Students perspective regarding employability skills within business and management education in Jordanian universities

Abstract

This study set out to determine how undergraduates view the concept of employability at business faculties at Jordanian universities, and how they apply it to the marketplace, in order to improve the fundamental motivation which helps them to bring their employability skills into line with the needs of the market. This study used Tomlinson’s graduate capital model, as well as, Bourdieu social theory to gain a clear understanding of the nature and progression of employability. The issue of graduate employability has attracted the attention of Higher Education, government and employers alike. This study presents both practical and academic findings which will make a significant contribution to the field of employability research, by undertaking a literature review, and extracting relevant information from government policy and experiential and theoretical academic studies. The study was carried out across the business faculties of five typical private universities, namely: The Philadelphia University; the Applied Science Private University; the University of Petra (Amman); the Al-Ahliyya Amman University; and the Middle East University, Amman, Jordan. Data collection began with organising focus groups where students were asked questions, and their responses were subsequently presented during interviews with HE educators and stakeholders. The study used an interpretive case study methodology, since this yielded a broad range of views and opinions about employability. The data was used to build a composite student perspective on employability, put together by the researcher, which evidenced that students had a comprehensive understanding of what is meant by the term employability, while maintaining that its development is a complex issue. Contrary to the conclusions reached in some of the literature, students were well aware that employability does not consist of gaining a number of transferable skills. The study discovered that applying knowledge through work experience was seen by students as a more helpful way of developing employability, although some students were not aware of how to pursue this avenue. In addition, the study found that students felt university teaching methodology needed to be modernised and focus on applying, rather than merely acquiring, knowledge. Moreover, self-awareness and confidence – which is a source of psychological capital – was instrumental in buttressing the meaning of employability for students. This study’ theoretical framework has thus underlined that the development of employability hinges to a significant extend on psychological capital. The responses to students’ views, which the researcher elicited from employers and educators, indicate that ongoing development is also of major importance for employability. As a result, this study provides a framework which distinguishes it from past research, setting out nine approaches that create the standards adopted in the Jordanian universities, which 10 could make a major contribution to ensuring qualified outputs meet and line up with the needs of the marketplace.