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A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums

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  • Yueh-Min Huang

    (Department of Engineering Science, National Cheng Kung University, Tainan 70101, Taiwan)

  • Ming Yuan Hsieh

    (Department of International Business, National Taichung University of Education, Taichung 40306, Taiwan)

  • Muhammet Usak

    (Kazan Federal University, Institute of Pedagogy and Psychology, 420008 Kazan, Russia)

Abstract

To effectively increase the employment rate of higher education graduates, higher education institutions are doing their best to provide the most high-quality technologized interdisciplinary curriculum, to educate professional expertise in decision-making and to fortify student employability. Therefore, after executing a series of evaluated measurements, there are four highly valuable and contributive conclusions and findings. First, judgeability was the most critical decision-making employability factor and was directly influenced by the self-efficacy (SE), self-control (SC) and self-regulation (SR) of the autonomy-learning performance of social learning theory (SLT). Second, the SE of autonomy-learning performance of SLT was positively impacted by the behavioral intention to use and actual system use of the technology acceptance model (TAM), and monitor, control and evaluate decision-making, select the best solutions, clarify the objectiveness to be achieved and search for possible solutions of rational decision-making model (RDMM). It is necessary for higher education graduates to possess judgeability to confidently deal with problem-solving issues by actually using diversified technological applications for clarifying, monitoring, controlling and evaluating the decision-making objectiveness, and to comprehensively search the possible solutions, in order to eventually induce the best solutions for the problem. Third, define and diagnose the issues or problems of the RDMM model affected by the self-control (SC) of autonomy-learning performance of the SLT theory, because higher education graduates have to possess justifiability to define and diagnose the problem-solving issues in-depth, by exercising the introspective self-correcting capacities cultivated from an interdisciplinary curriculum. Lastly, actual system use of the TAM indeed impacted the SR of the autonomy-learning performance of SLT, because higher education graduates have to assess, revise and justify their self-actions in thinking, motivation, feeling, cognition and behaviors, by self-observing and accumulating experience from an interdisciplinary curriculum.

Suggested Citation

  • Yueh-Min Huang & Ming Yuan Hsieh & Muhammet Usak, 2020. "A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums," Mathematics, MDPI, vol. 8(6), pages 1-18, June.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:6:p:897-:d:366454
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    References listed on IDEAS

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    1. Kathleen D. Vohs & Ronald J. Faber, 2007. "Spent Resources: Self-Regulatory Resource Availability Affects Impulse Buying," Journal of Consumer Research, Journal of Consumer Research Inc., vol. 33(4), pages 537-547, January.
    2. Yueh-Min Huang & Ming-Yuan Hsieh, 2020. "An Interdisciplinary Research on Students’ Employability in Technology Education to Advance Higher Education Enrollment Sustainability," Sustainability, MDPI, vol. 12(5), pages 1-16, February.
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    Cited by:

    1. Chih-Cheng Huang & Shang-Pin Li & Yung-Kuan Chan & Ming-Yuan Hsieh & Jiin-Chyuan Mark Lai, 2023. "Empirical Research on the Sustainable Development of Ecotourism with Environmental Education Concepts," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    2. Ming-Yuan Hsieh, 2022. "The Sustainable Development and Strategic Approaches for Contemporary Higher Education," Sustainability, MDPI, vol. 14(19), pages 1-17, October.

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