Students’ perceptions of education and employability

Do STEM women feel ethically and emotionally better prepared for their careers than men?

Despite a growing imperative for graduates to possess STEM skills, both to boost their employability prospects and their perceived economic value, it is critical to also consider the professional or 'soft skills' that will enable these graduates to thrive in their careers. Ironically, gender differences in personality and occupational choice are larger, not smaller, in more gender-equal countries. This is known as the gender equality paradox and in STEM it highlights the importance of purposeful initiatives throughout the educational trajectory, even in countries with higher levels of gender equality. This study employed an online self-assessment of perceived employability (PE) using a validated instrument and analyzed the data from 2493 STEM students studying at multiple Australian universities. The findings, underpinned by Social Cognitive Careers Theory, indicate that female report greater confidence than their male peers in ethical literacy and in some emotional literacy skills; these are understood to be critical soft skills for STEM graduates. This distinction is more pronounced in the natural and physical sciences and within information technology fields. Theoretical contributions and practical implications are discussed.

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

Introduction

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?

Methods

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.

Results

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.

Discussion

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.

Comparative study of accompaniment programs for undergraduate degree students in Spanish universities

Introduction

In the last decade, higher education has undergone a transformation in different areas. The most recent and impactful one may have been the need to keep it updated during the COVID-19 pandemic and to be able to teach remotely and affect university life as little as possible. Another significant change is the emergence of personal attention, accompaniment, or mentoring programs, which have become the prevalent leitmotif in many universities.

Methods

This study compares the different programs at 60 Spanish universities. The relevant information collected during this research is related to the existence of an accompaniment program, and in this program, which plays the role of mentor, or what year is it for. Other information collected from the search is related to the type of mentoring programs, whether they are regulated, have a formal program, or are linked to specific courses. Finally, the assessment procedures are also indicated in case any evaluation is used. After the analysis developed during this research, the mentor-mentee program implemented at the Francisco de Vitoria University is detailed, highlighting differences from other programs, its advantages, and students' benefits.

Results

The number of accompaniment and mentoring programs offered by Spanish universities continues to rise. In Spanish universities, some accompaniment and mentoring programs offer different and specific mentoring activities designed to enhance and further the kind of education and preparation institutions of higher learning should ideally provide. Accompaniment processes generally have a longer duration in private universities than in public universities, offering a wider range of programs for both current and incoming students and those with specific needs, such as international students.

Discussion

The authors found that not many studies have highlighted the value of the accompaniment, and even fewer have conducted comparative analyses of the diverse realities across various universities. Mentoring programs will have the potential to be part of a university's strategy to help students succeed when the shortcomings of mentoring programs. This study opens new avenues for research into the ideal profile of mentors to best accompany university students.

Transnational education, labor market outcomes and graduate employability: a scoping review

Purpose

This scoping review aims to survey literature that covers employability preparation and labor market outcomes for graduates from transnational higher education institutions.

Design/methodology/approach

This scoping literature review uses career ecosystems as a theoretical framework and the context-input-process-outcomes model as a conceptual framework.

Findings

This scoping review confirms a limited research base of approximately 50 sources that primarily use qualitative methods and socio-economic theories to center the student voice and focus on international branch campuses in the Middle East and Asia. Notably, there is a lack of focus on staff experiences regarding the process of preparing students for employment. The review also demonstrates the need for more research on career processes and outcomes in transnational higher education.

Research limitations/implications

This scoping review is relevant to higher education institutions seeking to meet the challenges of preparing graduates for more than one national labor market. It has implications for universities' ability to attract students, develop relevant labor market preparation programming and understand whether the institution is addressing local employment needs. For researchers, it offers insight and impetus into the area of inquiry regarding transnational education, graduate labor market outcomes and employability.

Practical implications

Practical implications are drawn for students, parents, policymakers and transnational and non-transnational higher education institutions, as well as those who are engaged in providing international education and career advice.

Social implications

This review offers insight into developing labor market-relevant TNE programming, which may be helpful both for host and home country transnational education stakeholders interested in impact.

Originality/value

This is one of the first reviews to systematically address literature about employability preparation and labor market outcomes for graduates from transnational higher education institutions; in using career ecosystems theory, this review offers a bridge between international higher education and career studies.

Sustainable talent pipelines and person-organisation fit: strategic insights from UK graduates

Purpose

Drawing on a framework of person-organisation fit (POF) theory, this paper aims to understand how organisations can establish and maintain sustainable early-career talent pipelines. Research question one asks, “How do graduates feel that organisations can attract early-career talent?” Research question two asks, ‘What can employers learn from graduate perspectives about the retention of early-career talent?

Design/methodology/approach

Twenty-eight graduates from UK universities participated in semi-structured interviews in early 2022. Cohort one was composed of 15 individuals who graduated in 2008. Cohort two was composed of 13 individuals who graduated in 2020.

Findings

The findings identified two themes associated with attracting early-career talent: “Company Culture” and “Supply and Demand”. However, 2020 graduates prioritised the job role and job security, whereas 2008 graduates prioritised job location and commute duration. Three additional themes were related to the retention of early-career talent: “Career Progression”, “Health and Well-being” and “Remuneration”. Findings also highlighted how POF could evolve over time, whereby retention can be beneficial or detrimental to either party.

Practical implications

The study identifies pragmatic approaches to attracting and retaining early-career talent and understanding how graduates' views on POF evolve over time.

Originality/value

The study extends POF research and bridges the shared sustainability themes of “person”, “context” and “time” from vocational behaviour and HRM literature streams.

It takes more than agency: Linking support from teaching staff, career engagement, and movement capital among university students

Introduction

Career self-management behaviours are key to overcoming the challenges of entry into the labour market. Combining the Conservation of Resources and Career Self-management theories, this study delves into the concept of Career Engagement among Italian University students by examining its relationship with Support from teaching Staff and Movement Capital. We hypothesised a mediation model in which Support from Teaching Staff predicts Career Engagement which, in turn, fosters Movement Capital. As the pandemic led to the adoption of online learning solutions, we also explored whether and how the interaction between teachers and students during online classes moderates the said mediation relationship.

Methods and results

We collected data from 276 Italian University students through an online questionnaire. Results supported the mediation hypothesis, corroborating the mediating role of Career Engagement. We also observed that this relationship is stronger at medium and higher levels of online interaction between teachers and students.

Discussion

Findings contribute to existing evidence about the role of Career Engagement in facilitating career resources' acquisition and extend the understanding of its contextual antecedents in Higher Education contexts. Results also align with the importance attributed to interaction in online learning environments. This work suggests ways to encourage career behaviours in Higher Education and equip prospective labour market entrants with career resources.

Effects of career development learning on students' perceived employability: a longitudinal study

This study investigates the relationship between career development learning (CDL) and students' perceived employability (SPE) with the mediating role of human capital. Using a quantitative method based on structured questionnaires to collect data from 512 Vietnamese students before starting their internship at businesses and 322 of them after 4 months, the results of the partial least square Structural Equational Model analysis showed that CDL positively affects SPE over time. Besides, the study explored the mediating effect of human capital in the relationship between CDL and SPE. In particular, scholastic capital and cultural capital play mediating roles while social capital failed to be in the relationship between CDL and SPE. This study is expected to enrich current literature on students' employability and human capital theory. From practical aspects, the findings of this work can be of benefit to higher education institutions in supporting their students to enhance their employability in labour market.

Do college students with future work self-salience demonstrate higher levels of career adaptability? From a dual perspective of teachers and students

Faced with tremendous employment pressure, how to enhance effective career exploration and career adaptability is crucial for college students’ career. This study uses self-assessed data from 840 undergraduate students at three time points to reveal the formation mechanism of career adaptability from a dual perspective of teacher support and students’ effective part-time behavior. In particular, the mediating role of career exploration is introduced based on self-regulation theory, and the moderating role of teacher support and students’ effective part-time work is introduced based on social cognitive career theory. The results show that (1) Future work self-salience positively influences career adaptability; (2) future work self-salience indirectly influences career adaptability through career exploration; (3) both teacher support and students’ effective part-time behavior positively moderate the indirect relationship between future work self-salience and career adaptability through career exploration. This study attempts to provide practical guidance for college graduates to engage in career exploration and career construction.

Application of Career Ecosystems Theory and the New Psychological Contract to the Field of Project Management: Toward a Conceptual Model

The purpose of this article is to explore how different actors can operate within a project management ecosystem to sustain a pool of project management personnel with the knowledge, skills, and abilities of the standards required to support successful project delivery into the future. A new conceptual model is presented offering a set of six propositions whereby professional associations mediate the relationship between project management personnel and employers. The article advances understanding of career ecosystems theory and the new psychological contract via application to a new domain of project management. Practical implications and future research opportunities are also discussed.

The Conceptualisation of Weather as a Career Metaphor

This paper aims to offer an accessible, flexible, and homogenised approach to career counselling and career development via the conceptualisation of a new metaphor in response to evolving careers and labour markets. The research question asks: How can Weather as a Career Metaphor (WCM) offer an accessible tool for career counsellors to use with their clients across their lifespans? The theoretical framework draws together sustainable career theory and conservation of resources theory, and is complemented by the author’s decade of experience providing mentoring and career coaching to individuals across the globe. The WCM is constructed of ten elements of weather that apply to different contexts and across the lifespan. These include sun, rain, drought, thunder and lightning, ice, fog, tailwind, headwind, tornado, and rainbow. The contribution comes from the conceptualisation of a new metaphor which is theoretically grounded whilst also ensuring practical relevance via accessibility and flexibility. The WCM offers a versatile tool as part of a more comprehensive toolkit for career counsellors to help their clients to understand potential challenges within contemporary labour markets. This facilitates individuals to take ownership of their careers, acquire personal resources, and take proactive steps to prepare themselves for sustainable careers across their lifespans.

Challenges and Difficulties in Implementing an Income-Contingent-Financing Model in Higher Education in Colombia

Background: One of the challenges of countries is offering higher education (HE) to populations that are not able to access it. The problem lies in the fact that many citizens are unable to finance the costs of their education. Some countries have implemented a system of financing that is contingent on income, seeking to improve the number of students entering HE and to increase access to educational financing; however, this system requires commitments from higher-education institutions, the country, and companies; thus, this text analyzes the challenges and difficulties regarding the implementation of the current system. Methods: Based on comparative international experience, an analysis of the political and social factors that hinder the implementation of ICF was conducted. This article focuses on countries with average development indexes that are on the verge of applying such a model, as is the case with Colombia. Results: From the economic point of view of the public and private sectors, an ICF model is justified in countries with different economic and social conceptions, and reforms for the implementation of ICF are given by the vision of the political and economic system that each country might have. Conclusion: International experience concludes that, for the ICF model to be successful, it should focus on its beneficiaries; that is, it should accurately identify the aspects of the users of educational credit. Furthermore, politicians must show prodigious leadership skills to effectively explain the economic logic of political leaders.

Subjective Wellbeing among University Students and Recent Graduates: Evidence from the United Kingdom

This study compares students’ and recent graduates’ perceptions of their subjective wellbeing and offers support mechanisms and resources to enhance wellbeing in higher education. Survey data were collected in September 2021 from 414 UK-based higher education students and recent graduates on their self-perceived subjective wellbeing in March 2020 (before COVID-19 regulations restrictions) and September 2021 (18 months later). Findings showed that subjective wellbeing scores fell for almost three-quarters of university students and recent graduates between March 2020 and September 2021. Interestingly, around one-fifth of participants reported increased subjective wellbeing scores whilst the remaining participants reported no impact. Positive impacts of the pandemic included opportunities for self-improvement with more free time for focusing on health and relationships. Adverse outcomes included feelings of isolation, reduced mental and physical health, difficulties undertaking degree studies and work, travel restrictions, and concerns for labour market competitiveness. The study advances the application of the conservation of resources theory and identifies strategies for higher education institutions to better support and improve their students’ and future graduates’ subjective wellbeing. Strategies include access to counselling, mindfulness, opportunities for participation in hobbies, interaction with peers, flexible work and study options, and guidance on career and finances.

For Sustainable Career Development: Framework and Assessment of the Employability of Business English Graduates

Employability is an important indicator of the competency of the employees. Employability model is a useful analytical framework for studying the ever-changing relationship between higher education and the job market. At present, the demand for business English graduates is increasing, however, there is a skill gap between their educational readiness and the recruitment requirements. In order to solve this problem, this study adopted mixed methods research and carried out the research design according to the exploratory sequence design to construct an employability model for business English graduates. A 46-item scale was developed to measure the employability of business English graduates' employability. After assessment, it was found that the employability of business English graduates was multi-dimensional, with three dimensions-professional knowledge, generic competencies, and career management and 10 sub-dimensions-English language skills, foreign trade competencies, computer and internet application skills, social skills, learning and development, personal traits, thinking ability, work ethics, career identity and planning, and service awareness. This study verified that the employability of business English graduates reached the standard of talent training and met the requirements of employers. There were employability differences in gender, places of origin and educational institutions. From this study, it could be inferred that cultivation of business English majors should be multi-dimensional.

Perceived Employability, Academic Commitment, and Competency of University Students During the COVID-19 Pandemic: An Exploratory Study of Student Well-Being

Coronavirus disease 2019 (COVID-19) outbreak has led to the closure of schools and universities, which forced students to reorganize their daily and academic lives. The pandemic has thus impacted the well-being of students in various ways. This study aimed to investigate the relationship between the perceived employability, self-efficacy, ambition, organizational commitment, and career planning of students, as well as mental well-being, student engagement, and academic burnout during the pandemic. A total of 269 Italian university students participated in an online questionnaire. Our results highlight that students experienced high levels of uncertainty about their employability and career planning. In contrast, however, they reported healthy levels of mental well-being and student engagement, high career ambitions, and strong self-efficacy, despite the impact of COVID-19. We suggested that intervention and supportive programs should be offered to students over the long term in order to minimize the negative impact of the pandemic.

Exploring the Career Motivations, Strengths, and Challenges of Autistic and Non-autistic University Students: Insights From a Participatory Study

Supports for the growing number of autistic university students often focus on helping them succeed in university. However, even educated autistic people experience discrimination and other challenges which can make it very difficult for them to obtain meaningful jobs. Little remains known about how universities can better support their autistic students and alumni in overcoming barriers to meaningful employment. In this participatory study, a team of autistic and non-autistic researchers asked autistic (n = 92) and non-autistic (n = 774) university students about their career aspirations, strengths they believe will help them succeed in their "dream jobs," and obstacles they expect to encounter. Autistic participants' top goal in attending college was to improve their career prospects. However, relatively few autistic students reported learning career-specific skills at university. Autistic students were more likely to seek an academic job and less likely to seek a career in healthcare than non-autistic students. Autistic students highlighted writing skills and detail orientation as strengths that could help them succeed in their dream jobs more often than non-autistic students. However, they were also more likely to expect discrimination, social, and psychological difficulties to stand in the way of their dream jobs. These findings suggest that universities should prioritize experiential learning opportunities to help autistic (and non-autistic) students develop employment-related skills while providing mental health supports. Universities should demonstrate their commitment to supporting diverse learners by seeking out and hiring autistic professionals and by teaching their own staff and employers how to appreciate and support autistic colleagues.

Career Adaptability, Perceptions of Professional Development and Employability: A Mediation Analysis

Abstract The objective of this study was to test the mediating role that Perception of Professional Development has in the relationship between Career Adaptability and Perception of/Expectation of Employability among undergraduate students. A total of 1.105 students (57% of women) participated in the investigation, all from different undergraduate courses and institutions. The instruments used had evidence of validity, and data were analyzed through structural equation modeling. The results supported the research hypothesis and corroborate previous empirical studies. The model showed good fit for the data as to the hypothesized model (X2/df=0.65; CFI=0.94; TLI=0.94; RMSEA=0.05; indirect effect=0.31). The confirmation of the mediating relationship contributes to the understanding of the processes related to Perception of/Expectation of Employability among undergraduate students. Impacts on the career planning of undergraduate students and subsidies for Higher Education management are some of the practical implications of this study.

Content analysis of metadata, titles, and abstracts (CAMTA): application of the method to business and management research

Purpose

This paper offers a “content analysis of metadata, titles, and abstracts” (CAMTA) method underpinned by a newly evolved metadata, title, abstract, introduction, methodology, results, analysis, and discussion (M-TAIMRAD) Framework.

Design/methodology/approach

Draws on innovations of content analysis from the field of health- care to offer a pragmatic and transparent method for conducting rigorous and valid research within the field of business and management.

Findings

Replicable and valid guidelines for conducting the CAMTA method are offered, including an illustration. This is followed by a critical examination of the potential applications and benefits of the method to the field of business and management research.

Originality/value

The CAMTA method enables researchers to assimilate and synthesise metadata, titles and abstracts as a means of identifying grounds for future research and theory development. This will help to advance the field and subsequently benefit the wider readership including fellow academics, practitioners and policymakers. The flexibility of the CAMTA method means that it can be used as a stand-alone method or combined as part of a mixed-methods approach.

The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.

Advancing employability: applying training evaluation to employability development programs

Purpose

This paper aims to apply training evaluation to employability development, providing a systematic process to assess employability development programs' effectiveness under the framework of employability capital resources (Peeters et al., 2019).

Design/methodology/approach

The authors demonstrate the training evaluation process within an employability development program for US secondary school students. This process included providing validation evidence for measures of evaluation criteria across multiple samples of secondary school students and testing the effectiveness of the program utilizing a quasi-experimental design.

Findings

The authors systematically found support for the intervention's effects on training criteria (i.e. reactions, learning, behavior, results) and demonstrated the utility for training evaluation's application to employability development. The findings illustrate how a training evaluation approach can provide holistic evidence that an employability development program achieved its intended outcomes.

Originality/value

Employability is a new and burgeoning topic – however, employability development varies in how it is conceptualized, evaluated and assessed. By applying training evaluation approaches, employability development can be assessed within a unifying framework and better integrated within the Human Resource Management literature.

Enhancing the odds of adopting e-learning or community-focused experiential learning as a teaching practice amongst university faculty

Identifying the optimal approach for motivating faculty to adopt teaching innovation is important, given that broad-scale initiatives can utilize an inordinate amount of time and resources. Using a quantitative approach, we evaluate policy actions that are most strongly associated with the adoption of either e-learning or community-focused experiential learning, over a five-year period in a single institution. Comparisons between adopters and non-adopters affirm the relevance of previously documented facilitators and barriers. However, a logistic regression analysis demonstrates that actions that promote a supportive institutional culture (such as, an institutional plan, committee involvement, professional development and logistical support) as well as faculty perceptions and beliefs (i.e., “using new methods is not risky for student learning”; confidence and self-efficacy with respect to implementation), is strongly associated with the adoption of either e-learning (n = 118) or community-focused experiential learning (n = 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) is weakly associated with adoption. The results not only provide a fine-grained analysis of current assumptions regarding the necessary conditions for implementing organizational change in the university context, but also suggest an approach that reinforces and sustains the adoption of teaching innovation over the long term. Theoretical and practical implications are discussed in reference to models of organizational change, faculty motivation and approaches to institutionalizing teaching innovation.

Striving for sustainable graduate careers

Purpose

The purpose of this paper is to conceptually articulate the differing needs of graduates and graduate employers, which can be competing or complementary in nature. Drawing from theoretical frameworks of career ecosystems and the new psychological contract, a set of propositions are presented using three themes: career management, development of talent and technological change.

Design/methodology/approach

A conceptual design offering a conceptual model through adopting the career ecosystem and new psychological contract as a framework.

Findings

These propositions offer a new conceptual model, which provides a practical contribution by articulating sustainability of graduates’ careers through employability at the graduate level and competitive advantage at the employer level.

Originality/value

The paper offers important contributions to theory by connecting career management and vocational career literature through acknowledging shared constructs of life-long learning and sustainable employability for graduates. These two streams are often developed in parallel, thus this paper helps to bridge the gaps in respective research agendas. This paper therefore has the originality of helping to advance the fields of career theory and sustainable human resource management.

The importance of horizontal fit of university student jobs for future job quality

Purpose

The purpose of this paper is to gain a better understanding of the antecedents of the quality of graduates’ jobs when they enter the job market after university graduation.

Design/methodology/approach

Survey data collected from 173 Spanish bachelor and master’s degree university graduates at two time points (two months before and six months after graduation, approximately) were analyzed by means of path analysis.

Findings

A moderated mediation model was tested, where the relationship between the horizontal fit (HF) between the university degree subject and the student’s job and the quality of the graduate’s job after graduation is mediated by self-perceived employability and moderated by the time devoted to a student job. Results showed that the relationship between HF and job quality was partially mediated by self-perceived employability. However, contrary to the proposed hypothesis, this relationship did not depend on the time devoted to a student job.

Originality/value

This study contributes to improving the understanding about how and why university students’ work experience is related to the quality of their jobs as fresh graduates.

Supporting Employability by a Skills Assessment Innovative Tool—Sustainable Transnational Insights fromEmployers

Employability remains an important subject in the European and international context. This is the first qualitative and quantitative transnational research of the perception of the heterogeneous sample of employers regarding a sustainable and experimental innovative tool for the assessment of competencies to support employability. The aim of this study is an empirical examining of the employers perception from Austria, Romania and Sweden, from five different sectors of activity regarding a sustainable and innovative online tool for continuous assessment of skills to support employability. In the study, a quantitative analysis was carried out using data based on Eurostat indicators for quality of employment and a qualitative analysis using face-to-face interviews. Our results show that even if there are significant statistically differences regarding the quality of employment according to the Eurostat indicators, all these countries have a good, equally and strong perception with an innovative and sustainable tool for continuous assessment of skills to support employability. The research results fill a gap in the existing literature and offer a new and argued point of view regarding the continuous assessment of competences from the employer’s point of view from the three different countries as regarding the social, economic and political aspects.