Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders
Added on - 21 Apr 2020
Are Business Students Work-ready?byCourse:Tutor:University:Department:13 November 2017
Jackson, Denise. "Testing a model of undergraduate competence in employability skills andits implications for stakeholders."Journal of Education and Work27, no. 2 (2014): 220-242.This article proposes a model for examining the undergraduate students regarding theircompetency level in employability skills. The study compares the current mind gap with thehypothesis of the authors that the business graduates do not have specific soft skills that arefundamental to management. The authors reasoned that the employability skills receive muchattention in higher education; however, the performance of the business graduates at work isbelow average. To successfully conduct the survey, the authors gathered data from 1008Australian business graduates using an online survey. The research outcomes found out thatgraduates performance was weak in conflict resolution, meta-cognition, management skills,and decision making. Based on their research findings, the researchers realized that thecompetence level of business students at work is determined by various factors. These factorsinclude the geographical/physical location, background culture, type of undergraduateeducations, and former experience at work. The limitation of the research is that it assumesthat employment is guaranteed once specific non-technical skills are acquired. This articlewas significant in providing the factors that could lead to the acquisition of essentialknowledge by the business students which will make them more employable. However,further research on the shift of non-technical skills to work from the university should bedone seeing that this research had this limitation.Mitchell, Anne Marie, and Sandra Allen. "A Qualitative Analysis of the Curriculum forCareer-Ready Graduates from the Perspective of Academics and Business Professionals:China, Europe and the United States." Journal of Higher Education Theory and Practice 14,no. 1 (2014): 100.