Linking development of skills and perceptions of employability: the case of Erasmus students

Abstract

There is evidence that perceptions of employability lead to positive results for organizations and individuals alike. The relationship between perceptions of employability and development of skills is, although relevant, an understudied area of research. This study analyses this relationship in a sample of 196 students who participated in the Erasmus program between 2013 and 2017. Using fuzzy set qualitative comparative analysis (fsQCA), we analyse how configurations of five types of skills (Career-orientation skills, Adaptability skills, Managerial skills, Personal skills and Teamwork skills) combine to produce perceptions of employability. Results show that, although Erasmus students perceive a positive development in all groups of skills, students perceive a higher development on Adaptability skills. Results also show that there is no single type of skills that can be developed to promote perceptions of employability but, instead, there are two distinct configurational groupings of skills that lead to perceptions of employability: one configuration has two core conditions-Adaptability skills and Teamwork skills-and the other configuration includes three core conditions-Career-orientation skills, Managerial skills and Personal skills. These configurations match the two main motivations for choosing an international exchange as a strategy to enhance employability: pursuing an international career and pursuing distinction from peers.

International students' perspective on developing employability during study abroad

“…The second key finding in Huang and Turner's (2018) research relates to international student perceptions of employability. This will be discussed after a quick consideration of a recent study by Soares and Mosquera (2020) that highlighted the importance of this second finding. Soares and Mosquera (2020) emphasise the importance of examining the relationship between perceptions of employability and development of skills which they argue is an understudied area of research.…”

“…Additional reviews of employability literature show the need for more evidence to support claims that study abroad programmes enhance labour market prospects and employability (Di Pietro, 2019). Moreover, understanding the perceptions on developing employability is emerging as a relevant, though less explored area of research (Soares & Mosquera, 2020). Drawing on the findings of a UK qualitative study, this paper addresses these three areas of identified gap in the literature.…”

“…Considering that employability is cited by international students as the main motivation for studying abroad (Gribble et al, 2015;Soares & Mosquera, 2020), it is surprising that there is a paucity of research into international students' perceptions on developing their employability. Two main reasons account for this deficit: (1) as has been widely acknowledged, national and institutional strategies and policies on international student recruitment are driven by economic rationales (de Wit, 2020;Humfrey, 2011); and (2) employability is a priority for national policymaking within country contexts (Purcell & Elias, 2004;Römgens et al, 2020;Shah et al, 2004;Teichler, 1999;Yorke, 2004) which excludes international students.…”

Main challenges to international student mobility in the European arena

“…Despite some headway towards making ISM graduates more employable and positive moves in rectifying transition problems between HE and the labor market, several authors have pointed out that several challenges remain (Cairns et al, 2018 ; European Commission, 2014 ; Roy et al, 2019 ; Soares & Mosquera, 2019 ; Wilton, 2011 ). One of the first challenges in helping ISM students acquire employability skills may lie at the heart of academic resistance and prejudices to the concept of HE for employability.…”

“…The ISM needs to retain a student perception of exclusiveness and distinctiveness (Souto-Otero, 2008 ; Teichler, 2009 ), while at the same time, extend. These objectives are not necessarily mutually exclusive (Soares & Mosquera, 2019 ). Perhaps, we can look to the work-integrated learning (WIL) schema to support the ISM—employability liaison (King & Ruiz-Gelices, 2003 ).…”