Employability of job applicants in skilful jobs: commonality in employer and employee perspectives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abdullah Murrar ◽  
Madan Batra ◽  
Veronica Paz ◽  
Bara Asfour ◽  
Marouane Balmakhtar
Keyword(s):  
Labour Market ◽  
Developing Country ◽  
Work Experience ◽  
Soft Skills ◽  
Job Applicants ◽  
Employability Skills ◽  
Primary Data ◽  
University Graduates ◽  
Grade Point ◽  
Content Type

Purpose The purpose of this research is to explore the employer and employee perspectives about the employability skills of skilful jobs. The research is conducted in a developing country (Palestine) which has a high percentage of university graduates, high unemployment rate and intense job competition. This paper defines skilful jobs as those that require employees who have attended a college or university and have completed a two-year diploma or a four-year degree.Design/methodology/approach This research integrates the components of discussion with local experts in the skilled labour market, primary data from employers (N = 415) and primary data from employees (N = 880). Binary logistic regression is used to measure the relationship between the dependent variable (likelihood of hire or not hire) and independent variables (job applicants' hard and soft skills).Findings The results from both employer and employee data revealed that the previous work experience, computer skills, professional certifications and high grade point average have significant impact on hiring and recruitment in the skilful jobs. In addition to these, the employers seek applicants who have communication skills. However, the employees consider personal relationship with employers to be a highly significant factor in accepting job offers.Practical implications To increase their likelihood of obtaining a skilful job, and then sustaining it, the job seekers should hone their soft skills and acquire professional certifications. The universities should adapt their curriculum to match these skills and move their focus from disciplinary knowledge to competencies. The public policy makers should design awareness and capacity building programmes that will facilitate the recent graduates' integration into the labour market. The empirical model in this study shows that previous work experience is the most important recruitment factor for employers – accordingly, creating internships and apprenticeship opportunities would be its clear policy implication.Originality/value The study contributes to the literature by providing a parsimonious employability model of skilful jobs, which fits as much as possible the perspectives of the employers and employees about the employability skills in a developing country.

Quality higher education drives employability in the Middle East

2018 ◽  
Vol 60 (9) ◽  
pp. 1057-1069 ◽  
Author(s):  
Diane Nauffal ◽  
Jennifer Skulte-Ouaiss
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Labour Market ◽  
Professional Education ◽  
Liberal Arts ◽  
Soft Skills ◽  
Skills Training ◽  
Primary Data ◽  
Special Focus ◽  
Content Type

Purpose The purpose of this paper is to analyse and explain the high rates of employability of one group of Middle East youth by focussing on liberal arts and soft skills education as an integral part of quality higher education. Design/methodology/approach This paper employs the survey research method using questionnaires, focus groups and interviews to understand the labour market dynamics in Lebanon and explore factors that correlate positively with gainful employment with a special focus on the graduates of an institution that emphasises the liberal arts and soft skills training. Findings The paper finds that quality higher education – particularly with a focus on soft skills and internships – boosts the potential of graduates to secure their first jobs after graduation. Research limitations/implications Reliable data on higher education, employability and youth are scarce in Lebanon and the region. The paper is based on one labour market study in Lebanon while seeking to extrapolate to Lebanese youth as a whole as well as reflect on employability and youth in the Middle East region. Practical implications The paper demonstrates support for improving quality in higher education as well as making soft skills training and the liberal arts critical components for increased employability of youth in Lebanon and the Middle East. Originality/value The paper is innovative in its reliance on primary data from a labour market survey as such data are scarce in Lebanon. In addition, advocacy for soft skills training and the liberal arts in the midst of focus on science, technology, engineering and mathematics and other professional education at the university level is rare in the Middle East.

Factors influencing real estate graduates soft skill gap in Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Timothy Oluwafemi Ayodele ◽  
Oluseyi Joshua Adegoke ◽  
Kahilu Kajimo-Shakantu ◽  
Olaitan Olaoye
Keyword(s):  
Real Estate ◽  
Soft Skills ◽  
Primary Data ◽  
Soft Skill ◽  
Content Type ◽  
High Expectations ◽  
Business Negotiation ◽  
Factors Influencing ◽  
Skill Gaps ◽  
Major Property

PurposeThe purpose of this study is to evaluate the soft skill gap of graduate employees, as well as the factors influencing the skill gaps of real estate graduates in the employment of real estate firms in Nigeria.Design/methodology/approachPrimary data were employed for the study. Close-ended questionnaire served on real estate employers in the two major property markets of Nigeria: Lagos and Abuja. From a total of 343 questionnaires administered, 172 (59.7%) questionnaires were retrieved. While data from the graduate employees were obtained via a web-based survey sent out to a total of 558 graduates, 119 (21.33%) responses were received. Descriptive and inferential statistical techniques were employed in the data analysis.FindingsThe findings showed that employers had high expectations for soft skillsets relating to responsibility, administrative, listening and communication skills. These have respective mean scores of 6.38, 6.33, 6.31 and 6.31 on a seven point scale. However, the results revealed significant skill gaps with skills such as logical thinking, business negotiation, responsibility and marketing. Further, the analysis revealed that factors influencing the skill gap, in decreasing order of influence, are training/professional mentors/remuneration, personal preferences/industry characteristics and curriculum/faculties.Practical implicationsReal estate graduate soft skills are investigated to uncover areas of emphasis and skill gaps. These outcomes could serve as important feedbacks for stakeholders towards improving real estate teaching and curriculum. The findings could also assist real estate graduates to know employers areas of emphasis in relation to graduate employability skills.Originality/valueExtant studies have reiterated and evaluated the soft skills gaps based on the perceptions of employers, faculties and institutions of higher learning. However, there is the need to investigate the perception of graduate employees, being the recipient and major stakeholders in the training process.

scholarly journals Enhancing graduates’ employability skills through authentic learning approaches

2019 ◽  
Vol 9 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Adriana Ornellas ◽  
Kajsa Falkner ◽  
Eva Edman Stålbrandt
Keyword(s):  
Work Experience ◽  
Authentic Learning ◽  
Added Value ◽  
Employability Skills ◽  
Second Phase ◽  
Learning Approaches ◽  
Content Type ◽  
New Graduates ◽  
Design Activities ◽  
Learning Scenarios

Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

scholarly journals Critical skills for infrastructure procurement: insights from developing country contexts

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Richard Ohene Asiedu ◽  
Patrick Manu ◽  
Abdul-Majeed Mahamadu ◽  
Colin Anthony Booth ◽  
Paul Olomolaiye ◽  
...  
Keyword(s):  
Developing Country ◽  
Environmental Sustainability ◽  
Success Factors ◽  
Soft Skills ◽  
Team Building ◽  
Public Infrastructure ◽  
African Region ◽  
Content Type ◽  
Critical Skills ◽  
Sub Saharan

Purpose Effective procurement of infrastructure is partly dependent on infrastructure procurement personnel having the skills that are important for the discharge of their role. Addressing the infrastructure deficits in developing countries, therefore, calls for an understanding of the skills that are important for the discharge of the roles of public personnel that are involved in infrastructure procurement. This study aims to investigate these skills from the perspective of public infrastructure procurement personnel in the sub-Saharan African region. Design/methodology/approach A questionnaire survey of procurement personnel yielded 590 useable responses, which were analysed using t-tests and exploratory factor analysis (EFA). Findings EFA established eight key components of important infrastructure procurement skills to include skills related to: project success factors; social and environmental sustainability; marketing and e-procurement; project phase management, the application of procurement laws and procedures; soft skills, ICT and communication; and data analysis and team building. Originality/value The findings are crucial in developing infrastructure procurement capacity building programmes that would be appropriate for infrastructure procurement personnel in developing country contexts. Infrastructure procurement personnel ought to engage more in capacity development training that is aligned to enhancing skills within the eight components.

Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Celestin Mayombe
Keyword(s):  
Labour Market ◽  
Work Experience ◽  
Market Entry ◽  
Structured Interviews ◽  
Content Type ◽  
Work Transition ◽  
Global Concern ◽  
Stakeholder Partnerships ◽  
Work Integrated Learning ◽  
Labour Market Entry

PurposeThe unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths.Design/methodology/approachA qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths.FindingsThe main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness.Practical implicationsThe implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates.Originality/valueThough stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships.

The implementation of SysTrust principles and criteria for assuring reliability of AIS: empirical study

2019 ◽  
Vol 27 (3) ◽  
pp. 461-491 ◽  
Author(s):  
Ahmed H. Al-Dmour ◽  
Masam Abood ◽  
Hani H. Al-Dmour
Keyword(s):  
Developing Country ◽  
Internal Control ◽  
Control Method ◽  
Current Status ◽  
Primary Data ◽  
Future Research ◽  
Business Organizations ◽  
Mena Region ◽  
Content Type ◽  
Control Approach

Purpose This study aims at investigating the extent of SysTrust’s framework (principles and criteria) as an internal control approach for assuring the reliability of accounting information system (AIS) were being implemented in Jordanian business organizations. Design/methodology/approach The study is based on primary data collected through a structured questionnaire from 239 out of 328 shareholdings companies. The survey units were the shareholding companies in Jordan, and the single key respondents approach was adopted. The extents of SysTrust principles were also measured. Previously validated instruments were used where required. The data were analysed using t-test and ANOVA. Findings The results indicated that the extent of SysTrust being implemented could be considered to be moderate at this stage. This implies that there are some variations among business organizations in terms of their level of implementing of SysTrust principles and criteria. The results also showed that the extent of SysTrust principles being implemented was varied among business organizations based on their business sector. However, there were not found varied due to their size of business and a length of time in business (experience). Research limitations/implications This study is only conducted in Jordan as a developing country. Although Jordan is a valid indicator of prevalent factors in the wider MENA region and developing countries, the lack of external validity of this research means that any generalization of the research findings should be made with caution. Future research can be orientated to other national and cultural settings and compared with the results of this study. Practical implications The study provides evidence of the need for management to recognize the importance of the implementation of SysTrust principles and criteria as an internal control for assuring the reliability of AIS within their organizations and be aware which of these principles are appropriate to their size and industry sector. Originality/value The findings would be valuable for academic researchers, managers and professional accounting to acquire a better undemanding of the current status of the implementation of the SysTrust principles (i.e., availability, security, integrity processing, confidentiality, and privacy) as an internal control method for assuring the reliability of AIS by testing the phenomenon in Jordan as a developing country.

Grade point average vs competencies: which are most influential for employability?

2019 ◽  
Vol 9 (3) ◽  
pp. 418-433
Author(s):  
Maria Jesus Freire-Seoane ◽  
Carlos Pais-Montes ◽  
Beatriz Lopez-Bermúdez
Keyword(s):  
Grade Point Average ◽  
Soft Skills ◽  
Probit Model ◽  
Positive Influence ◽  
Grade Point ◽  
Content Type ◽  
Individual Level ◽  
Generic Competencies ◽  
Job Finding ◽  
European University

Purpose The purpose of this paper is to measure the combined influence that soft skills and Graduate Point Average (GPA) achievements have on the employability of higher education (HE) graduates, and the possible mitigating effects that score attainments have on some ex ante issues, like the gender asymmetries existing in labour market, or the great difference between some knowledge fields, regarding their unemployment rates. Design/methodology/approach The methodology used is a probit model, performed on a sample of 1,054 HE graduates, coming from a middle-sized European university. Findings The results show: a clear positive influence of the GPA on job finding odds; that some generic competencies improve this probabilities but another ones act as penalties; and that GPA and systemic competencies enhancement initiatives (at an individual level or at HE policy institutions level) could act as attenuators for the gender inequality or for the low recruitment perspectives existing on some knowledge fields like humanities or social sciences. Originality/value A wide scientific literature can be currently found on generic competencies and their influence on the employability odds, but the results regarding GPA attainments are still too heterogeneous and scarcely explored. On the other hand, there’s a non-solved controversy in the literature about the influence of the GPA results on the odds that a HE graduate has to obtain a job: do GPA signal correctly the best candidates? Do current employers prefer competencies scores over GPA attainments? This paper will contribute to clarify these questions.

Age, gender and work experience as predictors of success

2014 ◽  
Vol 56 (1) ◽  
pp. 59-77 ◽  
Author(s):  
Susan M. Fournier ◽  
Elizabeth M. Ineson
Keyword(s):  
Academic Success ◽  
Predictive Value ◽  
Work Experience ◽  
Secondary Data ◽  
Positive Association ◽  
Hospitality Management ◽  
Student Sample ◽  
Grade Point ◽  
Content Type ◽  
Gender And Work

Purpose – The purpose of this paper is to examine the predictive value of age, gender and work experience in relation to hospitality management (HM) academic success, as measured by year one leadership programme (LP) achievement and cumulative grade point average (CGPA). The association between LP and CGPA success and internship performance is also evaluated. Design/methodology/approach – The sample comprised 349 international undergraduate HM students. Secondary data were compiled and analysed using SPSS. Eight hypotheses, developed from the literature were tested using χ2, t-tests and Kruskal-Wallis tests as appropriate. Findings – Although age was not a predictor of success, males significantly outperformed females. Pre-programme work experience was not a predictor of LP performance but length of paid work experience and supervisory work experience were linked significantly to mean CGPA. LP achievement was positively associated with CGPA and with successful internship completion. Research limitations/implications – Although the student sample was international and spanned three cohorts, the data collection was limited to one institution. Practical implications – Pre-programme work experience, in particular supervisory experience, and the incorporation of management competency-linked LPs into first-year HM curricula are recommended. Originality/value – The paper contributes to the under-researched predictive value of age, gender and pre-programme work experience in relation to HM academic performance, in particular in an LP context. An additional innovative finding is the positive association between LP achievement and success in HM professional practice.

Graduates’ employability

2016 ◽  
Vol 30 (5) ◽  
pp. 321-326 ◽  
Author(s):  
Kyriaki Matsouka ◽  
Dimitrios M. Mihail
Keyword(s):  
Higher Education ◽  
Job Performance ◽  
Labour Market ◽  
Human Resource ◽  
Soft Skills ◽  
Personal Attributes ◽  
University Graduates ◽  
Human Resource Managers ◽  
Hard Skills ◽  
Resource Managers

The purpose of this article is to investigate the views of university graduates and human resource managers (HRMs) on graduates’ employability in terms of the soft skills required by the labour market. Soft skills (personal attributes that enhance an individual’s interactions, job performance and career prospects) are necessary in the labour market in addition to hard skills (professional knowledge, tools or techniques). In this study, 178 graduates from the Aristotle University of Thessaloniki and 29 HRMs from Greek companies took part. The research tool was a questionnaire exploring participants’ views on the demand for soft skills as a decisive factor in employability. The findings identify differences between the views of the graduates and the HRMs. The graduates tended to overestimate themselves, while the employers argued that graduates lacked the necessary skills. The findings are discussed in relation to the changes needed in higher education institutions and the importance of appropriate interaction and collaboration between companies and universities.

Employers’ perception of employability skills among built-environment graduates

2019 ◽  
Vol 18 (4) ◽  
pp. 847-864
Author(s):  
John Aliu ◽  
Clinton Ohis Aigbavboa
Keyword(s):  
Built Environment ◽  
Construction Industry ◽  
Communication Skills ◽  
Work Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Employability Skills ◽  
Content Type ◽  
Global Trends ◽  
Response Rate Data

Purpose Universities have become training centres or “academic hubs” where skilled labour for societal and global consumptions are continuously produced. More so, the quality of teaching (pedagogy) provided by universities is essential in enhancing the skills, expertise and competencies of students who are required to meet the needs of the construction industry after graduation. Hence, the purpose of this study is to assess employers’ level of satisfaction with the employability skills of built-environment graduates in Nigeria. Design/methodology/approach A quantitative approach was adopted for this study with close-ended questionnaires administered to respondents drawn from professionals in the Nigerian construction industry. Out of 150 questionnaires disseminated, 131 were completed and 126 were usable, signifying an 87% response rate. Data from this research were analysed using descriptive and exploratory factor analysis. Findings Employers are seemingly satisfied with the sound academic record of built-environment graduates. They also affirmed their contentment with graduates’ willingness to learn and the way they achieve tasks with positive results. However, they expressed their dissatisfaction with the graduates’ prior work experience, communication skills and technical competencies in handling industry tasks effectively. Research limitations/implications Data was collected from construction professions across two cities – Abuja and Lagos. Because of the limited budget allocated for this study, other regions were not considered. Because of time and financial implications, it was extremely impossible to visit all 36 states. It is, therefore, impossible to generalise the results of this research to the larger population. In generalising the results on a larger scale, the study would have to factor in a more diverse sample to ensure it is more representative. A more diverse sample may mitigate any possible bias that may arise from a self-administered questionnaire. Practical implications From the survey results obtained from the respondents, it was observed that general knowledge about local and global trends, management skills, teamwork skills, work experience, communication skills, critical thinking skills, numeracy skills and civic responsibility are among the major non-academic skills lacking among built-environment graduates. This places significant pressures on universities in Nigeria to revisit and revamp its curricula in developing these skills among students who require them to thrive in the construction industry. Originality/value Although the subject of employability has been adequately discussed across various fields (accountancy, psychology, management, business, marketing, etc.), there exist limited research studies in the built-environment context, a gap, which this study aims to fill. This study also provides several approaches through which employability skills can be developed.

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