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This paper determines the results of work readiness skills, career self-efficacy and career exploration of a final year engineering students of a private university of Malaysia. Data were collected from 62 final year engineering students. Reliability analysis was conducted to measure the internal consistency of scale. Results show highly reliable scale range for each variable. Furthermore, level of work readiness skills, career self-efficacy and career exploration was calculated on the basis of their mean score. Overall, results show that engineering graduates possessed remarkably high skills, confidence on their abilities and more active towards career exploration, as reflected by their mean scores. The results and findings of this research will be helpful to enhance the certain skills for the entry level engineering graduates. Moreover, teaching faculty can develop the curriculum for the students of Malaysia in order to equip engineering graduates with required skills so that graduates are able to get employed and compete the labor market.

The purpose of this paper is to propose a framework that shows succession planning, culture of sharing and a 360 degree feedback at the core of educational institute policies and their impact over faculty motivation and the quality of education by monitoring the students' satisfaction level in the classroom environment. Mediating role of motivated faculty has a great influence over student learning. Extensive review of the literature indicates that a faculty backed by empowering working conditions, colleague support, performance-based rewards and constructive feedback from the immediate work group is highly motivated. The motivated faculty will be more involved with the students for productive and satisfied class room environment. John Keller's ARCS theory of motivation is used for promoting and sustaining motivation in the learning process and the strategies will help faculty to stimulate or maintain each motivational element in the classroom to deliver academic excellence and consequently achieve a high satisfaction level in students that will ultimately become a source of competitive advantage for organization.

Prior to entering the workforce, engineering students are expected to be highly skilled and contribute to decision-making with confidence in their abilities. Despite this, most students are lacking in these areas. Engineering students typically have a hard time finding work because they lack the necessary skills and are unable to take decisions with confidence. Accordingly, the Washington accord created job-ready features for engineering students that contain core knowledge and design (FKD), project management and finance (PMF), communication (C), modern tool use (MTU), teamwork (TW), engineers’ society and environment (ESE), ethics (E), and lifetime learning (LL). Work readiness (WR) literature will be examined in this study in an effort to promote decision-making self-efficacy (DMSE), which in turn leads to more successful career exploration (CE). Career discovery is then examined as a two-step process, with work readiness influencing decision-making self-efficacy and decision-making self-efficacy influencing career exploration. Malaysian private engineering universities were surveyed using a quantitative way to acquire the data. Results found a strong correlation between work readiness and decision-making self-efficacy, according to scientific evidence. Decision-making self-efficacy was also found to have a significant impact on career exploration. This study is to be useful to curtail unemployment by adopting the required skill set, which will help universities to produce engineers who are able to contribute to decision making with confidence towards exploring their careers. Overall, the results of this study might provide significant information to the related institutions and policymakers on the scarcity of decision-making of talented engineering students in Malaysia.