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employability of graduates</title> <meta name="description" content="Search results for: employability of graduates"> <meta name="keywords" content="employability of graduates"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="employability of graduates"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 380</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: employability of graduates</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">380</span> Engineering Graduates' Employability in the Eyes of Stakeholders: Based on the Survey to 6 Universities and 20 Enterprises in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cui%20Jun">Cui Jun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By surveying 536 engineering graduates and 232 employers of 6 research-based universities and 20 enterprises in China, this research aims to reveal the perceptions and expectations of engineering curriculum and graduates’ employability by stakeholders. Variation was seen by university and sometimes by engineering major. Overall, however, the satisfaction with courses that promote employability is not high by graduates, and there is a gap between employers’ satisfaction and their expectation. Importantly, students’ satisfaction degree of the curricula enhancing employability and employers’ satisfaction degree of graduates’ employability are significantly lower than employers’ expectation value. Therefore, engineering curriculum reform must take the stakeholders’ demand into account and integrate employability into curricula. These findings provide the empirical basis for the curriculum reform of the National Excellent Engineers Education Program (NE3P) in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20of%20graduates" title=" employability of graduates"> employability of graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/50408/engineering-graduates-employability-in-the-eyes-of-stakeholders-based-on-the-survey-to-6-universities-and-20-enterprises-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">379</span> Binary Logistic Regression Model in Predicting the Employability of Senior High School Graduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cromwell%20F.%20Gopo">Cromwell F. Gopo</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20L.%20Picar"> Joy L. Picar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to predict the employability of senior high school graduates for S.Y. 2018- 2019 in the Davao del Norte Division through quantitative research design using the descriptive status and predictive approaches among the indicated parameters, namely gender, school type, academics, academic award recipient, skills, values, and strand. The respondents of the study were the 33 secondary schools offering senior high school programs identified through simple random sampling, which resulted in 1,530 cases of graduates’ secondary data, which were analyzed using frequency, percentage, mean, standard deviation, and binary logistic regression. Results showed that the majority of the senior high school graduates who come from large schools were females. Further, less than half of these graduates received any academic award in any semester. In general, the graduates’ performance in academics, skills, and values were proficient. Moreover, less than half of the graduates were not employed. Then, those who were employed were either contractual, casual, or part-time workers dominated by GAS graduates. Further, the predictors of employability were gender and the Information and Communications Technology (ICT) strand, while the remaining variables did not add significantly to the model. The null hypothesis had been rejected as the coefficients of the predictors in the binary logistic regression equation did not take the value of 0. After utilizing the model, it was concluded that Technical-Vocational-Livelihood (TVL) graduates except ICT had greater estimates of employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school%20graduates" title=" senior high school graduates"> senior high school graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=Davao%20del%20Norte" title=" Davao del Norte"> Davao del Norte</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/151730/binary-logistic-regression-model-in-predicting-the-employability-of-senior-high-school-graduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">378</span> Investigation of International Graduates’ Readiness for Employability Demands in the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20Phuong%20Lan%20Nguyen">Thi Phuong Lan Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Alongside technical skills, the employability is crucial for any graduates in the fast-evolving 21st century. It is reported that 78% of Australian students believe soft skills give advantages in the changing workforce due to technological automation (Oxford, 2020), which motivated to investigate how students whose English as a foreign or second language (EFL/ESL) are ready for the employability requirements in the new normal. Literature review, document analysis, and Interviews with EFL teachers are used in this research. The results of this research are helpful in preparing international EFL/ESL students to achieve the best preparation for currently increasing demanding employment markets, which are also meaningful for students themselves to be ready of being global citizens in the new normal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=readiness" title="readiness">readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a> </p> <a href="https://publications.waset.org/abstracts/187030/investigation-of-international-graduates-readiness-for-employability-demands-in-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">34</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">377</span> Tourism Qualification and Academics' Opinions about the Influence of Employability Skills on Graduates' Ability to Secure Jobs in the Tourism Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicola%20Wakelin-Theron">Nicola Wakelin-Theron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on higher education institutions in South Africa, with the view to understanding how tourism as a study discipline has evolved over the years, as well as the influence of employability skills on graduates’ ability to secure jobs in the tourism industry. Indeed, the employability landscape is becoming more complex; hence, it is imperative for higher education institutions to equip students with employability skills while going through their academic programmes and during their transition from higher education to the world of work. Employability – which is regarded as an empowerment mechanism and a key to job security – is a set of achievements which increases the probability for graduates to find and maintain employment. A quantitative research method was used to obtain the necessary information. Data were collected through a web-based, online survey questionnaire directed to academics from various public higher education institutions in South Africa that offer tourism as a qualification. The key findings revealed that academics are of the opinion that there are 5 skills that are influential in obtaining a position within the tourism industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20skills" title=" industry skills"> industry skills</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20industry" title=" tourism industry"> tourism industry</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20qualification" title=" tourism qualification"> tourism qualification</a> </p> <a href="https://publications.waset.org/abstracts/54400/tourism-qualification-and-academics-opinions-about-the-influence-of-employability-skills-on-graduates-ability-to-secure-jobs-in-the-tourism-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">376</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title=" employability skills"> employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers" title=" employers"> employers</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates" title=" graduates"> graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/3793/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">375</span> Employers’ Perspective on Female Graduate Employability in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Temitope%20Faloye">Temitope Faloye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s changing job market economy, most employers of labor want employees who are employable and possess relevant skills. Graduates need to possess generic skills due to the continually changing nature of the job market, which requires adaptive coping strategies. Most employers of labor complain that graduates are not employable, which is one of the major factors causing a high rate of graduate unemployment in Nigeria. However, the number of unemployed females is higher than that of unemployed males; hence gender difference is linked to the employability of graduates. The human capital theory is considered an appropriate theory for this study. A qualitative approach will be used to provide answers to the research questions. Therefore, the research study aims to investigate the employers’ perspective on female graduate employability in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graduate%20employability" title="graduate employability">graduate employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20unemployment" title=" graduate unemployment"> graduate unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a> </p> <a href="https://publications.waset.org/abstracts/140586/employers-perspective-on-female-graduate-employability-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">374</span> Ranking of Employability Skills from Employers' Perspective against Outcome Based Education Criteria for Engineering Graduates: A Case Study of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Pervez%20Mughal">Mohammad Pervez Mughal</a>, <a href="https://publications.waset.org/abstracts/search?q=Huma%20Shazadi"> Huma Shazadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pakistan became a full signatory to the Washington Accord in June 2017, with the expectation that undergraduate engineering programs will be recognized by other signatory countries. Pakistan's accrediting body, the Pakistan Engineering Council (PEC), has distributed 12 Program Learning Outcomes (PLOs) under Outcome Based Education (OBE) criteria for engineering institutions in Pakistan to follow. However, no research has been conducted to rank graduates' employability skills in relation to these PLOs from the perspective of potential employers. The current work makes a concerted effort to rank the skills required by employers, which include both technical and non-technical skill sets. A survey was conducted throughout Pakistan to validate the relative importance of employability skills. 198 HR personnel, 1554 graduating students, 1540 alumni, and 267 faculty members provided valid responses, which were analyzed. According to the findings, ethics, communication, and lifelong learning are the most important attributes of engineering graduates' employability in the eyes of employers. Graduating students, alumni, and faculty's differential prospects are also presented and compared to employers' perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title="employability skills">employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers%27%20perspective" title=" employers' perspective"> employers' perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20graduates" title=" engineering graduates"> engineering graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/149839/ranking-of-employability-skills-from-employers-perspective-against-outcome-based-education-criteria-for-engineering-graduates-a-case-study-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">373</span> Understanding the Factors behind Graduate Employability in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Islam">Mohammed Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduate employability is a well debated topic by governments, employers, and higher education institutes (HEI) across the world. Much of the focus of these debates have centred around the skills that graduates bring or should bring to the job market, a point echoed by United Arab Emirates (UAE) policy makers and employers. While some research has been carried out on graduates' employability skills, little or no attention has been paid to the forces at play in developing employability policy and its subsequent implementation. The focus of debate has been on a perceived skills gap rather than policy. Recognising a gap in the literature, this paper details a study of UAE employability policy development. Taking a social constructionist approach, this case study views policy as discursive and socially constructed through interactions with key stakeholders. It is within the myriad of interdependent socio-political factors and social practices, particularly power relationships, that this paper explores UAE policy on graduate employability. In doing so, this adds to the debate on graduate employability from the perspective of policy and explores its roots in the interaction between human activity and the ‘system’. Data was collected from two main sources: documentary review and semi-structured interviews. Policies and publicly stated rhetoric on graduate employability were analysed using Critical Discourse Analysis. Semi-structured interviews with representatives from policy makers, HEIs, and employers were reviewed through Thematic Analysis. The theoretical framework for the discussion of findings draws from social practice theories and highlights the factors at play in access to employment for UAE graduates. This case study presents a methodological approach to policy studies that can be applied beyond the context under investigation. Education policy researchers are provided with an opportunity to compare similarities and differences with their own specific contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title="critical discourse analysis">critical discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructionism" title=" social constructionism"> social constructionism</a> </p> <a href="https://publications.waset.org/abstracts/127755/understanding-the-factors-behind-graduate-employability-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">372</span> Entrepreneurship Education as an Enhancement of Skills for Graduate Employability: The Case of the University of Buea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akumeyam%20Elvis%20Akum">Akumeyam Elvis Akum</a>, <a href="https://publications.waset.org/abstracts/search?q=Njanjo%20Thecla%20Anyongo%20Mukete"> Njanjo Thecla Anyongo Mukete</a>, <a href="https://publications.waset.org/abstracts/search?q=Fonkeng%20George%20Epah"> Fonkeng George Epah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the goal of higher education is to enhance graduate employability skills. Paradoxically, Cameroon’s graduate employability rate is far below the graduation rate. This worrisome situation caused the researcher to hypothesize that the teaching and learning experiences account for this increasing disparity. The study sought to investigate the effect on graduate employability of the teaching of organizational, problem-solving, innovation, and risk management skills on graduate employability. The study adopted a descriptive survey design with a quantitative approach. Data was collected by quantitative techniques from a random sample of 385 graduates using closed-ended structured questionnaire. Generally, findings revealed that entrepreneurship education does not sufficiently enhance graduate employability in the University of Buea. Specifically, the teaching of organizational skills does not significantly enhance their employability, as an average of 55% of graduates indicated that the course did not sufficiently help them develop skills for planning, management of limited resources, collaboration, and the setting of priorities. Also, 60% of the respondents indicated that the teaching of problem-solving skills does not significantly enhance graduate employability at the University of Buea. Contrarily, 57% of the respondents agreed that through their experiences in entrepreneurship education, their innovation skills were improved. The study recommended that a practical approach to teaching should be adopted, with attention to societal needs. A framework to ensure the teaching of entrepreneurship to students at the undergraduate level is recommended, such that those who do not continue with university studies after their Bachelor’s degree would have acquired the needed skills for employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20skills" title=" innovative skills"> innovative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20skills" title=" organizational skills"> organizational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management%20skills" title=" risk management skills"> risk management skills</a> </p> <a href="https://publications.waset.org/abstracts/176485/entrepreneurship-education-as-an-enhancement-of-skills-for-graduate-employability-the-case-of-the-university-of-buea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">371</span> Employability Skills: Students' Perspectives Post Work Placement Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamie%20Y.%20Griffin">Mamie Y. Griffin</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20Coelhoso"> Pedro Coelhoso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employability skills of university graduates remain an ongoing topic for discussion and debate. Numerous studies highlight the expressed concerns of governments and industries about higher education’s ability to develop workforce-ready graduates. An often cited solution is the use of internships to equip students with necessary employability skills. The literature is well documented with studies from the perspectives of multiple entities including employers and university faculty, mostly in the western world. Fewer studies examine the perception of students, and even fewer studies are based on students in Gulf countries. This paper assesses the status of employability skills from the perspective of students within a United Arab Emirates (UAE) institution based on their completion of a semester-long work placement experience. Using a largely qualitative instrument, students reported the essential skills needed in the workplace, classroom activities that most prepared students to use such skills in the workplace, and the various challenges they encountered. Implications for academic and professional practitioners are discussed. Findings and recommendations are informative for curriculum development as well as economic and workforce development agencies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title="employability skills">employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20placement%20experience" title=" work placement experience"> work placement experience</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulf%20countries" title=" Gulf countries"> Gulf countries</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce%20preparedness" title=" workforce preparedness"> workforce preparedness</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20placement" title=" work placement"> work placement</a> </p> <a href="https://publications.waset.org/abstracts/49877/employability-skills-students-perspectives-post-work-placement-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">370</span> Self-Perceived Employability of Students of International Relations of University of Warmia and Mazury in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marzena%20%C5%9Awigo%C5%84">Marzena Świgoń</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, graduates should be prepared for serious challenges in the internal and external labor market. The notion that a degree is a “passport to employment” has been relegated to the past. In the last few years a phenomenon in the form of the increasing unemployment of highly educated young people in EU countries, including Poland has been observed. Empirical studies were conducted among Polish students in the scope of the so-called self-perceived employability review. In this study, a special scale was used which consisted of 19 statements regarding five components: student’s perception of university; field of study; self-belief; state of the external labor market; and, personal knowledge management. The respondent group consisted of final-year master’s students of International Relations at the University of Warmia and Mazury in Olsztyn, Poland. The findings of the empirical studies were compiled using statistical methods: descriptive statistics and inferential statistics. In general, in light of the conducted studies, the self-perceived employability of the Polish students was not high. Limitations of the studies were discussed, as well as the implications for future research in the scope of the students’ employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-perceived%20employability" title="self-perceived employability">self-perceived employability</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20of%20international%20relations" title=" students of international relations"> students of international relations</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20employability" title=" students employability"> students employability</a> </p> <a href="https://publications.waset.org/abstracts/53287/self-perceived-employability-of-students-of-international-relations-of-university-of-warmia-and-mazury-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">369</span> Graduates Construction of Knowledge and Ability to Act on Employable Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martabolette%20Stecher">Martabolette Stecher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introductory: How is knowledge and ability to act on employable opportunities constructed among students and graduates at higher educations? This question have been drawn much attention by researchers, governments and universities in Denmark, since there has been an increases in the rate of unemployment among graduates from higher education. The fact that more than ten thousand graduates from higher education without the opportunity to get a job in these years has a tremendous impact upon the social economy in Denmark. Every time a student graduate from higher education and become unemployed, it is possible to trace upon the person´s chances to get a job many years ahead. This means that the tremendous rate of graduate unemployment implies a decrease in employment and lost prosperity in Denmark within a billion Danish Kroner scale. Basic methodologies: The present study investigates the construction of knowledge and ability to act upon employable opportunities among students and graduates at higher educations in Denmark in a literature review as well as a preliminary study of students from Aarhus University. 15 students from the candidate of drama have been engaging in an introductory program at the beginning of their candidate study, which included three workshops focusing upon the more personal matters of their studies and life. They have reflected upon this process during the intervention and afterwards in a semi-structured interview. Concurrently a thorough literature review has delivered key concepts for the exploration of the research question. Major findings of the study: It is difficult to find one definition of what employability encompasses, hence the overall picture of how to incorporate the concept is difficult. The present theory of employability has been focusing upon the competencies, which students and graduates are going to develop in order to become employable. In recent years there has been an emphasis upon the mechanism which supports graduates to trust themselves and to develop their self-efficacy in terms of getting a sustainable job. However, there has been little or no focus in the literature upon the idea of how students and graduates from higher education construct knowledge about and ability to act upon employable opportunities involving network of actors both material and immaterial network and meaningful relations for students and graduates in developing their enterprising behavior to achieve employment. The Act-network-theory combined with theory of entrepreneurship education suggests an alternative strategy to focus upon when explaining sustainable ways of creating employability among graduates. The preliminary study also supports this theory suggesting that it is difficult to emphasize a single or several factors of importance rather highlighting the effect of a multitude network. Concluding statement: This study is the first step of a ph.d.-study investigating this problem in Denmark and the USA in the period 2015 – 2019. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employablity" title="employablity">employablity</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates" title=" graduates"> graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=action" title=" action"> action</a>, <a href="https://publications.waset.org/abstracts/search?q=opportunities" title=" opportunities"> opportunities</a> </p> <a href="https://publications.waset.org/abstracts/44554/graduates-construction-of-knowledge-and-ability-to-act-on-employable-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">368</span> Embedding Employability in the Curriculum: Experiences from New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narissa%20Lewis">Narissa Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Geertshuis"> Susan Geertshuis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global and national employability agenda is changing the higher education landscape as academic staff are faced with the responsibility of developing employability capabilities and attributes in addition to delivering discipline specific content and skills. They realise that the shift towards teaching sustainable capabilities means a shift in the way they teach. But what that shift should be or how they should bring it about is unclear. As part of a national funded project, representatives from several New Zealand (NZ) higher education institutions and the NZ Association of Graduate Employers partnered to discover, trial and disseminate means of embedding employability in the curriculum. Findings from four focus groups (n=~75) and individual interviews (n=20) with staff from several NZ higher education institutions identified factors that enable or hinder embedded employability development within their respective institutions. Participants believed that higher education institutions have a key role in developing graduates for successful lives and careers however this requires a significant shift in culture within their respective institutions. Participants cited three main barriers: lack of strategic direction, support and guidance; lack of understanding and awareness of employability; and lack of resourcing and staff capability. Without adequate understanding and awareness of employability, participants believed it is difficult to understand what employability is let alone how it can be embedded in the curriculum. This presentation will describe some of the impacts that the employability agenda has on staff as they try to move from traditional to contemporary forms of teaching to develop employability attributes of students. Changes at the institutional level are required to support contemporary forms of teaching, however this is often beyond the sphere of influence at the teaching staff level. The study identified that small changes to teaching practices were necessary and a simple model to facilitate change from traditional to contemporary forms of teaching was developed. The model provides a framework to identify small but impactful teaching practices and exemplar teaching practices were identified. These practices were evaluated for transferability into other contexts to encourage small but impactful changes to embed employability in the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20management" title=" change management"> change management</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20exemplars" title=" teaching exemplars"> teaching exemplars</a> </p> <a href="https://publications.waset.org/abstracts/81189/embedding-employability-in-the-curriculum-experiences-from-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">367</span> Encouraging Skills and Entrepreneurial Spirit to Improve Employability of Young Artists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lasaga">Olga Lasaga</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Parra"> Carmen Parra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the EU 'New Skills for New Jobs' initiative, the art and music sector is considered one of the most vulnerable. Its graduates are faced with the threat of the dole or of not finding work in the sector in which they trained. In this regard, an increasing number of students are graduating every year from European Conservatories and Fine Arts Centres, while the number of job opportunities in this sector has stagnated or decreased. Moreover, the traditional teaching of these institutes does not favour the acquisition of basic skills, such as team building, entrepreneurship, marketing, website design and the design of events, which are among the most important facets of project management and are precisely those aspects that are often most related to the improvement of employability in the art world. To remedy this situation, the results of the European Erasmus+ OMEGA project (Opening More Employment Gates for Art and Music Students) are presented. The OMEGA project aims to increase the employability of art and music students by equipping them with additional skills needed for the search for work. As a result of this project, a manual has been created, a pilot course has been designed and taught, and a comparative study has been conducted on the state of play of the participating countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artists" title="artists">artists</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=musicians" title=" musicians"> musicians</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/61383/encouraging-skills-and-entrepreneurial-spirit-to-improve-employability-of-young-artists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">366</span> Communication Competence or Language Proficiency for Employability: An Investigation on Malaysian Polytechnics ESL Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chong%20Ling%20Ling">Chong Ling Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the Malaysian polytechnic, there are concerns about language proficiency, communicative competence, and employability among Malaysian polytechnic ESL engineering students. This study examined the relationships between communicative competence, language proficiency, and employability using descriptive analysis and inferential statistics. Next, Pearson’s Correlation determines the correlation between communication competence, language proficiency, and employability skills of Malaysian Polytechnic ESL engineering students. The total number of participants was 81 final-year engineering students. The findings revealed high positive correlations between the communicative competence -'I can talk with a friend in English.' and employability skill (r = 0.854, p = .031), also, language proficiency -'I can understand the English songs I listen to' and employability skill (r = 0.887, p = .038). The result is consistent with the theories. The result revealed that for the 81 students, communication competence and language proficiency, and employability skills are firmly and significantly correlated. Thus, it concluded that both communicative competence and language proficiency equally essential to ensure a higher employability rate among Malaysian polytechnic ESL engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20polytechnic" title=" Malaysian polytechnic"> Malaysian polytechnic</a> </p> <a href="https://publications.waset.org/abstracts/138854/communication-competence-or-language-proficiency-for-employability-an-investigation-on-malaysian-polytechnics-esl-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">365</span> A Triad Pedagogy for Increased Digital Competence of Human Resource Management Students: Reflecting on Human Resource Information Systems at a South African University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Pearl%20Palmer">Esther Pearl Palmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Driven by the increased pressure on Higher Education Institutions (HEIs) to produce work-ready graduates for the modern world of work, this study reflects on triad teaching and learning practices to increase student engagement and employability. In the South African higher education context, the employability of graduates is imperative in strengthening the country’s economy and in increasing competitiveness. Within this context, the field of Human Resource Management (HRM) calls for innovative methods and approaches to teaching and learning and assessing the skills and competencies of graduates to render them employable. Digital competency in Human Resource Information Systems (HRIS) is an important component and prerequisite for employment in HRM. The purpose of this research is to reflect on the subject HRIS developed by lecturers at the Central University of Technology, Free State (CUT), with the intention to actively engage students in real-world learning activities and increase their employability. The Enrichment Triad Model (ETM) was used as theoretical framework to develop the subject as it supports a triad teaching and learning approach to education. It is, furthermore, an inter-structured model that supports collaboration between industry, academics and students. The study follows a mixed-method approach to reflect on the learning experiences of the industry, academics and students in the subject field over the past three years. This paper is a work in progress and seeks to broaden the scope of extant studies about student engagement in work-related learning to increase employability. Based on the ETM as theoretical framework and pedagogical practice, this paper proposes that following a triad teaching and learning approach will increase work-related skills of students. Findings from the study show that students, academics and industry alike regard educational opportunities that incorporate active learning experiences with the world of work enhances student engagement in learning and renders them more employable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20competence" title="digital competence">digital competence</a>, <a href="https://publications.waset.org/abstracts/search?q=enriched%20triad%20model" title=" enriched triad model"> enriched triad model</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20information%20systems" title=" human resource information systems"> human resource information systems</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=triad%20pedagogy." title=" triad pedagogy."> triad pedagogy.</a> </p> <a href="https://publications.waset.org/abstracts/166495/a-triad-pedagogy-for-increased-digital-competence-of-human-resource-management-students-reflecting-on-human-resource-information-systems-at-a-south-african-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">364</span> Articulating Competencies Confidently: Employability in the Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chris%20Procter">Chris Procter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a significant debate on the role of University education in developing or teaching employability skills. Should higher education attempt to do this? Is it the best place? Is it able to do so? Different views abound, but the question is wrongly posed – one of the reasons that previous employability initiatives foundered (e.g., in the UK). Our role is less to teach than to guide, less to develop and more to help articulate: “the mind is not a vessel to be filled, but a fire to be lit” (Plutarch). This paper then addresses how this can be achieved taking into account criticism of employability initiatives as well as relevant learning theory. It discusses the experience of a large module which involved students being assessed on all stages of application for a live job description together with reflection on their professional development. The assessment itself adopted a Patchwork Text approach as a vehicle for learning. Students were guided to evaluate their strengths and areas to be developed, articulate their competencies, and reflect upon their development, moving on to new Thresholds of Employability. The paper uses the student voices to express the progress they made. It concludes that employability can and should be an effective part of the higher education curriculum when designed to encourage students to confidently articulate their competencies and take charge of their own professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=patchwork%20assessment" title=" patchwork assessment"> patchwork assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=threshold%20concepts" title=" threshold concepts"> threshold concepts</a> </p> <a href="https://publications.waset.org/abstracts/58740/articulating-competencies-confidently-employability-in-the-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">363</span> Tourism and Hospitality Education Efficiency Management: The Case of the Tourism Department of Sultan Qaboos University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamer%20Mohamed%20Atef">Tamer Mohamed Atef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tourism and hospitality education is a branch of the overall tourism and hospitality industry that is dedicated to providing the industry with well-educated, well-trained, skilled, enthusiastic and committed workforce. The Tourism Department at the College of Arts and Social Sciences (Sultan Qaboos University), Oman, has been providing the Omani society with undergraduate tourism and hospitality educational services since Fall 2001. Despite the fact that Tourism Department graduates are not facing any employment concerns, fluctuation in the number of enrollees and graduates, however, has been a significant characteristic since the inception of the program. To address this concern, several tactical and strategic decisions have been made, notably that the program has received accreditation from two prestigious international accreditation institutions, which mark two major milestones in the educational journey of the Tourism Department. The current study, thus, aims to provide a tourism and hospitality education efficiency management model. To achieve this aim, the following objectives were identified: to analyze students in - graduates out matrix, and to assess graduates’ employment trends. A survey was conducted to assess the current employment status of the department graduates. Secondary data were collected from Deanship of Admission and Registration statistical reports on the Tourism Department. Data were tabulated and analyzed in such a way that set forth the major findings from the survey and the secondary data. This study sheds light on the educational system created and followed by the Tourism Department, in an effort to provide a tourism and hospitality education efficiency management model, that would help educators and administrators better manage their programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tourism" title="tourism">tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality" title=" hospitality"> hospitality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates" title=" graduates"> graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators" title=" indicators"> indicators</a> </p> <a href="https://publications.waset.org/abstracts/66931/tourism-and-hospitality-education-efficiency-management-the-case-of-the-tourism-department-of-sultan-qaboos-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66931.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">362</span> Employability Skills: The Route to Achieve Demographic Dividend in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Iyer">Malathi Iyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayesh%20Vaidya"> Jayesh Vaidya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demographic dividend of India will last for thirty years from now. However, reduction in birth rate, an increase in working population, improvements in medicine and better health practices lead to an ever-expanding elderly population, bringing additional burden to the economy and putting an end to the demographic dividend. To reap the dividend India needs to train the youth for employability. The need of the hour is to improve their life skills which lead the youth to become industrious and have continuous employment. The study will be conducted in perceiving the skill gaps that exist in commerce students for employability. The analysis results indicate the relation between the core study and the right skills for the workforce, with the steps that are taken to open the window for the demographic dividend. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demographic%20dividend" title="demographic dividend">demographic dividend</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20skills" title=" life skills"> life skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=workforce" title=" workforce"> workforce</a> </p> <a href="https://publications.waset.org/abstracts/65649/employability-skills-the-route-to-achieve-demographic-dividend-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65649.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">522</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">361</span> Integrating Generic Skills into Disciplinary Curricula</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitalakshmi%20Venkatraman">Sitalakshmi Venkatraman</a>, <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Wahr"> Fiona Wahr</a>, <a href="https://publications.waset.org/abstracts/search?q=Anthony%20de%20Souza-Daw"> Anthony de Souza-Daw</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Kaspi"> Samuel Kaspi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing emphasis on generic skills in higher education to match the changing skill-set requirements of the labour market. However, researchers and policy makers have not arrived at a consensus on the generic skills that actually contribute towards workplace employability and performance that complement and/or underpin discipline-specific graduate attributes. In order to strengthen the qualifications framework, a range of ‘generic’ learning outcomes have been considered for students undergoing higher education programs and among them it is necessary to have the fundamental generic skills such as literacy and numeracy at a level appropriate to the qualification type. This warrants for curriculum design approaches to contextualise the form and scope of these fundamental generic skills for supporting both students’ learning engagement in the course, as well as the graduate attributes required for employability and to progress within their chosen profession. Little research is reported in integrating such generic skills into discipline-specific learning outcomes. This paper explores the literature of the generic skills required for graduates from the discipline of Information Technology (IT) in relation to an Australian higher education institution. The paper presents the rationale of a proposed Bachelor of IT curriculum designed to contextualize the learning of these generic skills within the students’ discipline studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=generic%20skills" title=" generic skills"> generic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology"> information technology</a> </p> <a href="https://publications.waset.org/abstracts/58626/integrating-generic-skills-into-disciplinary-curricula" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">360</span> Mindfulness and Employability: A Course on the Control of Stress during the Search for Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Lasaga">O. Lasaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Defining professional objectives and the search for work are some of the greatest stress factors for final year university students and recent graduates. To manage correctly the stress brought about by the uncertainty, confusion and frustration this process often generates, a course to control stress based on mindfulness has been designed and taught. This course provides tools based on relaxation, mindfulness and meditation that enable students to address personal and professional challenges in the transition to the job market, eliminating or easing the anxiety involved. The course is extremely practical and experiential, combining theory classes and practical classes of relaxation, meditation and mindfulness, group dynamics, reflection, application protocols and session integration. The evaluation of the courses highlighted on the one hand the high degree of satisfaction and, on the other, the usefulness for the students in becoming aware of stressful situations and how these affect them and learning new coping techniques that enable them to reach their goals more easily and with greater satisfaction and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=relaxation%20techniques" title=" relaxation techniques"> relaxation techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/61373/mindfulness-and-employability-a-course-on-the-control-of-stress-during-the-search-for-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">359</span> Work Experience and Employability: Results and Evaluation of a Pilot Training Course on Skills for Company Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javier%20Barraycoa">Javier Barraycoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lasaga"> Olga Lasaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work experience placements are one of the main routes to employment and acquiring professional experience for recent graduates. The effectiveness of these work experience placements is conditioned to the training in skills, especially teaching skills, of company tutors. For this reason, a manual specifically designed for training company tutors in these skills has been developed. Similarly, a pilot semi-attendance course to provide the resources that enable tutors to improve their role as instructors was carried out. The course was quantitatively and qualitatively evaluated with the aim of assessing its effectiveness, detecting shortcomings and areas to be improved, and revising the manual contents. One of the biggest achievements was the raising of awareness in the participating tutors of the importance of their work and of the need to develop teaching skills. As a result of this project, we have detected a need to design specific training supplements according to knowledge areas and sectors, to collate good practices and to create easily accessible audiovisual materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=company%20tutors" title="company tutors">company tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20skills" title=" teaching skills"> teaching skills</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20experience" title=" work experience"> work experience</a> </p> <a href="https://publications.waset.org/abstracts/61376/work-experience-and-employability-results-and-evaluation-of-a-pilot-training-course-on-skills-for-company-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">358</span> The Image of Suan Sunandha Rajabhat University in Accordance with Graduates' Perceptions on the Graduation Ceremony Day</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Waraphorn%20Sribuakaew">Waraphorn Sribuakaew</a>, <a href="https://publications.waset.org/abstracts/search?q=Chutikarn%20Sriviboon"> Chutikarn Sriviboon</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosjana%20Chandhasa"> Rosjana Chandhasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study the satisfaction level of graduates and factors that affect the image of Suan Sunandha Rajabhat University based on the perceptions of graduates on the graduation ceremony day. By studying the satisfaction of graduates, the image of Suan Sunandha Rajabhat University according to the graduates' perceptions and the loyalty to the university (in the aspects of intention to continue studying at a higher level, intention to recommend the university to a friend), the sample group used in this study was 1,000 graduates of Suan Sunandha Rajabhat University who participated on the 2019 graduation ceremony day. A questionnaire was utilized as a tool for data collection. By the use of computing software, the statistics used for data analysis were frequencies, percentage, mean, and standard deviation, One-Way ANOVA, and multiple regression analysis. Most of the respondents were graduates with a bachelor's degree, followed by graduates with a master's degree and PhD graduates, respectively. Major participants graduated from the Faculty of Management Sciences, followed by the Faculty of Humanities and Social Sciences and Faculty of Education, respectively. The graduates were satisfied on the ceremony day as a whole and rated each aspect at a satisfactory level. Formality, steps, and procedures were the aspects that graduates were most satisfied with, followed by graduation ceremony personnel and staff, venue, and facilities. On the perception of the graduates, the image of Suan Sunandha Rajabhat University was at a good level, while loyalty to the university was at a very high level. The intention of recommendation to others was at the highest level, followed by the intention to pursue further education at a very high level. The graduates graduating from different faculties have different levels of satisfaction on the graduation day with statistical significance at the level of 0.05. The image of Suan Sunandha Rajabhat University affected the satisfaction of graduates with statistical significance at the level of 0.01. The satisfactory level of graduates on the graduation ceremony day influenced the level of loyalty to the university with statistical significance at the level of 0.05. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20image" title="university image">university image</a>, <a href="https://publications.waset.org/abstracts/search?q=loyalty%20to%20the%20university" title=" loyalty to the university"> loyalty to the university</a>, <a href="https://publications.waset.org/abstracts/search?q=intention%20to%20study%20higher%20education" title=" intention to study higher education"> intention to study higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=intention%20to%20recommend%20the%20university%20to%20others" title=" intention to recommend the university to others"> intention to recommend the university to others</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates%27%20satisfaction" title=" graduates' satisfaction"> graduates' satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/121707/the-image-of-suan-sunandha-rajabhat-university-in-accordance-with-graduates-perceptions-on-the-graduation-ceremony-day" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121707.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">357</span> Graduates Perceptions Towards the Image of Suan Sunandha Rajabhat University on the Graduation Rehearsal Day</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suangsuda%20Subjaroen">Suangsuda Subjaroen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chutikarn%20Sriviboon"> Chutikarn Sriviboon</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosjana%20Chandhasa"> Rosjana Chandhasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to examine the graduates' overall satisfaction and influential factors that affect the image of Suan Sunandha Rajabhat University, according to the graduates' viewpoints on the graduation rehearsal day. In accordance with the graduates' perceptions, the study is related to the levels of graduates' satisfaction, their perceived quality, perceived value, and the image of Suan Sunandha Rajabhat University. The sample group in this study involved 1,129 graduates of Suan Sunandha Rajabhat University who attended on 2019 graduation rehearsal day. A questionnaire was used as an instrument in order to collect data. By the use of computing software, the statistics used for data analysis were various, ranging from frequencies, percentage, mean, and standard deviation, One-Way ANOVA, and Multiple Regression Analysis. The majority of participants were graduates with a bachelor's degree, followed by masters graduates and PhD graduates, respectively. Among the participants, most of them graduated from the Faculty of Management Sciences, followed by the Faculty of Humanities and Social Sciences and Faculty of Education, respectively. Overall, the graduates were satisfied with the graduation rehearsal day, and each aspect was rated at a satisfactory level. Formality, steps, and procedures were the aspects that graduates were most satisfied with, followed by graduation rehearsal personnel and staff, venue, and facilities. Referring to graduates' perceptions, the perceived quality was rated at a very good level, the perceived value was at a good level, whereas the image of Suan Sunandha Rajabhat University was perceived at a good level, respectively. There were differences in satisfaction levels among graduates with a bachelor's degree, graduates with a master's degree and a doctoral degree with statistical significance at the level of 0.05. There was a statistical significance at the level of 0.05 in perceived quality and perceived value affecting the image of Suan Sunandha Rajabhat University. The image of Suan Sunandha Rajabhat University influenced graduates' satisfaction level with statistical significance at the level of 0.01. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20image" title="university image">university image</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20quality" title=" perceived quality"> perceived quality</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20value" title=" perceived value"> perceived value</a>, <a href="https://publications.waset.org/abstracts/search?q=intention%20to%20study%20higher%20education" title=" intention to study higher education"> intention to study higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=intention%20to%20recommend%20the%20university%20to%20others" title=" intention to recommend the university to others"> intention to recommend the university to others</a> </p> <a href="https://publications.waset.org/abstracts/121708/graduates-perceptions-towards-the-image-of-suan-sunandha-rajabhat-university-on-the-graduation-rehearsal-day" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">356</span> Programs in Nigerian Higher Institutions and Graduates Unemployment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evuarherhe%20Veronica%20Abolo">Evuarherhe Veronica Abolo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the programs in Nigerian higher institutions and how they influence unemployment of graduates in the country. The study employed the survey design. The population of the study includes two universities, two polytechnics and two colleges of education in Lagos State. A total of 350 participants, which include graduates and students were sampled for the study. A structured interview schedule and direct observation were used to collect data on the three research questions drawn for the study. The data were analyzed using rating of the structured interview in tables and percentages. The results of the study revealed that Nigerian graduates are not only unemployed but can hardly meet the requirements of available job vacancies due to the stereotype nature in scope, content and methods of the programs in the institutions. Recommendations such as collaboration of companies (end- users) and institutions in the training of students, restructuring of the content and methodology of programs and providing soft loans and other facilities to the young graduates were proffered to reduce the rate of graduates’ unemployment in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20institution" title="higher institution">higher institution</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20unemployment" title=" graduate unemployment"> graduate unemployment</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20loan" title=" soft loan"> soft loan</a>, <a href="https://publications.waset.org/abstracts/search?q=unemployment" title=" unemployment "> unemployment </a> </p> <a href="https://publications.waset.org/abstracts/22329/programs-in-nigerian-higher-institutions-and-graduates-unemployment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">355</span> Student Debt Loans and Labor Market Outcomes: A Lesson in Unintended Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sun-Ki%20Choi">Sun-Ki Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The U.S. student loan policy was initiated to improve the equality of educational opportunity and help low-income families to provide higher education opportunities for their children. However, with the increase in the average student loan amount, college graduates with student loans experience problems and restrictions in their early-career choices. This study examines the early career labor market choices of college graduates who obtained student loans to finance their higher education. In this study, National Survey of College Graduates (NSCG) data for 2017 and 2019 was used to estimate the effects of student loans on the employment status and current job wages of graduates with student loans. In the analysis, two groups of workers, those with student loans and those without loans, were compared. Using basic models and Mahalanobis distance matching, it was found that graduates who rely on student loans to finance their education are more likely to participate in the labor market than those who do not. Moreover, in entry-level jobs, graduates with student loans receive lower salaries than those without student loans. College graduates make job-related decisions based on their current and future wages and fringe benefits. Graduates with student loans tend to demonstrate risk-averse behaviors due to their financial restrictions. Thus, student loan debt creates inequity in the early-career labor market for college graduates. Furthermore, this study has implications for policymakers and researchers in terms of the student loan policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20loan" title="student loan">student loan</a>, <a href="https://publications.waset.org/abstracts/search?q=wage%20differential" title=" wage differential"> wage differential</a>, <a href="https://publications.waset.org/abstracts/search?q=unintended%20consequences" title=" unintended consequences"> unintended consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=mahalanobis%20distance%20matching" title=" mahalanobis distance matching"> mahalanobis distance matching</a> </p> <a href="https://publications.waset.org/abstracts/147854/student-debt-loans-and-labor-market-outcomes-a-lesson-in-unintended-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">354</span> The Problematic Transfer of Classroom Creativity in Business to the Workplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kym%20Drady">Kym Drady</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper considers whether creativity is the missing link which would allow the evolution of organisational behaviour and profitability if it was ‘released’. It suggests that although many organisations try to engage their workforce and expect innovation they fail to provide the means for its achievement. The paper suggests that creative thinking is the ‘glue’ which links organisational performance to profitability. A key role of a university today, is to produce skilled and capable graduates. Increasing competition and internationalisation has meant that the employability agenda has never been more prominent within the field of education. As such it should be a key consideration when designing and developing a curriculum. It has been suggested that creativity is a valuable personal skill and perhaps should be the focus of an organisations business strategy in order for them to increase their competitive advantage in the twenty first century. Flexible and agile graduates are now required to become creative in their use of skills and resources in an increasingly complex and sophisticated global market. The paper, therefore, questions that if this is the case why then does creativity fail to appear as a key curriculum subject in many business schools. It also considers why policy makers continue to neglect this critical issue when it could offer the ‘key’ to economic prosperity. Recent literature does go some way to addressing by suggesting that small clusters of UK Universities have started including some creativity in their PDP work. However, this paper builds on this work and proposes that that creativity should become a central component of the curriculum. The paper suggests that creativity should appear in every area of the curriculum and that it should act as the link that connects productivity to profitability rather than being marginalised as an additional part of the curriculum. A range of data gathering methods have been used but each has been drawn from a qualitative base as it was felt that due to nature of the study individual’s thoughts and feelings needed to be examined and reflection was important. The author also recognises the importance of her own reflection both on the experiences of the students and their later working experiences as well as on the creative elements within the programme that she delivered. This paper has been drawn from research undertaken by the author in relation to her PhD study which explores the potential benefits of including creativity in the curriculum within business schools and the added value this could make to their employability. To conclude, creativity is, in the opinion of the author, the missing link to organisational profitability and as such should be prioritised especially by higher education providers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20curriculum" title="business curriculum">business curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20curriculum" title=" business curriculum"> business curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking%20and%20problem-solving" title=" creative thinking and problem-solving"> creative thinking and problem-solving</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a> </p> <a href="https://publications.waset.org/abstracts/44727/the-problematic-transfer-of-classroom-creativity-in-business-to-the-workplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44727.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">353</span> Human Capital Discourse and Higher Education Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tien-Hui%20Chiang">Tien-Hui Chiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human capital discourse encourages many countries to expand the capacity of HEIs. Along with this expansion, the higher education system is redefined as a free market and in turn it is privatized and commercialized. However, the state’s role in education is to balance social justice and capital accumulation. This role is further regulated by a specific form of neoliberalism constituted by social contexts. These correlations call for exploring the influence of human capital discourse on interwoven issues, such as the state’s role in education, higher education policy, and employability. Method: According to the perspective of neoliberal governmentality, answers to the above four research questions are likely to be embedded within discourses in documents related to higher education policies. Consequently, this study adopts a qualitative approach by analyzing official documents, including government reports, official statistics, circulars and official statements. Documents were collected and subjected to content analysis, with a particular focus on the period from 2005 to 2021. The technique of content analysis was applied to decode keywords and core concepts of these documents. Findings: Neoliberalism is exerted through human capital discourse in China particularly in the changes in higher education policies moving from quantitative expansion to quality control via employment or employability. Such changes highlight that the principle of “n”eoliberalism is more suitable for illustrating the practice of free market logic in different social contexts. The modifications of neoliberalism adopted by the Chinese government reflect that the state’s mission is to secure social security or the common good, so that public managerialism - in the form of programs for employment, internship and entrepreneurship - is adopted in the name of the public interest and the collective mission. Public managerialism now is not only targeted towards social institutions but the population more generally, incarnated here by college graduates. Its practice is not only to renovate organizational cultures but to activate people’s commitment to national development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20expansion" title=" higher education expansion"> higher education expansion</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberalism" title=" neoliberalism"> neoliberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital%20discourse" title=" human capital discourse"> human capital discourse</a> </p> <a href="https://publications.waset.org/abstracts/167259/human-capital-discourse-and-higher-education-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">352</span> The Influence of Gender on Job-Competencies Requirements of Chemical-Based Industries and Undergraduate-Competencies Acquisition of Chemists in South West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachael%20Olatoun%20Okunuga">Rachael Olatoun Okunuga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developing young people’s employability is a key policy issue for ensuring their successful transition to the labour market and their access to career oriented employment. The youths of today irrespective of their gender need to acquire the knowledge, skills and attitudes that will enable them to create or find jobs as well as cope with unpredictable labour market changes throughout their working lives. In a study carried out to determine the influence of gender on job-competencies requirements of chemical-based industries and undergraduate-competencies acquisition by chemists working in the industries, all chemistry graduates working in twenty (20) chemical-based industries that were randomly selected from six sectors of chemical-based industries in Lagos and Ogun States of Nigeria were administered with Job-competencies required and undergraduate-competencies acquired assessment questionnaire. The data were analysed using means and independent sample t-test. The findings revealed that the population of female chemists working in chemical-based industries is low compared with the number of male chemists; furthermore, job-competencies requirements are found not to be gender sensitive while there is no significant difference in undergraduate-competencies acquisition of male and female chemists. This suggests that females should be given the same opportunity of employment in chemical-based industries as their male counterparts. The study also revealed the level of acquisition of undergraduate competencies as related to the needs of chemical-based industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=acquired" title=" acquired"> acquired</a>, <a href="https://publications.waset.org/abstracts/search?q=required" title=" required"> required</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a> </p> <a href="https://publications.waset.org/abstracts/21145/the-influence-of-gender-on-job-competencies-requirements-of-chemical-based-industries-and-undergraduate-competencies-acquisition-of-chemists-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">351</span> Valuation of Entrepreneurship Education (EE) Curriculum and Self-Employment Generation among Graduates of Tertiary Institutions in Edo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20Obose%20Oriazowanlan">Angela Obose Oriazowanlan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the introduction of Entrepreneurship education into the Nigerian University curriculum to prepare graduates for self-employment roles in order to abate employment challenges, their unemployment rate still soars high. The study, therefore, examined the relevance of the curriculum contents and its delivery mechanism to equip graduates with appropriate entrepreneurial skills prior to graduation. Four research questions and two hypotheses guided the study. The survey research design was adopted for the study. An infinite population of graduates of a period of five years with 200 sample representatives using the simple random sampling technique was adopted. A 45-item structured questionnaire was used for data gathering. The gathered data thereof was anlysed using the descriptive statistics of mean and standard deviation, while the formulated hypotheses were tested with Z-score at 0.5 level of significance. The findings revealed, among others, that graduates acquisition of appropriate entrepreneurial skills for self-employment generation is low due to curriculum deficiencies, insufficient time allotment, and the delivery mechanism. It was recommended, among others, that the curriculum should be reviewed to improve its relevancy and that sufficient time should be allotted to enable adequate teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation%20of%20entrepreneurship%20education%20%28EE%29%20curriculum" title="evaluation of entrepreneurship education (EE) curriculum">evaluation of entrepreneurship education (EE) curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=self-employment%20generation" title=" self-employment generation"> self-employment generation</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates%20of%20tertiary%20institutions" title=" graduates of tertiary institutions"> graduates of tertiary institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=Edo%20state" title=" Edo state"> Edo state</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/149428/valuation-of-entrepreneurship-education-ee-curriculum-and-self-employment-generation-among-graduates-of-tertiary-institutions-in-edo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149428.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=employability%20of%20graduates&page=2">2</a></li> <li class="page-item"><a class="page-link" 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