An exploratory study of factors affecting undergraduate employability

Abstract

Purpose -The current study was conducted to increase our understanding of factors that influence the employability of university graduates. Through the use of both qualitative and quantitative approaches, the paper explores the relative importance of 17 factors that influence new graduate employability. Design/methodology/approach -An extensive review of the existing literature was used to identify 17 factors that affect new graduate employability. A two-phase, mixed-methods study was conducted to examine: Phase One, whether these 17 factors could be combined into five categories; and Phase Two, the relative importance that employers place on these factors. Phase One involved interviewing 30 employers, and Phase Two consisted of an empirical examination with an additional 115 employers. Findings -Results from both the qualitative and quantitative phases of the current study demonstrated that 17 employability factors can be clustered into five higher-order composite categories. In addition, findings illustrate that, when hiring new graduates, employers place the highest importance on soft-skills and the lowest importance on academic reputation. Research limitations/implications -The sectors in which employers operated were not completely representative of their geographical region. Practical implications -The findings suggest that, in order to increase new graduates' employability, university programmes and courses should focus on learning outcomes linked to the development of soft-skills. In addition, when applying for jobs, university graduates should highlight their soft-skills and problem-solving skills. Originality/value -This study contributes to the body of knowledge on the employability of university graduates by empirically examining the relative importance of five categories of employability factors that recruiters evaluate when selecting new graduates. Soft-skillsRecently, educational researchers and employers have placed increasing attention on the importance of soft-skills (Chamorro-Premuzic et al., 2010). While discipline-specific 683 Factors affecting undergraduate employability ET 55,7 Factor Literature support Interview support Scope Written communication skills Gardner et al. (2005), Ariana (2010), Graham et al. (2010) 21/30 Being able to communicate effectively through writing is the main form of communication in our society and is a valued skill that increases employability opportunities (Graham et al., 2010; Gardner et al., 2005). In the current study, we used written communication as a factor employers consider when hiring new graduates because it is a tangible skill that can be effectively evaluated Verbal communication skills Gardner et al. (2005), Gray (2010) 25/30 To communicate effectively, graduates entering the workforce need to meet high standards of oral communication (Gray, 2010). New graduates that can communicate

A Study of the Impacts of Variable Factors on Built Environment Graduates’ Prospects

“…16%, 33.59%, 26.27%, 23.30% and 39.78% respectively. This result further reinforced Finch et al (2013) findings on the importance of practical and pre-graduate experience on graduate employability.…”

“…The type of university which the graduates attended also had an influence on the employment prospects of new graduates (Devaney & Roberts, 2012;Finch et al, 2013;Urwin & Di Pietro, 2005). Urwin and Di Pietro's (2005) research found that the postgraduate students, the students who studied in Graduate School in the USA context, who graduated from institutions with a stronger research culture had and enhanced employment rate.…”

“…There were studies investigating the development of employability skills during the study of university programmes (Ballarino, 2009;Finch et al, 2013;Pavlin, 2014). Ballarino (2009) used multivariate analysis to identify the effect of fields of study on the university-to-work transitions in Italy from 1995to 2004.…”

“…Palvin (2014 explored perceptions by senior professors and managers in higher education about their role in preparing graduates for entry into the labour market. Finch et al (2013) used quantitative and qualitative approaches to gain an understanding of the seventeen identified factors influencing new graduates' employability. The development of employability skills is particularly relevant to vocational and professional accredited courses.…”

“…However, these studies are theoretical and prescriptive, and there is a lack of empirical evidence supporting these theoretical propositions (Finch et al, 2013). In addition, these studies have a heavy reliance on case studies or use data from a single organisation.…”