The effect of curriculum design on the employability competency of Malaysian graduates

Misni, Farahana; Mahmood, Nik Hasnaa Nik; Jamil, Rossilah

doi:10.5267/j.msl.2019.10.005

Cited by 17 publications

(17 citation statements)

References 21 publications

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“…For instance, UK universities are getting quality students because of their ability to produce employable graduates (Boden & Nedeva, 2010). In addition, Misnia et al (2019) argued that many industries in many nations are now focusing on graduate employability. It is imperative that institutions should be concerned with both the ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/20.78.1000…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is of great importance that curriculum designers, take cognisance of this need when designing learning programmes. Curriculum should skill-up graduates to participate in the economic system which is being promulgated by the fourth industrial revolution (Misnia et al, 2019). Graduates therefore, need to be thoroughly prepared because the competition for employment is stiff due to the high increase of students registering for higher education and the dynamicity of the work environment.…”

Section: Literature Reviewmentioning

confidence: 99%

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Undergraduate Economics Curriculum and Employability Skills in South Africa

Ngulube

2020

PEC

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Graduates with employability skills are considered as assets by employers because they are dynamic and adapt easily to today’s work environment. Thus, higher education globally is under pressure to produce graduates who are employable and able to continue learning and remain employed. This study examined the extent to which the undergraduate economics curriculum in South Africa equips economics graduates with employability skills. This was achieved through a qualitative approach using a content analysis design. Data analysed from advertisements extracted from the Sunday Times for four consecutive years and data from six undergraduate economics study guides indicated that there was a disjuncture between undergraduate economics skills and those required by the industry. The analysed study guides only cover about 29.4 % of the needed skills in the labour market. It is imperative for higher education institutions to produce employable graduates because evidence demonstrates that employers today do not hire employees solely based on academic qualifications. Recommendations are that there should be an alignment between employability skills required in the labour market and those offered by the academic institutions. Curricula and pedagogy should also be adjusted to enhance graduate skills outcomes. Keywords: employability skills, undergraduate curriculum, content analysis

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Undergraduate Economics Curriculum and Employability Skills in South Africa

Ngulube

2020

PEC

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“…The findings of this study may also provide insights in the existing curriculum by integrating and language for employment especially, the use of lexical items. The existing curriculum can also be restructured based on Malaysian graduate employability competencies as suggested by the study of Misni et al (2020) in preparing students for the 21st century workplace. Therefore, it is essential that undergraduates and recent graduates and are equipped with skills that help them reach peak performance in their workplace by having good employability skills and proficiency.…”

Section: Implications For Higher Education Institutionsmentioning

confidence: 99%

“…In line with MHEM, previous studies by Turner (2014) and Shagrir (2015) have highlighted that MHEM should bolster the recent graduates' employability skills and competency in the language, in this case the use of lexical items. The study by Misni et al (2020) suggested to revamp or restructure the Malaysia Education curriculum to assess the impact of curriculum design on the Malaysian graduate employability competencies in preparing graduates for the 21st century workplace.…”

Section: Introductionmentioning

confidence: 99%

Use of lexical items in job interviews by recent graduates in Malaysia

Krishnan

Jan

Zainuddin

2020

HESWBL

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PurposeThe purpose of this paper is to explore the knowledge of lexical items in a job interview by recent graduates.Design/methodology/approachThe data were collected from one of the organisations in the Klang Valley, Malaysia. Twenty-seven recent graduates participated in the study. The structured standard interview questions were used to elicit the job interview data. The data were recorded and analysed qualitatively by using Allwood's (1999a, b, c) communicative behaviour theory.FindingsThe findings showed that the lexical items used by the interviewees varied and revealed their knowledge of lexical items in relation to these five characteristics: personality, skills, capability, experience and self-motivation. The successful interviewees reflected their knowledge of lexical items that indicated their confidence in in the job interviews. The lexical items used by the reserved interviewees were limited that displayed their personalities and reflected uncertainty and lack of confidence. The unsuccessful interviewees used limited lexical items and were vague and evasive in answering questions. This could also be not convincing enough to influence the outcome of the interviews positively.Practical implicationsThe findings of this study can assist policymakers such as officials of higher learning institutions to integrate interview workshops and mock interviews into their current curriculum as a form of preparation for undergraduates. These mock interviews can be more appropriate if experienced interviewers are utilised from the outsourcing organisations.Social implicationsIt creates an awareness for job applicants especially undergraduates after completing their studies that knowledge of lexical items are important in job interviews.Originality/valueThe use of appropriate lexical items play an important role in job interviews as they have shown that all the successful interviewees had used them to good effect in their interactions with the interviewer.

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“…Even before the onslaught of the pandemic on Malaysian soil, job seekers and young graduates experienced difficulties in securing their desired jobs (Hanapi & Nordin, 2014;Ismail, 2011). There was also a mismatch between workforce demand and talent supply in Malaysia (Misni et al, 2020;Sulaiman, & Ismail, 2019, Zakariya, 2017. Therefore, amidst the challenging global environment, both employees and organisations must innovate, rebrand, and reposition themselves to stay relevant.…”

Section: Introductionmentioning

confidence: 99%

Quality of Work Life and Lifelong Learning Among Working Adults in Malaysia: The Mediating Role of Employee Engagement

Mustamil

Jayasingam

2021

Malaysian Management Journal

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There has been a significantly increasing emphasis on the quality of interactions between employers and employees in the context of managerial and organisational studies in Malaysia. To encourage a desirable workforce, organisations often list factors associated with quality of work life, employee engagement, and lifelong learning as contributors to achieving optimal organisational goals. However, do quality of work life and employee engagement truly lead to employee disposition for lifelong learning? This paper aims to explore quality of work life and employee engagement as precursors to establishing a workforce that embraces lifelong learning. Structural Equation Modeling analysis was employed on 472 samples obtained from working adults holding different positions in various organisations in the country. The empirical results demonstrate that quality of work life leads to employee engagement, which in turn, positively contributes to lifelong learning. The results also suggest that employee engagement fully mediates the relationship between quality of work life and lifelong learning. This study provides a more in-depth understanding of what it takes to create a workforce that engages in continuous learning, and sets the tone for compelling narratives in rolling out organisational vision and mission for lifelong learning in Malaysia.

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The effect of curriculum design on the employability competency of Malaysian graduates

Cited by 17 publications

References 21 publications

Undergraduate Economics Curriculum and Employability Skills in South Africa

Undergraduate Economics Curriculum and Employability Skills in South Africa

Use of lexical items in job interviews by recent graduates in Malaysia

Quality of Work Life and Lifelong Learning Among Working Adults in Malaysia: The Mediating Role of Employee Engagement

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