University Spotlight

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

Rebecca J. Collie; Lars-Erik Malmberg; Andrew J. Martin; Pamela Sammons; Alexandre J. S. Morin, University of Oxford

Globalization and the Quality of Asian and Non-Asian Jobs

Robert J. Flanagan; Niny Khor, Stanford Graduate School of Business


Changing skills for architecture students employability: Analysis of job market versus architecture education in Egypt

Laila Mohamed Khodeir; Ashraf Ali Nessim, Ain Shams University

Architectural Education methods are facing challenges named “21st Century Competencies” which affect the employability of fresh graduates. Accordingly, several higher educational institutions are changing their teaching methods to equip students with skills that support them with lifelong learning capabilities. This research aims at assessing the current skills that are transferred through AE versus the Architecture Engineering and Construction industry job market in Egypt and to propose an approach to fill the gap between both. A literature review was performed. Afterward, a questionnaire targeting a sample of 100 fresh-graduates’ and senior students was carried out and aimed at identifying the current challenges facing the integration of the required skills. A 360 degrees’ evalua...

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Achieving Employability as We Age: The Role of Age and Achievement Goal Orientations on Learning and Employability

Dominik E. Froehlich; Sandra Aasma; Simon Beausaert, University of Vienna; Kuehne; Maastricht University

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. Data of 167 Austrian knowledge workers were gathered via electronic questionnaires to investigate the relationships between age, achievement goal orientations, learning activities, and employability using structural equation modeling. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also sho...

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Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA

Marta Abelha; Sandra Fernandes; Diana Mesquita; Filipa Seabra; Ana Teresa Ferreira-Oliveira, University of Coimbra; Portucalense University; University of Minho; Open University (UAb); Instituto Politécnico de Viana do Castelo

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is relat...

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A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums

Yueh-Min Huang; Ming Yuan Hsieh; Muhammet Usak, National Cheng Kung University; National Taichung University of Education; Kazan Federal University

To effectively increase the employment rate of higher education graduates, higher education institutions are doing their best to provide the most high-quality technologized interdisciplinary curriculum, to educate professional expertise in decision-making and to fortify student employability. Therefore, after executing a series of evaluated measurements, there are four highly valuable and contributive conclusions and findings. First, judgeability was the most critical decision-making employability factor and was directly influenced by the self-efficacy (SE), self-control (SC) and self-regulation (SR) of the autonomy-learning performance of social learning theory (SLT). Second, the SE of autonomy-learning performance of SLT was positively impacted by the behavioral intention to use and actu...

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