The relationship among self-concept, self-efficacy, and performance in mathematics was examined among 416 high school students. Participants completed a questionnaire assessing mathematics selfconcept and mathematics self-efficacy. Performance was assessed using end-of-term exam results in mathematics. Confirmatory factor analyses supported the existence of two self-concept components-a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single factor. Social comparison information was equally influential in the formation of each construct. Self-efficacy beliefs, however, were identified as most highly related with performance in mathematics and percentages.Research into self-perceptions has identified self-efficacy as a significant self-perception across a wide range of academic contexts. Self-efficacy refers to beliefs in one's capabilities to organize and execute courses of action required to achieve certain performance outcomes (Bandura, 1997). The influence of efficacy beliefs within academic contexts is pervasive as a significant predic-

Purpose:The need for 'job-ready' graduates has catalysed the development of non-technical skills in higher education institutions worldwide. Continued criticism of business school outcomes has provoked this examination of non-technical skill deficiencies in Australian business graduates. Comparing findings with existing literature on skill gaps in other developed, culturally-similar economies underscores the generality of identified problems and highlights to stakeholders in undergraduate education those areas requiring curricula review.Design/methodology/approach: Two hundred and eleven managers/supervisors of business graduates and 156 business academics assessed the typical performance levels of Australian business graduates against a comprehensive framework of 20 skills and 45 associated workplace behaviours. Ratings were examined within and across the two samples and variations analysed by work area, business activity and business discipline.Findings: Some differences were detected between academic and employer skill ratings of certain workplace behaviours. Respondents agreed that although graduates are confident and proficient in certain non-technical skills, they are deficient in vital elements of the managerial skill set. There were differences in employer ratings across certain business activities and work areas but none detected in academic ratings from different business disciplines.Originality/value: Findings broadly align with literature from previous studies, highlighting the generality of presented skill deficiencies. The study suggests that although business schools are producing well-rounded graduates, they are overlooking the development of certain non-technical skills deemed essential in managers. This urges curricula reform and Non-technical skill gaps in business graduates 2 | P a g e raises questions on who is responsible for developing work readiness in graduates. The implications of differing perceptions of graduate performance are discussed. KEY WORDS:Graduate, undergraduate, skill gaps, performance, employability, business. TYPE OF PAPER: Research paperNon-technical skill gaps in business graduates 3 | P a g e Today's employers often require those completing undergraduate business degrees to add immediate value by participating successfully and with innovation in the workplace. It is widely acknowledged that undergraduates must develop non-technical skills, as well as disciplinary expertise, to achieve this goal (Hancock et al., 2009). Non-technical skills include the cognitive and soft skills that graduates require to apply their disciplinary knowledge and skills in the workplace. They are typically not job-specific, that is they are generic to a range of different work contexts (Sherer & Eadie, 1987). Prominent examples are working effectively with others, communication and self-management.Industry, governments and accrediting bodies across developed economies thus now expect higher education providers (HEP) to incorporate non-technical skill development into undergraduate pr...

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