211273392.
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Challis, Neil, Mike Robinson, and Mike Thomlinson. "“Employability” skills in mathematical courses." MSOR Connections 9, no. 3 (August 2009): 38–41. http://dx.doi.org/10.11120/msor.2009.09030038.
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Argos, Javier, and Pilar Ezquerra. "Universities and Skills for Employability." Procedia - Social and Behavioral Sciences 139 (August 2014): 290–96. http://dx.doi.org/10.1016/j.sbspro.2014.08.002.
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Jones, Colin. "Creating Employability Skills in SMEs." Industry and Higher Education 19, no. 1 (February 2005): 25–34. http://dx.doi.org/10.5367/0000000053123583.
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This paper is concerned with the degree to which the graduate skills required by industry are developed in Australian universities. Despite acknowledgement of the need to increase the graduate skills of students, it would seem that the stated intentions of Australian universities in this respect do not yet meet the expectations of industry. The establishment of an enterprise programme at the University of Tasmania provides, by way of example, support for the contention that the development of skills wanted by industry is possible alongside the desirable knowledge outcomes of a university. It is argued that lecturers and students must give and accept more responsibility for learning to enable the development of desirable graduate skills.
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Hossain, Md Moazzem, Manzurul Alam, Mohammed Alamgir, and Amirus Salat. "Factors affecting business graduates' employability–empirical evidence using partial least squares (PLS)." Education + Training 62, no. 3 (February 25, 2020): 292–310. http://dx.doi.org/10.1108/et-12-2018-0258.
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PurposeThe purpose of this paper is to examine the relationship between skills and employability of business graduates. The study also examines the moderating effect of ‘social mobility factors’ in the ‘skills–employability’ relationship.Design/methodology/approachA quantitative positivist approach was undertaken to test the hypotheses. Business graduates from two universities in a developing country responded to a questionnaire about their perceptions of different sets of employability factors. Partial least squares (PLS)-based structural equation modelling (SEM) was used to examine the relationships between skills and employability of business graduates.FindingsThe findings show that both soft skills and technical skills are positively related to employability, which is consistent with prior studies. The findings also indicate that social mobility factors play a significant role in employability.Research limitations/implicationsThe study is based on data from two public universities, and its findings need to be interpreted with care as universities differ in their size, area of concentration and ownership structure.Practical implicationsThe findings advance the evidence of graduate employability of business students. Based on these results, university authorities, policymakers, teachers and business graduates will benefit from the findings related to students preparedness for the competitive global job market.Originality/valueThe study's findings contribute to business graduates' skill set development in the developing countries that share a similar education system, culture and values.
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Jackling, Beverley, and Riccardo Natoli. "Employability skills of international accounting graduates." Education + Training 57, no. 7 (September 14, 2015): 757–73. http://dx.doi.org/10.1108/et-08-2014-0093.
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Purpose – The purpose of this paper is to report on the perceptions of internship providers with respect to the employability skills of international accounting graduates that undertake a Professional Year Program (PYP) incorporating a 12-week (240 hour) internship. Design/methodology/approach – The study involved a survey of internship providers that required open and closed responses addressing perceptions of the skill of interns and rating of satisfaction with the PYP program as an employment preparation program. Findings – The results indicate that from the internship providers’ perspective the most highly developed skill of interns is team skills. However, over 40 percent of respondents indicated that interns had failed to demonstrate the capacity to be “work ready” with respect to business acculturation, capacity to handle unfamiliar problems and communication skills. One-third of respondents had ongoing concerns with the PYP as a means of preparing Australian educated international graduates for work in the accounting profession. Practical implications – There was evidence of a need for a more cohesive theoretical underpinning of the internship program as a means of enhancing the transition from study to work. Originality/value – This study was the first independent study to examine perceptions of a PYP incorporating an internship program to enhance the employability of international accounting graduates who seek professional recognition in Australia. The study provides insights of internship providers of the employability skills of international graduates. The results are timely given the emergence of the demand for relevant work experience enabling international students to enhance their employability globally.
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Rahmat, Normala, Yahya Buntat, and Abdul Rahman Ayub. "Employability Skills Based on Polytechnic Graduate Job Role: Immediate Supervisor Perception." Asian Social Science 14, no. 11 (October 22, 2018): 30. http://dx.doi.org/10.5539/ass.v14n11p30.
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Twenty first century employers need quality graduates to be competitive in global currents. This study was conducted to identify the importance of employability skills constructs required to improve the work performance based on the perception of the immediate supervisor’s in the polytechnic electronic graduates’ job role. This study uses a descriptive survey study involving a quantitative approach. Data collection was done by obtaining and analyzing quantitative data through self-developed questionnaire consisting of 31 items based on seven constructs of employability skills such as communication skills; personal qualities; teamwork skills; critical thinking skills and problem solving; technology skills; organizational skills and continuous learning skills. The sample consists of 170 immediate supervisors who represent the employers in four units of electrical and electronics industries namely research and development unit, maintenance unit, production unit and; quality and assurance unit. The findings of the quantitative study were analyzed using the Winstep V3.69.1.11 software. The findings of the analysis of the importance level of employability skills construct needed to improve work performance in all units are high with different priority rankings based on the role of graduates in the unit. In addition, the findings also show that critical thinking skills and problem solving are the most important employability skill constructs as well as the personal qualities and the latter are technology skills that must be owned and possesses by graduates who choose career paths in the electrical and electronic industries. Therefore, with the clarity of the concept of employability skills based on the job role as a result of this study it will facilitate graduates to adapt to the current wave of industrial change towards the concept of industry 4.0 with the application of precise employability skills oriented in the polytechnic electrical engineering curriculum.
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Menz, Mario. "Integrating academic skills and employability - final." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 115–20. http://dx.doi.org/10.14297/jpaap.v8i1.393.
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Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and scepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development on student’s success at university and illustrates the link between academic skills, employability and professional success.The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21stcentury knowledge economy and invites universities to enhance their curriculum with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development based on the existing academic literature around the Scholarship of Teaching and Learning as well as research into employability skills.The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linkingacademic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners.
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Alao, Abiodun, and Roelien Brink. "Strategies for Using ICT Skills in Educational Systems for Sustainable Youth Employability in South Africa." Sustainability 14, no. 24 (December 9, 2022): 16513. http://dx.doi.org/10.3390/su142416513.
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Information and Communication Technology (ICT) can play a significant role in the socioeconomic development of many countries. Digitisation in South Africa has increased, and ICT skills are pivotal in the sustainability of youth employability in the labour market. Hence, ICT skills, soft, hard, and technical skills are required in government, private organisations, and businesses. This study aims to investigate possible ways educational systems can adopt ICT skills to improve youth employability in South Africa. This study examines the factors that affect youth employability such as lack of ICT skills, access, income, affordability, infrastructure, poverty gap, inequality, lack of education, lack of access to information, and high demand for IT skills expectations in organisations as among the challenges that hinder youth employability in the South African economy. We propose that educational institutions should incorporate practical pedagogy to prepare qualified youths for the labour market. This study focuses on using ICTs for the sustainable development of youth employability in South Africa. The Sustainable Livelihood Theory was used as the study framework while the quantitative method was used for the data collection process. The researchers used close-ended and open-ended questions to draft a questionnaire to gather data from 49 respondents. We triangulated the received data from youths living in the East Rand of Johannesburg. Results derived from the study show the significance of ICT skills in educational systems on youth employability. The practical implication of the study recommends that policymakers implement ICT skill strategies to support educational institutions to prepare youths for the labour market.
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Nadarajah, Janitha. "MEASURING THE GAP IN EMPLOYABILITY SKILLS AMONG MALAYSIAN GRADUATES." International Journal of Modern Trends in Social Sciences 4, no. 15 (March 3, 2021): 81–87. http://dx.doi.org/10.35631/ijmtss.415007.
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This research relates to the issue of unemployment among the local graduates and lack of employability skills. The objective of this research is to measure the employability skills among graduates from higher education institutions in Malaysia. The research identifies the gap in employability among the graduates and the competencies needed in the job market. 300 graduates from higher education institutions in Malaysia participated in this research. The findings of this research revealed that the graduates are equipped with most of the generic employability skills such as ICT skills, teamwork, leadership skills, and good time management. However, the graduates would still need to improve their communication, problem-solving and analytical skills. The research also found a mismatch in the employability skills between the graduates and job market requirements.
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Ng, Peggy M. L., Jason K. Y. Chan, Tai Ming Wut, Man Fung Lo, and Irene Szeto. "What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions." Education + Training 63, no. 6 (July 1, 2021): 852–71. http://dx.doi.org/10.1108/et-08-2020-0231.
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PurposeThe purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability.Design/methodology/approachThis research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability.FindingsBased on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL.Originality/valueAs a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach.
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Venugopal, Dr Kalpana, and Dr V. Saravana Kumar. "Graduates Employability Skills and Placements - Mediating Role of Career Adaptability." International Journal of Management and Humanities 8, no. 9 (May 30, 2022): 38–42. http://dx.doi.org/10.35940/ijmh.j1490.058922.
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This paper focused on examining the relationship exist between psychosocial variables, employability skills and career adaptability for procuring placements among management graduates; to ascertain the mediating effect of career adaptability skills in the relationship between employability skills and placements. The study opt, cross-sectional design. Data were gathered from management graduates (N=207), placed in varied job settings through academic placements. Hierarchical regression were performed to accomplish objectives of the study. The results showed positive and significant correlation among employability, career adaptability towards procuring placements. Further describes partial mediation effect of career adaptability in relationship between employability and placements obtained among graduates. The results proposes that management graduates need to possess more adaptability skills compared to employability skills in order to secure employment through placements. The career adaptability dimensions: control, curiosity, concern, confidence and major employability skills can be enhanced by providing academic workshops and training interventions to management graduates.
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Utami, Susmita, Widarto Widarto, and Shilmi Arifah. "RELEVANCE EMPLOYABILITY SKILLS OF VOCATIONAL HIGH SCHOOL STUDENTS’ DEPARTMENT OF SANITATION BUILDING CONSTRUCTION AND MAINTENANCE IN DIY TO THE CONSTRUCTION SERVICE INDUSTRY." Jurnal PenSil 11, no. 3 (September 30, 2022): 186–96. http://dx.doi.org/10.21009/jpensil.v11i3.27157.
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This study aims to prove the importance of employability skills for the construction service industry for graduates of vocational high school majoring in Sanitation Building Construction and Maintenance (KGSP), revealing the implementation of employability skills and their suitability at vocational high school majoring in KGSP in DIY, and describing the level of relevance of employability skills of vocational high school students majoring in KGSP in DIY to the construction service industry. This type of research uses a descriptive quantitative approach and uses a survey method. The research was conducted in vocational schools and the construction service industry in DIY. The research subjects were the head of the company, project manager, engineer, surveyor, and vocational students majoring in KGSP in DIY. Collecting data using observation and questionnaires. The results of the study show: (1) employability skills are very important and needed by the construction service industry for graduates of vocational high school majoring in KGSP obtaining 85.95% with a very important category, employability skills needed by the construction service industry in total are 54 points (2) vocational high school majoring in KGSP implement employability skills obtained 84.01% in the very appropriate category or taught by teachers in schools, the overall employability skills implemented were 45 points (3) the level of relevance of employability skills of vocational students to the world of industrial work obtained 83.3% with a very relevant category.
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Radwan, Nagat Ali Anham. "Incorporation of Employability Skills in English Language Courses: Integrated Course Perspective." World Journal of English Language 13, no. 2 (February 7, 2023): 214. http://dx.doi.org/10.5430/wjel.v13n2p214.
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Linking English language proficiency and employability skills together is supported by the general agreement in the language literature. Communication skills are highly valued as a graduate attribute for employability. For diagnosing the integration of employability skills in English courses, a survey questionnaire was presented to a panel of EFL instructors and EFL learners and graduates at the College of Sciences and Arts in Uglat Asugour, Qassim University. The results of the survey indicated that EFL students are lacking employability skills. Methodologies of instructors need to be developed to adhere to the integration of employability skills in English language courses. Moreover, it has been found that authentic assessment should replace traditional content assessment.
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Poon, Joanna. "Do real estate courses sufficiently develop graduates’ employability skills? Perspectives from multiple stakeholders." Education + Training 56, no. 6 (August 5, 2014): 562–81. http://dx.doi.org/10.1108/et-06-2013-0074.
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Purpose – The purpose of this paper is to investigate whether Royal Institution of Chartered Surveyors (RICS) accredited real estate courses in the UK have equipped real estate graduates with sufficient relevant employability skills to embark on a career in the profession. This paper considers the perspectives of four stakeholders – employers, human resource managers, graduates and course directors of RICS-accredited real estate courses – in the UK. Design/methodology/approach – The results of a mixed-methods study, involving two online surveys with real estate employers and recent graduates of RICS-accredited real estate courses, and two sets of interviews with human resource managers of real estate surveying firms and course directors of RICS-accredited real estate courses, are presented. Findings – The employers and graduates of the RICS-accredited real estate courses do not think the courses sufficiently equip graduates’ with employability skills. On the other hand, the human resource managers are very impressed with graduates’ technical skills but have concerns about their soft skills and attributes. Human resource managers and course directors of RICS real estate courses commented that commercial awareness is an important employability skill but graduates are not well developed in this area. Course directors also noted that practical experience is vital to employability, commenting that students can only obtain real-life practical experience if employers offer them opportunities. Originality/value – This paper makes an original contribution to the existing literature on employability skills for real estate graduates. It describes pioneering research considering the perspectives of four types of stakeholders and evaluates whether real estate courses sufficiently develop graduates’ employability skills.
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Pouratashi, Mahtab, and Asghar Zamani. "University and graduates employability." Higher Education, Skills and Work-Based Learning 9, no. 3 (August 12, 2019): 290–304. http://dx.doi.org/10.1108/heswbl-12-2017-0103.
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Purpose A graduate must be qualified in order to be successful in the labor market. Hence, embedding employability into higher education is a priority of policymakers and universities. The purpose of this paper is to promote students’ employability skills deal with the issue. Design/methodology/approach This paper is accomplished in three phases, and qualitative and quantitative approaches were conducted. Data were collected from 14 entrepreneurs and experts in the field of business and 150 faculty members from the main academic categories (including: engineering, humanities, agriculture and veterinary, science, and art). Findings The findings revealed that employability skills of students could be totally classified in three categories (basic, intermediate and advance) and five levels. Also, factor analysis regarding university activities to develop students’ employability skills showed five activities including: support, cultural, informing, research and educational activities. Practical implications The results can be beneficial for universities’ plan activities and offer proper services that enhance students’ skills for their future career. Also, the findings can be fruitful for higher education policymakers to find the right way to foster employability issues at universities. Mechanisms such as employers’ participation in curriculum development and work-based learning are useful in ensuring a good match between the supply of skills and the demand for skills. Originality/value This study classified graduates’ employability skills in basic, intermediate and advance categories. Another important contribution of this study was the proposed paths for improving each level of employability skills, enabling universities to be aware of the proper activities for each skills enhancement.
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González Fernández, Henar, Cristina Laborda Molla, and Mercè Jariot García. "Employability skills and quality of life among employees with mild and moderate intellectual disability who attend occupation centres in catalonia (Spain)." Siglo Cero Revista Española sobre Discapacidad Intelectual 52, no. 1 (April 16, 2021): 45–57. http://dx.doi.org/10.14201/scero20215214557.
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Background: The study explores the relationship between quality of life (QoL) and employability skills in a non-random sample of 100 employees of occupational centres (OCs) in Barcelona (Spain). The influence of gender, age and level of intellectual disability (ID) is also explored. Method: A quantitative approach was adopted to collect and examine data, gathered through two different instruments: the GENCAT SCALE (Verdugo et al., 2008) (and the Employability Skills Scale (Jariot, Laborda and González, 2020). Results: A correlation between QoL and employability skills has been found. A relationship between age and employability skills was also found, in which younger individuals reported better in employability skills. Age was also found to have an effect on some QoL domains. The ID level turned out to be a significant factor in the development of employability skills, as well as in some QoL domains. The crucial role of job placement in personal development is underlined, as well as the need for more inclusive procedures in occupancy services.
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Alam, Md Jahangir, Keiichi Ogawa, and Sheikh Rashid Bin Islam. "Importance of Skills Development for Ensuring Graduates Employability: The Case of Bangladesh." Social Sciences 11, no. 8 (August 11, 2022): 360. http://dx.doi.org/10.3390/socsci11080360.
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Graduate employability is a multifaceted concept considering the Sustainable Development Goals. Graduate employability and skills development are also significant determinants for future career success. Graduate employability has seen more sweeping emphasis and concerns in national and global job markets, due to the ever-rising number of unemployed people, which has increased even more due to COVID-19. Due to its importance, this study investigates the current state of skill development initiatives in Bangladesh and the perceptions of university graduates regarding skill development for their future employability. This study uses mixed-method research. Data was collected through surveys and in-depth interviews; various probabilistic and non-probabilistic sample selection methods were used. A total of 437 participants responded to this study. After analysis, the data was shown descriptively. The empirical findings of this study demonstrated that university graduates are well-aware of the skill development requirements for their future employability. However, university graduates face many obstacles in acquiring these necessary skill development opportunities. Therefore, the government and relevant stakeholders must work together to alleviate the obstacles. Furthermore, this study includes recommendations that can assist in developing a model for skill development programs and initiatives in the country for university graduates to ensure their future employability.
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Kamaliah, Sharifah, Samsilah Roslan, Ab Rahim Bakar, and Zeinab Ghiami. "The effect of supervised work experience on the acquisition of employability skills among Malaysian students." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 354–64. http://dx.doi.org/10.1108/heswbl-05-2016-0028.
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Purpose The vocational education and training (VET) system needs a future change in order to be more accountable to employers (and their associations) for training outcomes that match employer expectations. As part of this, an important focus is employability skills that go beyond work-related technical and interpersonal skills to include employer-preferred values, attitudes and personality dimensions. The purpose of this paper is to determine the effect of supervised work experiences (SWEs), among other factors, on undergraduate vocational trainees’ acquisition of employability skills. Design/methodology/approach A total of 138 respondents ranging in age from 17 to 24 years who successfully completed their two years program awarded with Malaysian Skill Certificate were included. They were divided into two sub-populations, trainees participating and trainees not participating in the SWE. Descriptive analysis, Correlation and ANCOVA were applied for data analysis. Findings The results showed that participating students achieved a moderately higher level of employability skills compared to students not participating in the SWE. The findings also revealed other factors contributing to the acquisition of employability skills, including gender, age, work experience, self-concept and achievement motivation. However, achievement motivation was found to be significantly related to the acquisition of employability skills. Therefore, participation of vocational trainees in the SWE influences the acquisition of employability skills which are identified as career success skills and could facilitate youth in transition from school to work. Research limitations/implications Although the research has reached the aims, there were a few limitations which may effect on generalization of the findings. Because of the limit access to students from all majors in vocational training, this study focused on six types of skills. In addition, the number of participants from different courses was not equal. Practical implications The research findings also imply several practical implications. First, based on the finding, it can be suggested that industries provide students’ vocational training under supervision of expert in their course area in order to enrich the level of trainees’ acquisition of employability skills. Second, referring to the finding, focusing on the key aspects of employability skills, industries can improve the trainees learning process and producing workers with abilities to allow them to interact with job duties in the organization of workplace. Originality/value This study can serve as a model for evaluation when implementing school to work programs.
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Wei Chan, Shiau, M. F. Ahmad, Izzuddin Zaman, and Woan Shin Ko. "Employers’ perception on important employability skills in the manufacturing industry." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 170. http://dx.doi.org/10.14419/ijet.v7i2.29.13311.
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Employability skills are among the important soft skills that should be acquired by employees in the industrial sector today. Unfortunately, Malaysian graduates do face obstacles when looking for employment upon graduation due to the absence of employability skills among them. The main aim of this study is to identify employers’ perceptions of the most important employability skills in the manufacturing industry. The study is also aimed to determine the differences between the important employability skills from the perspective of employers based on their gender, their company’s size, and types of companies in the manufacturing industry. In this study, a total of 182 employers from the manufacturing industry in Batu Pahat were chosen randomly. Questionnaires were administered to the employers. The data generated were statistically analysed using descriptive and inferential analyses. The analysis shows that employers’ perception of the most important employability skills in manufacturing industry is communication skills. The independent variables chosen are gender, company size, and types of manufacturing sector, while the dependent variable is the perceptions of important employability skills in the manufacturing industry. Results show that the perceptions of important employability skills in the manufacturing industry have no significant difference according to employers’ gender and type of manufacturing sector, but there is a significant difference for company size. This quantitative study provides key insights that enable future employees to have more understanding of the employment demand in the manufacturing industry nowadays and for employees to develop their employability skills before getting ready to enter the labour market.
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Amirullah, Muhammad, and Mamat Supriatna. "Pengembangan Instrumen Kecakapan Kerja Siswa Sekolah Menengah Kejuruan." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 4, no. 2 (March 17, 2019): 96. http://dx.doi.org/10.26858/jpkk.v4i2.5959.
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This research aims to develop the employability skills instrumen that will be used to measure the employability skills on vocational high school students. The method was used is a model of research and development. The instrumen developing is based on the results of the synthesis construct of employability skills theories. The sample were selected are 34 students of SMKN 13 Bandung. Based on the result of the research, it showed that the employability skills instrumen that was arranged had a good validity, shown by content validity with expert judgment and empiric validity with pearson product moment correlation. The reliability of the employability skills instrumen included an enough category that was shown by the high alpha reliability coefficient score that was 0.994
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Idham, Raden Ahmad, and Irma Himmatul Aliyyah. "VALIDITAS ALAT UKUR EMPLOYABILITY SKILLS SCANS VERSI INDONESIA." Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta 4, no. 2 (December 17, 2020): 289. http://dx.doi.org/10.22441/biopsikososial.v4i2.8049.
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Penelitian ini bertujuan untuk mengetahui apakah alat ukur Employability Skills ini valid untuk digunakan di Indonesia, karena penelitian-penelitian sebelumnya hanya meneliti mengenai Employability Skills secara umum dan belum ada penelitian sebelumnya yang berfokus pada kevalidan alat ukur ini versi Indonesia. Hasil penelitian ini diharapkan dapat menjadi bahan perumusan pengukuran Employability Skills versi Indonesia. Menjadi bahan pertimbangan bagi universitas untuk mengembangkan kurikulum agar dapat meningkatkan keterampilan mahasiswa untuk siap bersaing di dunia kerja. Untuk melakukan uji Validasi, dilakukan uji coba alat ukur kepada 1400 mahasiswa di 7 Universitas di Jakarta; UIN Jakarta, UI, UNJ, UHAMKA, UPJ, UPI YAI, dan UMB. Menggunakan bantuan Lisrel, maka di dapat model yang Fit untuk mengukur Employability Skill Scan Versi Indonesia. Model Vit terdiri atas 10 Item, yaitu membuat keputusan, penyelesaian masalah, self management, interaksi dengan sesama rekan kerja, interaksi dengan orang yang beragam, menghimpun dan mengelola informasi, mengintepretasi dan mengkomunikasikan informasi, pemahaman tentang aturan kerja dan peraturan ketenagakerjaan, kemampuan untuk menggunakan prosedur kerja dan memilih media kerja yang tepat, menggunakan teknologi yang relevan dengan tugas-tugas yang dijalankan.