Transversal Competencies for Employability: From Higher Education to the Labour Market

Mauritti, Rosário; Casquilho-Martins, Inês; Simões, Eduardo

doi:10.3390/educsci12040255

Cited by 33 publications

(15 citation statements)

References 31 publications

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“…In addition, internships can allow students to acquire practical experiences and communication skills which could allow them to manage job interviews that cannot be acquired in classroom settings. e findings of the study by [28][29][30][31][32] support our argument stating that various soft skills such as leadership skills, teamwork skills, communication skills, and solving problems contributed to graduates' integration into work. Between the first 10 and 50 weeks following graduation, the unemployment rate curve for students who attended their selected area of study is consistently lower than that of students who did not attend their preferred field of study.…”

Section: Discussionsupporting

confidence: 66%

Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Yismaw

2022

Education Research International

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Most students considered that having a university degree is sufficient to be employed. However, obtaining a job after graduation becomes challenging, especially in developing countries. As a result, some graduates have to wait a considerable amount of time to get their first job. We estimated the average waiting time for first employment for 2019 first-degree graduates from Debre Markos University (Burie campus), Ethiopia. The median waiting time for the first employment of graduates was 35 weeks, showing that 50% of graduates managed to secure their first job 35 weeks after graduation. In addition, Cox proportional hazard and log-normal accelerated failure time models were fitted to model waiting time for first employment with various factors. It was found that cumulative grade point average, gender, internship, and age of the graduates were significant factors that affect the waiting time for first employment of graduates. Finally, we documented that though cumulative grade point average is important to pass the first phase of elimination criteria, it is not the only metric that employers consider.

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Section: Discussionsupporting

confidence: 66%

Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Yismaw

2022

Education Research International

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“…Based on another classification, TSs comprise critical thinking, collaboration skill, communication skill, and creativity and innovation skills ( The Ontario Public Service, 2016 ). Despite the differences among these classifications of TSs, the central point of the skills is that they are the essential skills that are transferable, reusable, and not specifically connected with a job or discipline ( Liu et al, 2021 ; Belchior-Rocha et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the role of content and language integrated learning approach in developing transversal skills in university students with respect to the mediating role of emotional intelligence

et al. 2022

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Although a range of studies has explored the effects of the content and language integrated learning (CLIL) approach on students’ achievement, its impact on improving university students’ transversal skills (TSs) has remained largely unexplored in Iran. Thus, the present study has a two-fold purpose. First, it aims to investigate the role of the CLIL approach in improving Iranian university students’ TSs. Second, it purports to explore the mediating role of emotional intelligence (EI) in the relationship between the CLIL approach and TSs. For this purpose, a survey design was used wherein a research-made questionnaire was distributed among 123 university students to gather the required data. Findings disclosed that the CLIL approach had a positive role in developing the university students’ TSs. Further, the results indicated that EI positively affected the development of TSs in university students. Moreover, the findings evidenced that EI significantly mediated the relationship between the CLIL approach and the development of the university students’ TSs. The study concludes that applying the CLIL approach involves an entirely new paradigm, offering valuable implications for relevant stakeholders.

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“…These researchers pointed out the role of HEIs' policies to equip their graduates with the necessary skills to meet the requirements of future employers. However, according to Belchior-Rocha et al (2022), "aligning learning goals with the needs of the labor market is a difficult task for universities, especially in the present day" (p. 1). Therefore, HIEs have to be able to adapt to strong socio-economic challenges so that they can integrate their recent graduates into the labor market.…”

Section: Definitions Of Employabilitymentioning

confidence: 99%

A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019

Dinh

Luong

Pham³

2022

HESWBL

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PurposeEmployability has long been a concern of scholars because of its complicated nature and changes in the requirements in labor markets to meet the new requirements of the Industrial Revolution 4.0 and globalization. However, there has not yet been much systematic investigation of the existing literature tracing the trends, changes and developments in employability research. This paper aims to fill this void by analyzing data obtained from the Scopus dataset from 1972 to 2019.Design/methodology/approachA total of 1,703 Scopus-indexed articles were filtered from 7,885 documents. The results reflect a rapidly emerging literature on employability, given the worldwide interest in this topic. Using descriptive statistics and bibliometric analyses, the review identified trends in employability research, whose impact has been sustained for several decades.FindingsWith science mapping, the conceptual structure of scientific disciplines was visualized, highlighting three main schools of thought including employers’ requirements and higher education institutions’ preparation; the antecedents of employability; and the role of work-integrated learning in enhancing employability.Originality/valueThe paper calls for more integrative research focusing on personal agency with the development of career paths inside organizations as well as for a more focus on a multilevel perspective exploring both individuals' and organizations’ perceptions.

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Transversal Competencies for Employability: From Higher Education to the Labour Market

Cited by 33 publications

References 31 publications

Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Understanding Waiting Time from Graduation to First Employment: Survival Analysis-Based Evidence from Ethiopia

Exploring the role of content and language integrated learning approach in developing transversal skills in university students with respect to the mediating role of emotional intelligence

A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019

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