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Graduate Employability of Business Students

Author

Listed:
  • Wise Mainga

    (College of Business, University of The Bahamas, Nassau P.O. Box N-4912, Bahamas)

  • Marlo B Murphy-Braynen

    (College of Business, University of The Bahamas, Nassau P.O. Box N-4912, Bahamas)

  • Remelda Moxey

    (College of Business, University of The Bahamas, Nassau P.O. Box N-4912, Bahamas)

  • Syed Abdul Quddus

    (College of Business, University of The Bahamas, Nassau P.O. Box N-4912, Bahamas)

Abstract

The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability . The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

Suggested Citation

  • Wise Mainga & Marlo B Murphy-Braynen & Remelda Moxey & Syed Abdul Quddus, 2022. "Graduate Employability of Business Students," Administrative Sciences, MDPI, vol. 12(3), pages 1-35, June.
    • Handle: RePEc:gam:jadmsc:v:12:y:2022:i:3:p:72-:d:845169
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    References listed on IDEAS

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    1. Erdsiek, Daniel, 2017. "Dynamics of overqualification: Evidence from the early career of graduates," ZEW Discussion Papers 17-020, ZEW - Leibniz Centre for European Economic Research.
    2. Maria José Sousa & Daniela Wilks, 2018. "Sustainable Skills for the World of Work in the Digital Age," Systems Research and Behavioral Science, Wiley Blackwell, vol. 35(4), pages 399-405, July.
    3. Valentina Dolce & Federica Emanuel & Maurizio Cisi & Chiara Ghislieri, 2020. "The soft skills of accounting graduates: perceptions versus expectations," Accounting Education, Taylor & Francis Journals, vol. 29(1), pages 57-76, January.
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