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Purpose: The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context. Design/methodology/approach: This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established. Findings: The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy. Research limitations/implications: This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run. Practical implications: The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run. Originality/value: The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches. [ABSTRACT FROM AUTHOR]

In recent years, several publications and media outlets have highlighted how the skills and interests of autistic individuals may benefit organizations. However, there is scant empirical research on the topic. The present study's authors conducted a systematic review to find which potential employability skills, strengths, and interests of autistic individuals available research has highlighted. Data extraction methods identified 51 papers related to skills in this population. The skill sets autistic individuals may possess and the research behind these findings were organized, evaluated, and summarized. Based on these findings, investigators discuss implications for employment counseling and future research. [ABSTRACT FROM AUTHOR]

This study examined the key roles, responsibilities, and skills sought when advertising for the recruitment of Applied Performance Analysts (APAs) in UK and Irish professional sports settings. Deductive and inductive content analysis of the job descriptions and personal specifications of 130 job advertisements from 2021 to 2022 across the entire APA spectrum was undertaken. This encompassed 21 different specific role titles. Despite unified advertisement formats, noticeable variations emerged regarding length and content focus, regardless of First-team or Academy positions. The findings revealed a greater focus on Sports Performance Analysis (SPA), sports, and technical expertise coupled with professional behaviours in APA advertisements, with less priority shown to relationship-building skills. First-team positions particularly requested more skill-specific analysis expertise. Academy APAs were expected to focus on collecting data, facilitating feedback, in addition to creating and approving infrastructure for various age groups. Comparatively, First-team roles involved more complex data analysis tasks, including interrogating data, trend identification, and stakeholder reporting. The analysis not only highlights role discrepancies but also serves as a potential framework for employers when creating job advertisements, assists applicants in identifying the key skills to highlight, and informs curriculum and training programmes to cover the entire APA spectrum. [ABSTRACT FROM AUTHOR]

The surveying profession has proven its value in the current era of development, as it offers services that generate, enhance, preserve, and protect valuable property and assets. Despite increasing attention, surveying education seems to be falling behind in meeting the demands of the construction industry by producing graduates with essential employability skills. Only a few studies have attempted to review the employability skills expected by employers from surveyor graduates. Therefore, this systematic review aims to identify essential elements of employability skills for surveyor graduates. The preparation of this review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) review method. A total of 25 related studies were obtained from three databases: Scopus, ScienceDirect, and Google Scholar. The findings revealed that the most crucial employability skills expected from surveyor graduates are communication skills (functional work skills), leadership skills (functional work skills), teamwork skills (functional work skills), critical thinking skills (cognitive skills), and emotional intelligence (personal and entrepreneurial skills). Surveying education should consider incorporating these identified skill sets into their curriculum and training modules to ensure the employability and readiness of graduates for the workforce. [ABSTRACT FROM AUTHOR]

Previous studies on employability skills and job performance utilised data from employers and students without paying attention to graduates who work concurrently. These studies also presume that having acquired employability skills, one will perform on the job. According to other studies, this is far from reality due to recent mismatches between graduate skills and their jobs. Thus, questions remain as to whether the link between employability skills and job performance has been thoroughly investigated. Against this background, the current study examined the moderation of skill mismatch on the relationship between employability skills and graduate job performance. Data were collected from 580 respondents and analysed using PLS-SEM. It was revealed that skill mismatch moderates this relationship. It was also indicated that the perceptions of graduates who work concurrently were equally relevant for assessing this link. Future studies were, thus, recommended to consider the perceptions of graduates who work concurrently in their respective studies. [ABSTRACT FROM AUTHOR]

We described an exploration of the impact of India's state Gujarat Government's Employability enhancement drive, 'Finishing School' (FS) training on the graduate level tribal college students in Gujarat, India. A literature review on employment skills (ES), vision, mission, and ES set module of FS was used to formulate the tool–Employability Enhancement Measuring Scale (EEMS). Data generation methods include pre and post-tests by EEMS survey questionnaire. SPSS 24 statistical package program was used for data analysis. The values before and after the training were compared using the Paired and Independent samples t-test and descriptive statistics. Results indicated a significant positive effect on tribal students' employability skills. The tool traced what students became by improving upon the ES sets by the end of the 'FS' training. The study's significance lies in the focus on tribal groups, aligning with the state's long-term vision for holistic growth. With a majority of students from the underprivileged Dang Forest area, the research suggested that FS training promoted inclusive growth, contributing to New India @ 75, and supporting Sustainable Development Goals (SDGs) 4, 8, 10, and 16. It could be inferred that the experimental group in this study constituted 93% tribal students, many of whom were first-generation learners, making the Gujarat experiment a valuable model for potential adoption in diverse regions globally. [ABSTRACT FROM AUTHOR]

Introduction: In the contemporary globalized and interconnected landscape, technical students pursuing successful career paths must possess indispensable employability skills. This paper acknowledges the shifting demands within the job market, where mere technical expertise may no longer suffice. Objective: In response to this imperative, the study suggests the implementation of a Task-Based methodology, wherein students actively engage in genuine, real-world assignments that mimic the professional challenges they are likely to encounter in their future careers. These practical tasks serve as catalysts for developing employability skills. Moreover, this approach incorporates the integration of Intercultural Competence into the educational framework. This adaptation recognizes the growing diversity within workplaces and aims to equip technical students with the competencies needed. Intercultural Competence encompasses cultural awareness, empathy, communication abilities, and proficiency in working harmoniously within multicultural teams. Methods: This research adopts a quantitative approach, where an online questionnaire is distributed via Google Forms to assess the effectiveness of the Task-Based Approach through Intercultural Competence. The study examines a sample size of 500 technical students from selected colleges in Madhya Pradesh. The statistical technique employed for analysis is Linear Regression in the SPSS software, enabling the exploration of correlations and variations among independent and dependent variables. Results: The results show that there is a high correlation between the variables, as well as showing the significance of the model. Considering the limitations of the study, the benefits of implementing a task-based approach through Intercultural Competence are evident. The challenge may include designing culturally relevant tasks, ensuring that faculty members are adequately trained to facilitate intercultural learning, and assessing students' progress in the areas of technical and transversal competencies. Conclusion: Overall, this study underscores the significance of Task-Based learning and Intercultural Competence in nurturing employability skills among technical students, thereby making a meaningful contribution to their personal and professional advancement.