Gap Analysis of Employability Skills of Entry Level Business Graduates Based on Job-Fit Theory

Metilda, R. Mary; C, Neena P

doi:10.3126/ijssm.v3i4.15973

Cited by 8 publications

(10 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It means that the prospective teachers were not achieved the competences whatever they desired from the programme. The results of various studies (Hakim & Bizri, 2015;Junior, 2014;Metilda & Neena, 2016;Parvaiz, 2014;Shah et al, 2017;Siddoo, Sawattawee, Janchai, & Yodmongkol, 2017a;Subramonian, 2008) were found aligned with that of the present study.…”

Section: Discussionsupporting

confidence: 90%

“…The aforementioned gaps signified the fact that there was less mutual interaction between employers and the teachers. Metilda and Neena (2016) analyzed desire-achievement gap regarding generic competences in the perception of Indian business graduates. Higher gap was found in desire-achievement employability competences of Business graduates.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is really unfortunate that the students having professional degrees do not meet the expectations of the employers (Low, Bots, De La Rue & Allen, 2016). Gap in desired and achievement among university students in their generic competences can never be overemphasised (Bui & Porter, 2010;Hakim & Bizri, 2015;Junior, 2014;Low, Botes, De La Rue, & Allen, 2016;Metilda & Neena, 2016). The gap in inculcating the required competences in the students as per desires of employers is a challenge for higher education institutions over the globe.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Gap Analysis of Generic Competences of Pre-Service Teachers in Pakistan

2020

IJITL

View full text Add to dashboard Cite

Gap in desired and achieved generic competences among university students has always been a point of concern for educationists and researchers. Those who desire for higher level of competence have greater probability of ending up with higher level of achievement. The present study aims to analyse the gap in generic competences among the prospective teachers enrolled in a B.Ed-4 year programme. Prospective teachers' competence is one of the basic elements ensuring their student success in academic as well as professional life. This study investigated three gaps i.e. desire-gap (gap between desired and optimal level of prospective teachers regarding generic competences), achievement-gap (gap between achievement and optimal level of prospective teachers regarding generic competences) and desire-achievement gap (gap between desired and achievement level of prospective teachers regarding generic competences). There were only 13 public universities in Punjab offering B.Ed-4 year programme. Researchers conveniently sampled 210 prospective teachers from seven universities (53%) in Punjab; and surveyed them through quantitative research method. An adopted competence scale (from an international project i.e. the Reflex Project) comprising 19 generic competences was used to collect the data. The analysis of the data revealed that all three gaps existed among the prospective teachers regarding their generic competences. Desired level (i.e. 80%), though, high enough, nevertheless, yielded the desire-gap (100-80%) of 20%, which showed room for further development. Surprisingly, the achievement-gap (100-67%) was found to be 33%; and the desire-achievement gap (80-67%) to be 16%. Positive correlation showed (higher) achievement level associated with (higher) desired level. Positive relationship between desire and achievement levels implies that high desire brings high achievement. And to reach optimal level it is necessary

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Gap Analysis of Generic Competences of Pre-Service Teachers in Pakistan

2020

IJITL

View full text Add to dashboard Cite

show abstract

“…Second, a skills gap analysis was performed to identify the gaps between the employer's expected skills (required) and the actual skills possessed by graduates (acquired) (Metilda & Neena, 2016). Skills gap analysis provides a mechanism to identify skills that are lacking among the interns through an evaluation performed by their employers during internship.…”

Section: Methodsmentioning

confidence: 99%

Skills Acquisition and Employability Among Arts and Social Sciences Interns in a Malaysian Public University

Monogaran

Subramaniam

2023

IJIE

View full text Add to dashboard Cite

Many Malaysian employers feel that university curricula inadequately prepare graduates for the realities of the job market. The present study attempts to rank skills acquisition among interns at a Malaysian public university and identify the gaps through skills gap and radar analyses. Respondents comprised students from an Arts and Social Sciences faculty in a Malaysian public university who had undergone internship as well as the employers who conducted trainings for them. Using a simple random sampling method, 164 students and 43 employers provided responses. The largest gap between employers’ expectations and interns’ performance is seen for ‘values, attitudes and professionalism’. Employers tend to emphasise ‘values, attitudes and professionalism’ as an essential skill for employability. Positive qualities, such as having good work habits and attitudes, are valuable assets that need to be inculcated. Another skill that requires improvement is ‘communication, leadership and team skills’, as poor communication skills can become a serious obstacle for employability. This study provides insights from a dual perspective analysis through the identification of gaps between actual and expected intern performance. This information will be a valuable guideline in redesigning university modules to meet the demands of potential employers.

show abstract

“…Numerous jobs which were formerly undertaken by people are nowadays carried out by machines, primarily due to the rise of automation and artificial intelligence. This means that people must constantly acquire new skills and knowledge to be viable in the job market (Metilda & Neena, 2017). Furthermore, the COVID-19 pandemic has hastened the transition towards remote employment, making digital skills more crucial than ever (Hettiarachchi et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Nurturing Learning Agility: Investigating Self-Determined Learning and Skill Enhancement During COVID-19

Verma,

Verma

2023

JTER

View full text Add to dashboard Cite

In the modern era, the acquisition of learning skills has become crucial for personal and professional success due to technological advancements and changes in the nature of work. The rise of automation and artificial intelligence has displaced traditional jobs, necessitating continuous skill development to remain employable. The COVID-19 pandemic accelerated the need for digital skills in the transition to remote work. Learning skills are vital for personal growth, expanding perspectives, and enhancing critical thinking and problem-solving abilities. They also promote innovation, collaboration, and interpersonal interaction, essential for success in personal and professional situations. This study aimed to explore the importance of learning skills in the modern era and its impact on employability and career success. It investigated individuals’ involvement in skill acquisition through self-determination or heutagogy, a learner-centered approach emphasizing autonomy and capacity development. The study employed an exploratory research design and a survey method to attain the objectives. The tool used was a researcher-administered questionnaire shared through online digital platforms. The sample included more than 700 counts consisting of individuals belonging to each age group and employment status. The research found that 84.24% of individuals learned new skills during the COVID period, indicating a positive response to the opportunity for self-improvement. The majority of participants focused on Personality Development Skills (PDS) and Communication Skills (CMS) for personal growth and career advancement. Leadership and Management Skills (LS), Analytical Skills (AS), and Technical Skills (TS) were also highly valued for career progression. Overall, the study highlights the importance of continuous skill development and the role of self-determined learning in enhancing employability. It suggests that individuals who took advantage of the COVID-19 period to acquire new skills have increased their career prospects and contributed to a growing pool of skilled workers in India. The research underscores the significance of lifelong learning and the potential of online digital education to foster innovative teaching and learning strategies, especially in resource-constrained settings

show abstract

Gap Analysis of Employability Skills of Entry Level Business Graduates Based on Job-Fit Theory

Cited by 8 publications

References 9 publications

Exploring the Gap Analysis of Generic Competences of Pre-Service Teachers in Pakistan

Exploring the Gap Analysis of Generic Competences of Pre-Service Teachers in Pakistan

Skills Acquisition and Employability Among Arts and Social Sciences Interns in a Malaysian Public University

Nurturing Learning Agility: Investigating Self-Determined Learning and Skill Enhancement During COVID-19

Contact Info

Product

Resources

About