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Open research questions in Higher Education and Employability

1,062 unresolved questions extracted from the limitations and future-work sections of 6,130 Higher Education and Employability papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • limited to cross‐border students from the Chinese Mainland studying in Hong Kong - under‐resourced academic advisory services - systemic power imbalances

    Social capital and employability development among Chinese Mainland undergraduates in Hong Kong: An exploration of network dynamics, structural constraints and agentic practices · 2026 · DOI

  • The specific processes through which social capital influences employability remain underexplored. There is a need to understand how social capital contributes to employability among Chinese Mainland undergraduates in Hong Kong.

    Social capital and employability development among Chinese Mainland undergraduates in Hong Kong: An exploration of network dynamics, structural constraints and agentic practices · 2026 · DOI

  • There is a research gap regarding how different learner groups leverage MOOCs for professional development. Prior research tends to show that the active population puts importance on skills and social networks, whereas students view MOOCs as a means to access the labor market.

    Effects of a project management MOOC on employability skills and career self-perception: Comparing academic cohorts and free auditors in a pre-test/post-test design · 2026 · DOI

  • more inclusive and rigorous future research, - exploration of long-term career impacts of JSSE, - investigation of JSSE's role in sustaining career success

    A scoping review of job search self-efficacy over the past 5 years: antecedents, mechanisms, consequences, and future directions based on SCT/SCCT · 2025 · DOI

  • Methodological imbalance, - Limited understanding of how social media shapes students' self-efficacy and outcome expectations, - Need for greater methodological diversity in the field

    Social media, digital literacy, and career competence: a mixed methods study among university students in China · 2025 · DOI

  • Limited evidence on the impact of structured social media engagement on digital literacy and career competence, - Methodological imbalance, particularly the over-reliance on quantitative surveys and regression-based analyses, - Lack of regionally inclusive insights into how university students can leverage social media for learning and career development

    Social media, digital literacy, and career competence: a mixed methods study among university students in China · 2025 · DOI

  • Technical issues, such as university firewall and administrator's booking system, affected participation in the first iteration. Challenges emerged with student registration and attendance. The need for continuous improvement in the development of mixed-reality simulations.

    Authentic learning and job readiness: Are mixed-reality simulations effective tools for preparing business students for the real world? · 2024 · DOI

  • Technical issues with the university firewall and administrator's booking system, - Limited to a single business unit, - No comparison to traditional teaching methods

    Authentic learning and job readiness: Are mixed-reality simulations effective tools for preparing business students for the real world? · 2024 · DOI

  • Applying a positioning lens to deepen our understanding of school-to-work transitions

    A Positioning Analysis of School-to-Work Transitions: Narratives of Chinese Master’s STEM Students in the U.S · 2026 · DOI

  • Despite the strategic role of Bachelor of Arts (BA) programs in Teaching English as a Foreign Language (TEFL) in preparing qualified language teachers, limited research has examined the structural and contextual challenges shaping the BA TEFL curriculum in Iran’s higher education.

    Investigating the status of the BA TEFL curriculum in Iranian higher education: Structural challenges and pathways for reform · 2026 · DOI

  • Based on my experience, I argue that community partners are often positioned as hosts rather than co-designers of professional learning, left carrying substantial, under-recognised responsibility for student learning.

    Community Engagement is optional until it isn’t: Rethinking postgraduate psychology placements · 2026 · DOI

  • The paper concludes with an exhortation for further research on this relatively less-explored subject.

    Effectiveness of Blended Learning in Facilitating Employability Skills Among Tertiary-Level Students: A Proposed Model · 2025 · DOI

  • Despite increasing global attention on 4IR and employability, few empirical studies exist on how undergraduates are aware of and prepare for 4IR demands, underscoring a critical gap in the literature.

    Exploration of employability skills among Osun state undergraduate students in the era of 4IR · 2025 · DOI

  • However, the definitions of soft skills are unclear and soft skill development and assessment in higher education are underexplored.

    Experiences of soft skills development and assessment by health sciences students and teachers: a qualitative study · 2025 · DOI

  • However, the complex relationship between organizational career management and individual career management and their joint effects on career growth remain unclear.

    Organizational career management and nurse career growth: a serial multiple mediation model of basic psychological needs and individual career management · 2025 · DOI

  • However, there is limited knowledge regarding the precise ways, timing, and conditions under which the future work self of undergraduate students can enhance their employability.

    Linking undergraduates’ future work self and employability: a moderated mediation model · 2024 · DOI

  • There are various possibilities suggested by the present study: it might be considered useful to compare results for Law in other polytechnics, or (within Trent Polytechnic) to compare other degree courses in the school of Human Sciences. If further evidence on 'A' levels is felt to be useful, then more surveys could be undertaken. This may be particularly so if predictive factors in general are to be investigated. However, given both previous and current work on predictive factors, "value added" levels of institutions and current commentary on 'A' level grading, it seems possibly unfruitful to continue to look again at academic entrance Downloaded by [Tulane University] at 22:32 10 January 2015 PREDICTING SUCCESS 171 qualifications. This seems particularly so in relation to Law and Social Science generally: in these disciplines we should be concentrating on far more useful issues, including alternative ways of 'rationing' our scarce higher education places. We particularly need to consider how to improve our performance in relation to male students, to all full-time, non- sandwich students, and to any low-performance areas, such as those students likely to withdraw or fail, and to low performance courses. 1. Counting a Grade A as 5 points, a Grade B as 4, etc. 2. See article by Peter Wilby, The Sunday Times, 28 July 1985, and comments on moves to criteria on marking by Alison Wolf (et al) The Guardian, 3 June 1986. Article by Harry Judge, Times Educational Supplement, 19 July 1985. Article by Roger Murphy, Times Educational Supplement, 16 August 1985. 3. See article by Dennis Fox, "What do 'A' levels mean?" in Polytechnic Developments No. 27, Trent Polytechnic, (1984). 4. Draft paper by Tarsh. 5. But note that these subjects can be very unlike any previous school experience: both areas require some logical thinking and analysis which may or may not be "rehearsed" in school subjects. 6. "The correlation between 'A' levels and Degree Results", Higher Education 12 (1983), 609. 7. "Entry Qualifications and Degree Performance". 8. "Degree class and pass rates: an inter-university comparison", Higher Education Review 17(2) 1985, 15. 9. Barring the whole intervening question now of "valued added". 10. Except for "number of 'A' levels at first sitting" for the Law degree course and for 11. The full-time students have very similar 'A' level subjects and this may in itself prevent full-time women students. any real investigation of this variable. 12. 23 graduates on the part-time degree and 40 mature graduates on the full-time courses. 13. The project constitutes one ninth of the final degree mark: it is essential to submit a project to obtain honours. 14. Compared with 77.4% of all those with 'A' levels, whatever their 'A' level scores. 15. Including the new AS levels; due to be introduced in some

    Predicting success: A research study based on law degree courses at Trent Polytechnic · 1987 · DOI

  • Bridging the gap between theoretical knowledge and real-world applications. Addressing the mismatch between skills and job requirements. Enhancing graduate readiness for the workforce.

    Perceptions and Insights on Industrial Training: A Study of IIUM Mechatronics Engineering Students · 2026 · DOI

  • There is a mismatch between skills and job requirements in Malaysia. Industrial training is crucial in addressing this gap, but its effectiveness is not well-studied.

    Perceptions and Insights on Industrial Training: A Study of IIUM Mechatronics Engineering Students · 2026 · DOI

  • Based on the findings of the study, the following recommendations are proposed: 1. To address the identified gaps in shorthand skills and enhance the employability of Bachelor of Science in Office Administration students, the school should provide a regular practice opportunity. By encouraging students to practice outside the classroom through workshop, simulation, or real-world scenarios (e.g. mock court sessions or business meetings) students can build confidence, improved transcription speed, reduce errors and prepare themselves in the workplace and become more employable. Ignatian International Journal for Multidisciplinary Research Vol 4 No 3 March 2026 www.icceph.com 1350 2. Strengthening partnerships with some companies like law offices, courts, and other organizations that can help students’ exposure in a real workplace scenario where shorthand skills are essential. Experiencing actual office environments allows student to understand practical applications of shorthand and see its relevance in specialized settings. These collaborations may create opportunities for BSOAd students to further improve their employability skills. 3. A regular assessment of the students should be established to evaluate the effectiveness of BSOAd program in meeting the industry needs. Feedback from employers, alumni, and graduates can contribute to identify areas for improvement specifically in shorthand skills. 4. A tracer study is highly recommended to track the employability of BSOAd graduates as basis for employability enhancement. This helps to ensure that graduates of BSOAd program are still aligned with the workforce demand in terms of performing shorthand tasks. Regular tracer studies provide valuable feedback on the effectiveness of training programs. They help identify specific areas where graduates may need additional support or skill development. This information can guide institutions in updating teaching strategies to better prepare students for current workplace requirements. 5. The College of Business Management and Accountancy and Office Administration program should continue to hone the professional competencies of their graduates to maintain the professional credibility and attract more students to enroll in this program. By offering updated training mentorship and real-world exposure, the program can ensure that graduates remain competitive in the workplace. Promoting success stories and employment achievements of alumni can also enhance the reputation of the program and appeal to the prospective students. 6. The school may also invest in machine shorthand equipment and software to familiarize students with industry-standard tools, since the work environment is continuously evolving, especially in the modern era where technology plays a vital role in office administration. Hands-on training using actual machines and transcription software can help students adapt to technological advancements in office administration. This preparation ensures that graduates are not only proficient in manual shorthand but are also capable of meeting the demands of technology-driven workplaces.

    EMPLOYABILITY OF BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION GRADUATES · 2026 · DOI

  • Traditional career counselling methods struggle to fully consider students' personalized characteristics. The difficulty in acquiring high-quality time-series data. The lack of transparency in the decision-making process of the DRL model.

    Value-added assessment of career planning for vocational competence based on deep learning · 2026 · DOI

  • Traditional career counselling methods struggle to fully consider students' personalized characteristics. The lack of a data-driven method for career planning and competence assessment using deep learning.

    Value-added assessment of career planning for vocational competence based on deep learning · 2026 · DOI

  • Deficiencies in professional readiness, vocational preparation, and institutional support. The traditional emphasis on disseminating knowledge rather than practical skills and career preparedness. The lack of real-world experience, industry knowledge, and practical skills among graduates.

    Employability Pathways in Tertiary Education: Insights from Cambodian Undergraduates · 2026 · DOI

  • Many students still face difficulties making a smooth transition into the workforce because of deficiencies in professional readiness, vocational preparation, and institutional support. A university degree is no longer enough to secure employment, companies are looking for applicants with real-world experience, industry knowledge, and practical skills.

    Employability Pathways in Tertiary Education: Insights from Cambodian Undergraduates · 2026 · DOI

  • The paper recommends that educational institutions strengthen students' self-efficacy as the 'primary foundation for work readiness' but does not empirically test whether faculty professional development programs targeting pedagogical skills, interpersonal competencies, and feedback quality actually produce measurable increases in student self-efficacy or downstream improvements in work readiness outcomes.

    Effect of Work-Integrated Learning and Instructor Skills on Vocational Graduates' Work Readiness: The Mediating Role of Self-Efficacy · 2026 · DOI

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1,062 open questions have been extracted from the limitations and future-work passages of 6,130 Higher Education and Employability papers in our 4.5M-paper local library. Each one below links back to the study that raised it, so you can read the original claim in context.

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