Academic-faculty environment and graduate employability: variation of work-readiness perceptions

Graduates with a high level of competence can cope better with the disequilibria triggered by events such as shifting labor processes and job transitions. This study examined the relationship between prospective graduates' perceived job preparedness and the university's role in preparing students for the workforce. A sample of 335 South African university students was used. We discovered that skill inequalities vary greatly between faculties. Collegiate skill preparation of students for the workplace can explain the disparities in graduate skill development and recruitment opportunities. Universities and their faculties must reimagine themselves as the primary drivers of graduate skill development and expand pipelines for the most vulnerable prospective graduates to contribute to global skills need.

Automated summary

This study examined the relationship between prospective graduates' perceived job preparedness and the university's role in preparing students for the workforce. It discovered that skill inequalities vary greatly between faculties and emphasizes the importance of universities and their faculties in driving graduate skill development and expanding opportunities for vulnerable prospective graduates to contribute to global skills need.