Employment Skills Revisited: A Qualitative Exploration of Multi-Stakeholder Perspective in China’s “3+1” Higher Education Context

Wanyu Wang^1* , Muhammad Hussin² , Mohamad Zuber Abd. Majid^3 
1Universiti Kebangssan Malaysia/Baicheng Normal University.
^2,3Affiliation: Universiti Kebangssan Malaysia.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.14g
Full-Text PDF Issue Access}

Abstract

The issue of employment for university students is receiving significant attention in China, leading to educational reforms aimed at enhancing students’ employment skills and prospects. One such initiative is the “3+1” higher education programs, characterized by work-based learning. However, the effectiveness of this initiative falls short of expectations due to insufficient understanding of the up-to-date employment skills required by the industry. As such, this qualitative study explored stakeholders’ perceptions regarding the employment skills needed by students enrolled in “3+1” programs. Key challenges and strategies associated with developing students ‘ employment skills were identified through interviews with students, teachers, curriculum planners, industry leaders, and human resource professionals. Findings revealed a consensus among stakeholders on the importance of developing a holistic skill set, acquiring practical experience, increasing adaptability and resilience, embracing lifelong learning, and improving communication skills. Challenges included mismatches between academic learning and industry demands, limited industry exposure, soft skill deficiency, inadequate assessment, insufficient university-industry cooperation, and students’ low motivation, for which corresponding strategies were proposed. This study provides valuable insights into enhancing the employability of “3+1” graduates, emphasizing the importance of comprehensive education aligned with industry needs.

Keywords: Employment skills, higher education, “3+1” programs, stakeholders, China.