A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability

Abstract

Student employability is a key aspect of any university degree. The relationship between high student learning outcomes and high employability is a problem that needs to be addressed and improved by colleges and universities. Students with high employability can find good jobs after graduation and perform well in the workplace. Employability is associated with the success of university education, thus giving the university a good reputation. This study explores the development of employability, alongside teaching and student learning abilities to examine how these variables affect student employability. The study collected 442 responses to a questionnaire to investigate the relationship between pedagogy for employability, problem-based learning, absorptive capacity, and student employability based on a structural model. The SEM results show that pedagogy for employability and problem-based learning positively correlate to absorptive capacity; pedagogy for employability and absorptive capacity positively correlate to student employability. We then analyzed a case study teaching intervention strategy with 221 students from the school of management and discuss the differential results of all variables. Results showed that the test group was superior to the control group in each variable performance, indicating that the intervention strategy proved effective. Based on these findings, this study proposes suggestions for future research.

The Employability and Career Development of Finance and Trade College Graduates

“…Similar research results like pedagogy for employability (POE) has a positive impact on students' absorptive capacity (AC; Li et al, 2020 ) and also proves the importance of educational practice, which enhances graduate employability of identifying, digesting, and applying the process into their available knowledge. Employability skills could also be developed through understanding the conditions and standards of the curriculum and teaching activities of teachers, which leads to the successful creation of flipped learning (Peng et al, 2021 ).…”

Evaluating Factors Influencing Knowledge-Sharing Behavior of Students in Online Problem-Based Learning

“…Therefore, in line with some prior studies, we suggest that the instructors of internship or non-internship courses may integrate social media tools into OPBL courses and provide students with guidance for fostering an atmosphere of collaborative learning. Such a collaborative-learning atmosphere can encourage students to perform active learning activities, evidence-based analogy, exploration, debates, and problem-solving, and be persistent and successful in learning challenging professional knowledge or skills (e.g., Liu et al, 2020;Peng et al, 2021).…”

“…On the other hand, OPBL is an effective self-directed and collaborative learning strategy that offers flexibility and opportunities for participation and discussion of students, encourages active learning, and promotes critical reasoning skills in various collaborative learning activities (Choi et al, 2014;Chu et al, 2019;Dolmans, 2019). In general, abilities of students are improved when problem-solving activities are conducted to encourage debates or discussion with peers, which can help them determine the best information/knowledge, fitting their needs to solve ill-structured and complicated realworld problems (e.g., Chang et al, 2012;Peng et al, 2021).…”

Understanding the Impact of the Psychological Cognitive Process on Student Learning Satisfaction: Combination of the Social Cognitive Career Theory and SOR Model

“…Student learning has always been valued by scholars, especially in discussing how to enhance student learning effectiveness and learning engagement (Pike et al, 2011(Pike et al, , 2012Peng and Chen, 2019;Li et al, 2020;Peng et al, 2021). Past studies have stated that better learning effectiveness represents students with strong learning motivation and commitment, which are reflected in their learning achievements because of their learning preferences (Pike et al, 2011;Li et al, 2020).…”

“…In regard to the study of learning satisfaction, since Lent and Brown proposed the Social Cognitive Career Theory (SCCT) in 2006, many scholars began to build a research framework based on the SCCT model for exclusive research situations (Lent et al, 2017;Lent and Brown, 2019;Liu et al, 2020;Lee et al, 2021;Pandita et al, 2021). Peng et al (2021) used the SCCT model to conduct a cross-cultural comparative analysis, using teacher knowledge transfer as a pre-variable to explore the relationship among model variables. Although the SCCT model is widely used by scholars to explore the cognitive influence path of individuals facing external environmental stimuli, it rarely mentions the evolution process of the mental state (Lent and Brown, 2013;Park et al, 2018;Zhai et al, 2020).…”