Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability

Monteiro, Sílvia Correia; Ferreira, Joaquim Armando; Almeida, Leandro S.

doi:10.1080/0309877x.2018.1542669

Cited by 40 publications

(52 citation statements)

References 63 publications

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“…The overall results suggest that technical competencies are well-developed, but, in contrast, transversal competencies are below the current contextual requirements (McMurray and Dutton, 2016;Teijeiro et al, 2013). Research has also suggested that graduates' competencies impact on professional development can occur not only in a direct way, but also indirectly, being mediated by career management competencies (Monteiro et al, 2020;Rocha, 2012;Savickas, 2013;Taber and Blankemeyer, 2015). Career management resources, such as career adaptability, which refers to the set of resources that enable coping with predictable tasks and unpredictable adjustments (Savickas, 1997), have been proposed as crucial conditions for individuals to take best advantage of their attributes to adapt to contextual demands and to continuously develop new competencies (Bridgstock, 2009;Dacre Pool and Sewell, 2007;Savickas, 2013).…”

Section: Competencies and Employabilitymentioning

confidence: 86%

“…Data presented in this study are part of a broader longitudinal project that aimed to study graduates' employability, with several research aims: (i) to develop and validate instruments that can contribute to the understanding of graduate employability (Monteiro, García-Aracil, et al, 2019;Monteiro and Almeida, 2015); (ii) to characterize graduates with regard to their perceptions of competencies and preparation to work transition (García-Aracil et al, 2018;Monteiro et al, 2016); (iii) to explore the relation between graduates and employers' perceptions about competencies developed during higher education studies ; (iv) to explore the role of career adaptability in graduates' employability (Monteiro et al, 2020;Monteiro, Taveira, et al, 2019). The study design of this project consisted in an initial contact of the participants in the final year of their Master's course, in a classroom context, where they provide general information concerning sociodemographic and educational pathways, such as age, gender, study field, work experiences and parents' education, and signed an informed consent form that included a description of the aims of the study (wave 1).…”

Section: Methodsmentioning

confidence: 99%

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Employability profiles of higher education graduates: a person-oriented approach

Monteiro

Almeida

Gomes

et al. 2020

Studies in Higher Education

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sociodemographic and educational pathways and employment status 18 months after university-to-work transition. Then, a latent class analysis was performed, which allowed the emergence of four distinct groups: well-equipped, high demand, vulnerable and non-traditional pathways. By adopting a person-centered approach, this study allowed the identification of different combinations of factors that, although recognized in current literature, seem to organize themselves differently among the heterogeneous population that presently obtain a higher education degree. This study also raises some practical implications, namely the importance of differentiated interventions, taking into consideration the specificities of each group.

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Section: Competencies and Employabilitymentioning

confidence: 86%

Section: Methodsmentioning

confidence: 99%

Employability profiles of higher education graduates: a person-oriented approach

Monteiro

Almeida

Gomes

et al. 2020

Studies in Higher Education

Self Cite

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“…Despite the non-significance of IH, we believe that it is possible to teach, develop, and improve levels of intellectual humility in university students through a teaching intervention that help them to gain advantageous resources and prepare them for a university-work transition (Baehr, 2016;Monteiro, Ferreira, & Almeida, 2020). Generally, for the Indonesian context, the paradigm relating to academic score needs to be reconsidered since academic score refers solely to the cognitive aspect, not all categories of personality attributes.…”

Section: Education Intellectual Humility and Emotional Intelligencementioning

confidence: 99%

Excellent Academic Achievement: Do Intellectual Humility and Emotional Intelligence Matter?

Ratu

Rai

Savitri

2021

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Since emotional intelligence receives much attention in the context of academic success and intellectual humility is frequently studied in the context of career path, research concerning the relationship between emotional intelligence and intellectual humility on academic achievement is a necessity. This study aims to investigate that relationship while contributing to higher education on the insight to an employable graduate. The quantitative approach was implemented as the research framework by applying independent t-test and multiple regression in the first and second phases respectively. We found that the total score of intellectual humility and emotional intelligence for students (male and female) in the first year have a significant effect, while only the total score of intellectual humility among male in the second year has a significant effect on GPA (n = 531). Acknowledging academic achievement is an important variable in student’s academic process and intellectual humility to continuously plan, adapt, adjust, and evaluate their set of competencies, while simultaneously their engagement in a non-academic activity should be fostered. Besides, we suggest a mentor programme on both career and academic dimensions to make them enjoy and comfortable during their educational process. An understanding of IH during the educational process is impossible without serious attention to emotion, including the religious dimension.

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“…Empirical studies presented have also provided some evidence of the role of career management skills, such as career adaptability and decision-making, and the ability to communicate about competencies, skills development and perceived employability (Alvarez et al, competencies 2017;Dumulescu, Balazsi, & Opre, 2015;Jackson & Wilton, 2017;Monteiro, Ferreira, & Almeida, 2018;Qenani et al, 2014;Taber & Blankemeyer, 2015). This set of competencies is critical to individuals to profit from their technical and transversal skills and to develop and adjust continuously the necessary attributes to contextual demands (Bridgstock, 2009;Pool & Sewell, 2007;Savickas et al, 2009;Savickas, 2013;Yorke & Knight, 2004).…”

Section: University-to-work Transition: Barriers and Facilitatorsmentioning

confidence: 99%

“It's a very different world”: work transition and employability of higher education graduates

Monteiro

Almeida

García‐Aracil

2020

HESWBL

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PurposeThis study addresses the specific topic of transition between higher education and the world of work, taking differences naturally inherent to the individual and to the surrounding micro and macro contexts. With a holistic approach, this paper aimed to provide a deeper understanding about the university-to-work transition process in a period of turbulence and continuous changes in the labour market.Design/methodology/approachThe three research questions that guide this qualitative study are as follows: (1) What are the factors that facilitate the transition to the labour market? (2) What are the factors that constrain the transition to the labour market? (3) What are graduates' perceptions of their employability? To answer these questions, eleven graduates were interviewed about facilitators and barriers of the transition process and perceptions of employability. Data collected from the interviews were then related to categories previously defined from the literature review. Version 12.0 of the NVivo software was used to support the process of data analysis.FindingsOverall, participants' discourse refer to a multidimensional and dynamic perspective of factors related with work transition and employability. The obtained results indicate that the lack of career agency during graduation and professional experiences, together with late career exploration processes, represent possible barriers of transition, especially in study fields with targeted job offers. Likewise, experiences promoting the development of competencies through supportive practice from teachers, mentors and colleagues are referred as facilitators of transition.Practical implicationsOne of the most consistent outcomes of the interviews conducted concerns the importance of a stronger focus on developing practical experiences during higher education studies. This empirical study demonstrated how this type of experience can mitigate the impact of the transition from university to the labour market.Originality/valueThis empirical study demonstrated how work being integrated into learning in curricula can mitigate the impact of the transition from university to the labour market. It offers important insights about possible strategies that could be adopted to promote graduates' employability from a perspective of shared responsibility.

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Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability

Cited by 40 publications

References 63 publications

Employability profiles of higher education graduates: a person-oriented approach

Employability profiles of higher education graduates: a person-oriented approach

Excellent Academic Achievement: Do Intellectual Humility and Emotional Intelligence Matter?

“It's a very different world”: work transition and employability of higher education graduates

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