A Sustainable Career Ecosystem Perspective of Talent Flow and Acquisition

Baruch, Yehuda; Ashleigh, Melanie; Donald, William E.

doi:10.4018/978-1-6684-7442-6.ch010

Cited by 11 publications

(1 citation statement)

References 82 publications

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“…The evolution of learning within Higher Education Institutions (HEIs) is discussed by Grabarski et al (2023), suggesting innovative methods such as flipped learning to bridge theory and practice for fostering critical and systemic thinking, and other cognitive skills necessary for sustainable careers (Creed, 2023). Additionally, Baruch et al (2023) frame this discussion within the broader context of talent flow and acquisition at the interface of higher education and industry. They emphasise the importance of HEIs producing employable graduates equipped with the necessary cognitive skills to navigate the VUCA world and contribute to organisational sustainability (for additional reading on this topic, please refer to William Donald's (2024) book, 'Strategic Opportunities for Bridging the University-Employer Divide') for the contemporary discourse.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Cognitive Skills Within the Inner Development Goals (IDG) Framework

Shtaltovna,

Rodriguez Carreon,

Lindencrona

et al. 2024

GJSD

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Our theoretical manuscript aims to explore the role that dimension two, ‘Thinking-Cognitive Skills’ of the Inner Development Goals (IDG) framework, can play in empowering sustainable careers and sustainable development. We begin by setting the scene before introducing the theoretical framework, which combines the IDG framework and Sustainable Career Ecosystems Theory (SCET). Our attention then turns to systematically considering each of the components of dimension two of the IDG framework. These include (a) critical thinking, (b) complexity awareness, (c) perspective skills, (d) sense-making, and (e) long-term orientation and visioning. The theoretical contribution comes from integrating the IDG framework and SCET. Practical implications come from offering eight pragmatic recommendations to empower students in the context of higher education to prepare for sustainable careers and sustainable development: (i) curriculum design, (ii) interdisciplinary approach, (iii) experiential learning, (iv) faculty development, (v) assessment and evaluation, (vi) campus culture, (vii) collaboration and external partners, and (viii) research and innovation. Limitations and a future research agenda are also provided.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Cognitive Skills Within the Inner Development Goals (IDG) Framework

Shtaltovna,

Rodriguez Carreon,

Lindencrona

et al. 2024

GJSD

View full text Add to dashboard Cite

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The dynamics of employability capitals for the transition to work: career identity, cultural capital, job interview self-efficacy and self-perceived employability

Petruzziello,

Nimmi,

Mariani

2024

HESWBL

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Purpose This study aims to understand how employability capitals’ dynamics foster self-perceived employability (SPE) among students and graduates, which is still being empirically explored. Building upon the Employability Capital Growth Model and the Social Cognitive Career Theory’s career self-management model, we aimed to understand how different capitals associate by testing a serial mediation model connecting career identity (reflecting career identity capital) and SPE through the serial mediation of cultural capital and job interview self-efficacy (ISE) (an element of psychological capital).Design/methodology/approach We adopted a two-wave design involving 227 Italian University students and graduates. We recruited participants through multi-channel communication. The hypothesised relationships were analysed employing the structural equation modelling approach with the SPSS AMOS statistical package.Findings The results indicated that career identity, cultural capital, ISE and SPE are meaningfully related. In particular, in line with our expectations, we observed that career identity predicts cultural capital, which is positively associated with ISE which, ultimately, impacts SPE.Originality/value Our work adds to existing research by advancing the understanding of employability capitals, explaining how they interact and influence SPE, which is crucial for a sustainable transition into the workforce. At a practical level, our findings call upon, and guide, efforts from various stakeholders in the graduate career ecosystem (i.e. universities and their partners) to offer students and graduates meaningful experiences to form and use their employability capitals.

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Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender

Mouratidou,

Donald,

Mohandas

et al. 2024

HESWBL

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PurposeDrawing on a framework of conservation of resources theory, the purpose of this paper is to explore the relationship between self-perceived academic performance and individual entrepreneurial intention and consider the potential moderating role of (1) participation in serious leisure, (2) perceived stress and/or (3) gender.Design/methodology/approachA total of 405 UK-based undergraduates completed the questionnaire, with a representative gender split of 57% women and 43% men.FindingsThe positive relationship between self-perceived academic performance and individual entrepreneurial intention was moderated by serious leisure (stronger when participation in serious leisure increased) and by perceived stress (stronger when levels of perceived stress were lower). However, contrary to our expectations, gender had no statistically significant moderating role.Practical implicationsThe practical contribution comes from informing policy for universities and national governments to increase individual entrepreneurial intention in undergraduates.Originality/valueThe theoretical contribution comes from advancing conservation of resources theory, specifically the interaction of personal resources, resource caravans and resource passageways.

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A Sustainable Career Ecosystem Perspective of Talent Flow and Acquisition

Cited by 11 publications

References 82 publications

Cognitive Skills Within the Inner Development Goals (IDG) Framework

Cognitive Skills Within the Inner Development Goals (IDG) Framework

The dynamics of employability capitals for the transition to work: career identity, cultural capital, job interview self-efficacy and self-perceived employability

Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender

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