چکیده:
The general objective of this research was to identify the sub-components and main components of graduate employability from the perspective of professors, employers, and experts in the employment field for the undergraduate level of behavioral science programs at Shahid Beheshti University. The present research is considered a qualitative study. Participants in this research included faculty members, employers, and specialists in the employment field. The sampling method in this qualitative research was purposive sampling of the theoretical type. Among the interview participants, 15 were higher education experts and 12 were employers and officials related to employment. The analysis of the first interview began with open coding and finally, by the 27th interview, reached theoretical saturation. To collect data, the interview tool was used, and the interview questions were designed in a semi-structured format. The content validity of the interviews was reviewed and confirmed by 5 higher education experts. To determine the accuracy and validity of the data, three criteria—acceptability, reliability, and confirmability—were used. The data obtained from the research were analyzed using the thematic analysis method. In total, 94 themes related to employability were identified and categorized into 15 sub-components and four main components: personal competencies, professional competencies, cultural competencies, and social competencies. Academic knowledge and practical skills were identified at the top of the employability components.
خلاصه ماشینی:
So much so that the Higher Education Academy (HEA)¹² has devised a definition of employability that indicates the probability of increasing career success and has benefits for stakeholders: "Employability is a set of achievements that includes skills, knowledge, perception, and personal characteristics, which consequently leads graduates to more likely obtain a job and succeed in their chosen occupations, to the benefit of themselves, the workforce, society, and the economy" (Fish & Bhanugopan, 2009; Yorke, 2006) Wickramasinghe & Perera, 2010; Coetzee & Beukes, 2010; Pooja, 2013,; Idaka & Uzoechi, 2016; O’Leary, 2017; Ayala Calvo & Manzano García, 2020; Tomlinson & Nghia, 2020; Kornelakis & Petrakaki, 2020; Fotiadou, (2020).
(2017), Razavi and colleagues (Fazli Darzi & Azimi Delarestaghi, 2020, Boroumand, Razavi), Krynychna and Gurkovskii (2020, Gurkovskii & Krynychna); regarding cultural competencies with the studies of Bastami and colleagues (Saber & Bastami, Kianian, Borji, Amirkhani, 2016), Naghizadeh Moghary and colleagues (Naghizadeh, Moghary, Abbaspour, Ghiasi, Nodooshan, Feiz & Kuhpayehzadeh, 2020), Cross and colleagues (Cross, Quinnell, Bell, Rhodes, 2021, Gongora & Dancso, Hubble, Wardle, Lewis, Motion, Murphy); and in terms of social competencies with the studies of Damghanian and Yazdani Ziarat (Yazdani & Damghanian, 2015), and Moosivand (2020) in the four main categories of components.
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