649 Factors Affecting The Working Competencies Of Fresh Graduates For Enterprices During The Covid - 19 Pandemic 2023.Docx

1 MINISTRYOFEDUCATION ANDTRAINING THESTATE BANKOFVIETNAM HOCHIMINHUNIVERSITY OFBANKING NGUYENPHAMTHAICUONG FACTORS AFFECTING THE WORKINGCOMPETENCIES OF FRESH GRADUATESFOR ENTERPRISES DURING THE COVID[.]

ResearchStatement

The number of workers negatively affected by the Covid-19 pandemic has decreased,and the number of persons entering the workforce continues to climb even while thenumber of Covid-19 infections in the country approaches tens of thousands of cases perday Employment has expanded sharply about underemployment declined The incomeof workers has gradually improved Despite numerous advancements, the Vietnameselabor market still contains several unsustainable issues The epidemic has profoundlydamaged the work of individuals, thus enterprises must immediately adopt into theinternetworkingenvironment.Whenitcomestoearningauniversity degree,thesubject of employment for recent graduates is a source of stress for the majority ofstudents. When it comes to the actual recruiting of firms, the vast majority of them willrequire people with high qualifications and extensive work experience who will be ableto quickly adapt to the constantly changing environment This problem has provided asignificant challenge for students, one that must be addressed from the beginning oftheir school careers Students must have the necessary skills, expertise to prepare theirluggage before they leave the university to prepare for entering of company Improvingthe quality and efficacy of education while still a student is an extremely significantstep in establishing a positive impression in the eyes of prospective employers Thischapter offers the rationale for selecting this issue, provides a summary of the studyobjectives, research questions, methodology, and research scope,and concludes withrecommendations The implications of the research for academics and practice is alsodiscussed in this section of the report Finally, sketch out the general framework of thestudytopic'spresentation.

AccordingtoButterwick&Benjamin(2006)workersmustcontinuallyadjusttochangingw o r k e n v i r o n m e n t s a n d r e q u i r e m e n t s , a s w e l l a s e v o l v i n g t e c h n o l o g i e s I n any profession, and in any country, the quality of human resources is always a cause ofconcern for management The quality of human resources is determined by a variety ofcircumstances,withvocationaltrainingplayinganimportantrole.Asaresult,educationali nstitutionshavetheresponsibilityoftraininghigh-qualityh u m a n resources to suit the needs of society, and this is what they do It alsom a k e s i t e a s i e r for students to enter the labor market soon after graduating from school, which isbeneficial The reason for this is that people's expectations are that employees will havecompetencies that are appropriate for their jobs and will help the unit to grow anddevelop as a result of their employment Assessing the output capacity of learners is animportantstepbecause,basedonthefindingsoftheassessment,thequalityo f programsan dtraininginstitutionscanbedetermined,allowingforr e q u i r e d adjustmentstobemadeto improvethequalityoftheprogramsandt r a i n i n g institutions Training industry output standards have been developed and announced bytheQualityoftheEducationandTrainingProcess,whichwillguideeducationalinstitutionsi npublishingtrainingindustryoutputstandards.Incollaborationwithsociety, this is a critical duty that contributes to the improvement of high quality andcommitment to excellent training Recognizing the critical nature of the aforesaid issueand the need to identify answers that will aid in improving the quality of workingcompetencies, the author decides to conduct the research “FACTORS AFFECTINGTHE WORKING

COMPETENCIES OF FRESH GRADUATES FOR

ResearchObjectives

The research presented in this thesis aims to understand the influencing factors of thefactors affecting the working capacity of new graduates majoring in economics in HoChi Minh City in the context of Covid- 19 and help students who have been and arepreparingto enter university with the knowledge to be ready fort h e i r f u t u r e c a r e e r roles

First, the research is to identify factors that influence an individual's capacity to applyforapositionintheappropriateindustry.

Third, the purpose of this study project was to find out what students thought about therelationship between classes and the skills they needed to be successful in a job.Whenitcomestocareerpathways,studentsfrequentlyunderestimatethevalueofemploymentski llsandclassesthatarerequired.

ResearchQuestions

ResearchSubjectsand Scope

Freshg r a d u a t e s s e r v e a s r e s e a r c h s u b j e c t s , a n d t h e i r e x p e r i e n c e s a s r e c e n t g r a d u a t e s throughouttheCovid-19pandemicbetweenJanuary2 0 2 0 andApril2022areof particularinterest.ThisstudyfocusesonpeoplewhoarenowenrolledatsomeuniversitiesinH oChiMinhCitywhohaverecently graduatedorwhohavejustgraduatedwithlessthantwoyearsofworkexperience.

Author will collect data and analyse processing data according to questionnaire surveythroughu n i v e r s i t i e s s u c h a s H o C h i M i n h C i t y U n i v e r s i t y o f T e c h n o l o g y , H o C h i Minh City University of Social Sciences and Humanities, Ho Chi Minh University ofNaturalSciences,HoChiMinhCityUniversityofInformationT e c h n o l o g y , Economics and Law of Ho Chi Minh City University, Banking University of Ho ChiMinh City, Foreign Trade University of

Ho Chi Minh City, Economics University ofHoChiMinhCityandothers.

ResearchMethodology

This study conducts both quantitative research approaches and qualitative researchmethods In qualitative research methods, the author build questionnaires depending onquestionnaireinrelevancepastresearches.Moreover,inquantitativeresearchmethodologies, author utilizes a non-probability sampling method using an accidentalsample design to obtain data The respondents receive the questionnaire survey andanswer all the questions based on their experience, using a 1–5 Likert-type scale forrangefrom strongly disagreetostrongly agree.Cronbach'sAlphawill beusedtoidentify variables that are inconsistently observed in the sample and to delete them.Besides,thisresearchusesEFAtoexplorefactorsandevaluatetheinternaldependabilit y of a scale Multivariate regression tries to identify factors that contributetothechangeofindependentvariables.

Researchsignificance

The purpose of this research paper was to determine whether or not students intend towork in the subject of study in which they majored after graduation There will alwaysbe a set of students that major in a particular degree area but wind up pursuing adifferentpr of ess io nal ro ut e t h a n t h e y anticipated.S t u d e n t s m a y notb e cer ta i no f t h e job route they want to take, and they may not decide on a vocation until after theygraduate and enter the industry An agribusiness graduate, for example, may discoverthatshehas apassionforteachingonceshegraduatesfromcollege.

ExpectedContribution

This study provide students with direction sothat they cangainv a s t i n f o r m a t i o n a n d fill in the gaps in their skills It is assist businesses in understanding what factors arevital for recent graduates that they need to attract and recruit and develop a theoreticalframeworkforstudents'happinesswiththeirsubjectmatterstudiesbyanalyzingre search outcomes The findings of this study will help to strengthen prior research ontheimportanceofgrowingone'sself-worthas auniversitystudent.

Thesisstructure

Theauthorwillprovidebriefevidenceforthetopic'simportanceinthissection.Additionally,theaut horgivescontextfortheresearchby describingther e s e a r c h object,researchscope,researchquestions,andresearchmethodo logies.

Theauthorwill spendthischapter2studyingaboutthetheoreticaloverviewandassociated prior works This step is critical in assisting the author in developing adeeperunderstandingofthesubjectandresearchfield,aswellasprovidingtheoretical frameworksortheoreticalfoundations.Thestudydiscussesbeliefsaboutskills,outcomesim pactonworkingcompetencies.

Followingtheestablishmentofthetheoreticalframework,theauthorproceedstoconstruct research models and procedures Additionally, the author gives informationabout the research procedure in this section, as well as a detailed questionnaire forcompleting thesurvey.

Chapter 4 discusses data processing procedures that include the use of SPSS softwareandothertestingmethods.Additionally,thissectionwillcoverthesubjectofdescript ivestatistics,theCronbach'sAlphacoefficient,exploratoryfactoranalysis(EFA), regression analysis, and model hypothesis testing The purpose of this study istosimulateanddiscoverdifferencesinworkcapacity. Chapter5:Conclusion

The author will provide recommendations in this final chapter based on the results ofthe previous study in order to enhance and promote students' working capacity in thefuture Additionally,the author discusses the research's limitations and proposes afuturevision,emphasizingtheadvantagestheresearchprovidesforfuturecontributions.

The first chapter provided an overview of issues related to the topic of the research, theresearcho b j e c t i v e s a n d t a s k s , i n c l u d i n g t h e s i g n i f i c a n c e o f t h e t o p i c , t h e r e s e a r c h problemsandquestions,theresearchobjectsandscoperesearch,theresearchmethodsa nddata,and the contributions ofthe study.

ConceptandDefinitions

WorkingCompetence

Working competencies that labor is objective and conceivable in a way that transcendsthe workers who perform it, leading to the description of work activities independent ofthe workers who conduct them In turn, the institutionm u s t f u l f i l l i t s r o l e i n t h e triangle, admission standards are the culprit to consistently produce good quality co-opstudents Second, the educational program must provide the appropriate space to reflectandapplywork-experiencelearning.

Thisstudyexaminesemployers'perceptionsofgraduate competenciesthatcon tributeto graduate success.Underlying the split of the phenomena of competence into twodistinct entities, namely, the worker and the work, is a dualistic ontology of being Allof the studies show that the examined competencies are significant to some extent."Learningabilityandwillingness,""teamworkandcooperation,measurablecompete ncies, despite the fact that all are obviously important for success (Elvy Pangetal.,2018).Themethodologyutilizesaquestionnairetosolicitresponsesfromcompan y employers regarding the significance of specific skills that contribute to thesuccess of recent college graduates in the workplace Researchers have used the termcompetencies to further stress the importance of attending to worker attributes that arestrictlyworkrelated.Withanobjectivist,dualisticpointofview,supportersofrationalistic approachesidentifyanddescribehumancompetenceindirectly,considering it to be made up of two independent entities: pre-requisite worker traits andjobactivities.Althoughtheconceptofcompetencehasonlyrecentlyg a i n e d widesprea d acceptance, the difficulty of determining what defines competence at workisn o t a n e w o n e t o r e s e a r c h e r s T h e e n g i n e e r n o t e d a s i g n i f i c a n t d i f f e r e n c e i n t h e methods used by the least and most capable employees to complete their tasks whileworkingasanengineer.

In the context of job performance, 'competency' refers to both visible elements such asknowledgeandskillsandunderlyingcharacteristicssuchasattitudes,traits,andmotives that are associated with superior job performance In the workplace, a list ofcompetencies can be created by analyzing a particular working environment (Campionet al., 2011) Specific information, skills, and attitudes required to do the job efficientlyshould be included in this section (Miller et al., 2012) The knowledge, skills, andabilitiesofindividuals canalsobeused todefinewhattheyarecapableofachi eving and what they desire to do The "time and motion studies," which are widely known,were developed in part on the basis of these ideas Through the use of these research,author argued that managers should be able to determine what constitutes workers'competence by categorizing and tabulating it as well as breaking it down into rules,regulations, and formulae Using these descriptions of competence as a starting point,managers could build up systematic training and development activities that resulted inimprovementsinworkers'competenceand,asaresult,boostedorganizationaleffectiveness.Th eclassificationofcompetenciesintotwocategorieshasbeenattempted and Stewart et al.,

2016) The distinction between hard and soft skills is thathard skills are those that are associated with the technical aspects of acquiring theknowledge necessary to perform a job (Matsouka and Mihail, 2016), and soft skills arethosethatareassociatedwithpersonalinteractionandarebehaviouralinnature(Matsouka and Mihail,2016).

From the given definitions of working competencies, it can be deduced that studentssoft skills, learning outcomes, and receptivity to change serve as indicators of theirwork capability Change in social circumstance is the key to helping students make animpactand advancein theirfuturecareersis determining theirlevelofcompetence.

Freshgraduates

Fresh graduates who have studied at universities or colleges, where they are impartedwith a thorough knowledge of an industry to prepare for their future career with thedegree obtained in the process of studying with the status of a recent graduate.

Theterm"freshgraduate"referstoapersonwhohasrecentlygraduatedinallofitsconsequences This individual possesses a limited selection of abilities As a result,when students enter the corporate world, they will be well-suited for entry-level roles,apprenticeships, and internships, among other opportunities Many recent grads havecomplained of being underemployed and underutilized, in addition to being burdenedwith enormous assignments (Holden and

Jameson, 1999) Once they have completedtheireducationandthemandatoryNationalYouthServiceCorps,mostr e c e n t g raduates will be faced with the task of determining what they want to do with theirlives after graduation Fresh graduates has met all of the prerequisites to receive abachelor's degree from a recognized university He or she is no longer a student and ispreparedtoenterthebusinessworld,whereheorshewillberesponsibleforthemselves.Univ ersities and collegesstandbetweeng r a d u a t e s a n d e m p l o y e r s , a n d their major responsibility is to prepare students for today's competitive work market,whether as employees or as entrepreneurs, by teaching them relevant skills (Sewell andPool, 2010) As a result, having a solid understanding of both students' and employers'expectations can help higher education institutions determine how to most effectivelyclosethe gaps.

According to Shelley (1994), college or university graduates enter the workforce withexpectationsthattheywouldfindsatisfying,secure,andwell- payingjobs.This expectation is primarily based on what they have learned in their formal education.Whilee m p l o y e r s a p p e a r t o h a v e a d i f f e r e n t p e r s p e c t i v e , i t h a s b e e n d i s c o v e r e d t h a t they have excessive expectations, including management experience, excellent grades,superior presentation and communication skills and a positive attitude, even expectingentry- level graduates to have participated in charity and volunteer work, among otherthings(PerroneandVickers,2003).Giventheforegoing,graduatesmayfindthemselves in actual job settings that are very different from what they had anticipated.Theviewofskilllevelsamongstudentsisgenerallypositive(Stewartetal.,2 016).Asaresult,thepurposeofthisstudy istoinvestigateemployers'perceptionsofthecompetencies that are necessary for new graduates to be successful in the workplace.Thewaybusinessesworkhaschangeddramaticallyoverthepastfewdecades,pri marily as a result of technology innovation and globalization Consequently, there isa greater need to analyze the requirements of employers with regard to acceptable staffcompetenciesasaresultofthesetransformations.

Graduating students are expected to have the core technical abilities required for theirspecialized occupations, according to employers (Low et al., 2016) They discoveredthat employers placed the highest focus on soft skills and emphasized technical talentsonly to a lesser level An online survey done in the United Kingdom found that humanresource professionals were extremely impressed with graduates' technical skills, butwere concerned about their soft skills and qualities This finding lends further credenceto the idea (Poon, 2014) Employers were the most satisfied with their employees,taking responsibility and being efficient' activities are plannedando r g a n i z e d , a s w e l l as timely and efficient management of one's time more effectively Research on skillsshowsthatskillsetsintheareasofteamleadership,achievementorientation,developing others,influenceontheenvironmentandteamworktoclarifythesignificanceoffactorsaffecti ngtheirabilitythroughhypotheses.

Covid-19pandemic

In the context of work, COVID will affect directly to specific working competenciesfactors that permits people to continue their activity and thus their income even whenthe most stringent limits are imposed, at least for those who have regular employmentarrangements In this view, telework assists people who are able to carry out theirprofessional activity from a distance in order to avoid the economic consequences ofthe crisis According to Malmendier and Nagel (2016) people tend to overestimate theimportance of recent events When it comes to determining whether or not students'subjective treatment effects are "right," it does not matter Regardless of whether or notstudents are reporting their subjective beliefs without any systematic bias, it is theperceived treatment effects, not the real ones, that are crucial to understanding thedecisionsthatstudentsmake.COVID-19,forexample,couldhaveanimpactonstudents' future human capital decisions ifthey believethat college degreesa r e n ' t worth the investment (such as continuing with their education, choice of major, etc.).TheCOVID-19inthefirstquarterof2020hasattackedcomprehensivesocio-economic effects and worrying concerns with domestic as well as foreign enterprises.Since January, when the first cases were reported, the number of contagions and deathshasbeensteadilyincreasing.Confinementmeasuresandrestrictionsoneconomicactivities have been implemented in most countries since late February, in an effort toslowthespreadofthevirusandpreventitfromspreadingfurther.FromlateFebruary to early April, themost stringentmeasuresw e r e i n p l a c e f o r m a n y w e e k s a t a t i m e , after which they began to be gradually relaxed in the majority of countries starting inMay Despite the fact that the pandemic is still present and evolving, the first availablestudiesonitseconomicandemploymentimpactallseemtocometothesameconclusi on:t h e i m p a c t o f t h e c r i s i s i s c l e a r l y a s y m m e t r i c , w i t h t h e m o s t v u l n e r a b l e countriesandsegmentsoftheworkforcebeingthemostseverelyaffectedby thepandemic The COVID-19 shock is expected to amplify already-existing inequalities inpostsecondary education This is in line with research on the effects of COVID-19 onstudents in grades K-12 School closures are predicted to result in severe math andreading losses, according to Kuhfeld et al (2020) High-achieving kids are more likelyto benefit from the changes, according to the researchers' estimates of heterogeneousimpacts.

The most vulnerable segments of the workforce are those who are most likely to beimpacted by social distancing measures and practices as a result of the COVID- 19pandemic, according to Pouliakas and Branka (2020) and Fana et al (2020). Thesegroups include women, non-natives, those with non-standard contracts (self- employedand temporary workers), the less educated, those employed in micro-sized workplaces,and low-wage workers In accordance with these findings, Palomino et al.

(2020) findthat the crisis is causing rises in the levels ofi n e q u a l i t y a n d p o v e r t y i n a l l c o u n t r i e s To some extent, however, these disparities between employees with varying levels ofjob status and conditions can be traced back to the segregation of different sorts ofworkersacrossdifferenteconomicsectors.Theactivitiesrelatedtoentertainment,hospitality,a ndtourism,aswellaslow-productivityservicesingeneral,a r e particularly affected by theCOVID crisis in the short term, as a result of both theeconomic lockdown and the confinement measures Precarious and vulnerable workersare over-represented in these industries, aswell as in low-productivity services ingeneral(Fanaetal.2020).BecauseVietnamisadevelopingcountrysothatthedecreaseinempl oymentcausedbysocialdistancingmeasuresisgreatestinthefollowingindustries:hotelandr estaurants;artsandleisure;agriculture;serviceactivities; food; wholesale and retail; and construction; and the lowest in computerservices;telecommunicationsand consulting;andscientificandtechnicalactivities.

Socialcognitivetheory

AccordingtoSCT,apersonalsenseofcontroliswhatmakesbehavioralchangepossible Those who believe that they can take action to solve a problem instrumentallyare more likely to do so and to feel more strongly committed to their decision as aresult Perceived self-efficacy is concerned with one's ability to exert personal actioncontrol or agency People who believe that they have the ability to cause events maylead more active and self-determined lives than those who do not One's ability to thinkin terms of 'can do' reflects one's sense of control over one's environment It reflects thebelief that one is capable of dealing with difficult situations through the use of adaptiveaction.

People's feelings, thoughts, and actions are influenced by their sense of self- efficacy(Bandura, 1997) Depression, anxiety, and a sense of helplessness are all associatedwith a low sense of self-efficacy Researchers discovered that having a strong sense ofpersonal efficacy is associated with greater social integration For example, a strongsense of competence in a variety of settings, such as decision- making quality, goalsetting,andacademicachievement(Maddux1995;Bandura1997;Banduraeta l 2002),c anfacilitatecognitiveprocessesandperformanceinavarietyofsettings.

Expectations about the consequences of one's actions are the other key construct insocial cognitive theory, and they are beliefs about the consequences of one's actions.There have been three types of outcome expectations identified: physical,social, andself-evaluative It is possible that one's behavior will cause bodily changes,responsesfrom others, or feelings toward oneself They have an impact on goal setting and goalpursuitwhencombinedwithself-efficacy.

In areas as diverse as school achievement, emotional disorders, mental and physicalhealth, career choice, and social political change, social cognitive theory has been usedto help explain and predict behavior Social cognitive theory has emerged as a keyresourceinclinical,educational,social,developmental,health,andpersonalitypsycholo gy, amongotherareasofpsychology.

In Social Cognitive Theory, human motivation and action are heavily influenced byforethought to a large extent This anticipatory control mechanism involves havingexpectationsa b o u t t h e o u t c o m e s o f a s p e c i f i c a c t i o n t h a t m a y o r m a y n o t c o m e t o fruition.Asoutlinedinthetheory,thereareanumberofimportantfactorst h a t influence behavior Efficacy is measured by two factors: perceived self-efficacy andperceived competence Perceived self-efficacy is concerned with people's beliefs intheir abilities to perform specific actions required to achieve a desired outcome Theother core construct of SCT is outcome expectancies, which is concerned with people'sbeliefs about the possible consequences of their actions Outcome expectancies areconcerned with people's beliefs about the possible consequences of their actions SCTalso includes goals, perceived impediments, and opportunity structures, in addition tothesetwotypesofcognitionsandothers.

In summary, the relationship between Social cognitive theory and working capacity isvery important in identifying factors that improve the ability of modern society tochange, and at the same time improve the adaptability of learners employees becausethiscanaffecttheir abilitytoapplyforjobsandalsotheirqualificationsinthefuture.

Thetheoryof planned behavior

The Planned Behavior Theory (Ajzen 1985, 1988, 1991) is one of the most commonlyutilized theories of behavior's immediate determinants The Ajzen (1991) study on theTPB had been cited more than 54,000 times on Google Scholar by the end of 2017 Ithas been widely used in a variety of contexts, including forecasting physical activityand sport participation (Downs & Hausenblas, 2005; Hagger, Chatzisarantis, & Biddle,2002; Hausenblas, Carron, & Mack, 1997) Personal opinions about one's own conductarereferredtoas"attitudes."Aperson's"learnedinclinationtorespondina consistently favorable or negative manner with respect to a given object" is whatFishbein and Ajzen (1975, p 6)c a l l a n a t t i t u d e S e m a n t i c D i f f e r e n t i a l

M e a s u r e m e n t arecommonlyusedtogaugeattitudes(Ajzen,2002a;Conner&Sparks,2015).Subjectivenormsareba sed onaperson's perceptions ofhowsignificantot hersthink the behavior should be We postulate that individuals' perceptions of "social pressures"(fromsalientreferents)influencetheirdecisiontoengageinacertainconduct.

In order to establish a positive attitude, onemust have a set of beliefs about thelikelihoodt h a t a s p e c i f i c c o n d u c t w o u l d l e a d t o a n o u t c o m e o r b e l i n k e d w i t h a particular trait Belief in the likelihood of each behavioral event and appraisal of thatoutcome aremultiplicatively combined in expectancy-value products (Peak, 1955),according to these concepts It is then totalled up for each of the most importantoutcomes.However, a number of scholars (e.g., French & Hankins, 2003) have raisedconcerns about the multiplicative mixing of beliefs and assessments with interval-leveldata.Rescaling strategies that eliminate this problem have been advocated byAjzen(2002a), although this practice is not widely used and has received criticism(French &Hankins,2003).

Consequently,therelationshipbetweenthetheoryofplannedbehaviorandworkcapacity is crucial for establishing the components that enhance students' skills andlearning outcomes in contemporary society Increase students' adaptability, as this canimpacttheir capacitytoapplyforjobsas well astheirfuturequalifications.

PreviousEmpiricalStudies

The research of impact COVID-19 on graduates experiences andexpectations

AccordingtoEstebanM.Aucejoandcolleagues(2020)createdresearchaboutCOVID-19's effects on students have been studied and found to be positive Schoolclosures are predicted to result in severe math and reading losses, according to Kuhfeldetal. (2020).High-achievingkidsaremorelikelytobenefitfromthechanges,according to the researchers' estimates of heterogeneous impacts A study published in2020foundthatstudents'progressonanonlinemathcurriculumdeclinedmuchm orein low-income ZIP areas following the COVID outbreak COVID-19 has a wide rangeof economic and health implications, and our study shows that these differences can bepartiallyexplainedbythisheterogeneity.COVID-

19mightnotworsenexistinginequitiesinhighereducationifitseconomicandhealtheffectsar eaddressed,suggestingthatpolicymakerscandoso.Tobetterunderstandtheimpactofthepan demic on students, the survey was developed to capture both post-pandemic andpre- pandemic outcomes and expectations from students Students were asked abouttheir current experiences and expectations, as well as what they would have expectedhadthepandemicnotoccurred.

Overall, these findings indicate that COVID-19 will cause a significant disruption tostudents' academic experiences, and that it will likely have long-term consequences,including as changesin major/career choices and postponed graduation deadlines.Students' bad experiences with online teaching, which may have occurred as a result ofthe abruptness of the change, may have an impact on their willingness to participate inonlinec o u r s e s i n t h e f u t u r e , a c c o r d i n g t o t h e s t u d y T h e r e h a s b e e n a s i g n i f i c a n t amountofresearchintotheinfluenceofgraduatingduringrecession so n unemploymentrates.Whitemales'chancesoffindingworkimmediatelyaftergraduatio nwerefoundtobesubstantiallyunaffectedbyeconomicc o n d i t i o n s , according to Kahn (2010), who conducted research during the 1980's recession Altonjiand colleagues

(2016) only discovered what they describe as "modest impacts." As anexample, according to Rothstein (2020), the probability of being employed increase inthe unemployment rate for 22 to 23-year- olds who graduated from college during theGreat Recession, a finding that is consistent with previous research We use a small butrelevantsetofcovariatestoproxy forthefinancialandhealthshockscausedbyCOVID-19 These covariates capture the more fundamental or first-order disruptionscaused by the pandemic Financial shocks are classified according to the followingcriteria:whetherthestudentlosttheirjobasaresultofCOVID-

19,whetherthestudent'sfamily memberslosttheirincomeasaresultofchangeinthestudent'smonthly earnings and the likelihood that a student will not be able to fully meet debtpayments in the next 90 days When calculating health shocks, we take into accountthree factors: a student's belief about the likelihood that they will be hospitalized if astudent'sbeliefaboutthelikelihoodthatthey willhavecontractedCOVID- 19bysummer,andastudent'ssubjectivehealthevaluation.Wethenconstructprincipalcompone nt scores as one-dimensional measures of the financial and health shock tostudentsinordertosummarizethe combinedeffectofeachsetofproxiesused.

This is the first comprehensive examination of the impact of COVID-19 on highereducation students at Arizona State University were questioned for this study and theresults suggest that the pandemic had a detrimental impact on their outcomes andexpectations.Asafollow-uptothesefindings,wefoundthattheimpactofthepandemic was very variable, with lower-income students more likely than their higher-income peers to delay graduation Negative economic and health implications havebeen much more evident for less advantaged groups, and these disparities may partiallyexplaintheunderlyingvariabilitythatwedocument.Accordingtoourfindings,policy makers may be able to prevent COVID-19 from worsening current achievementgaps in higher education by concentrating on mitigating factors, such as the economicandhealth burdenCOVID-19placesonsociety.

Theresearchofcompetenciesforfreshgraduates‟successatwork

Abettergraspofgraduatecompetencyrequirementsisbecomingincreasinglyimportantaso rganizationsplacegreateremphasisonhiringrecentgraduatesanddeveloping their skillsets According to Elvy Pang and colleagues (2018), employersare looking for a varied variety of competencies in new graduates, and they consider all26 characteristics included in the survey to be relevant to some extent for graduates'success in the workplace These needs of the labor market can be developed andnurtured in students through collaboration between universities and industry, with theultimate goal of producing capable and competent graduates who possess the skillsnecessarytocontributetoandadvancethecompetitivenessoftheirrespectivecompanie s.I n t h i s c o n t e x t , m a y b e t h e m o s t b e n e f i c i a l t y p e o f i n d u s t r y – u n i v e r s i t y model would be one in which both the employer and the student participant wereextremely driven and committed to their respective placements It is possible that thismodel, which is based on strong mutual cooperation, will require students to spendapproximatelyo n e - t h i r d o f t h e i r u n i v e r s i t y t i m e i n t h e w o r k p l a c e a n d t o b e compensatedatamarketrate.Incomingstudentswouldspendtheirfirstyearo n campus and then compete for a job in their field of study starting in their second yearafter graduation Once they had graduated, they would rotate between study and workterms until they were able to find employment. Students would be able to integratepractice and theory during the study terms, while they would be able to put theory topracticeduringtheworkperiods.Inordertosucceedinbothuniversityandtheworkplace, they would need to excel in both environments With readily availableexamplesofapprenticeshipprograms(suchasthoseintheUnitedKingdom),universiti es, with the support of the government, can study, learn, and then develop andimplement similar programs that are clearly focused on the competencies demanded byemployers in a cost-effective manner Despite the fact that employers may expect newgraduatestohaveleadershippotential,itispossiblethattheywillnothaveanimmediatereq uirementfornewgraduatestoassumeleadershippositions.Whencomparing comparisons with other research relating to graduate competencies, it isimportanttoconsidertheenvironmentinwhichtheinvestigationswereconducted.

Theresearchofe n h a n c i n g graduates‟employabilityskillsthrough authenticlearningapproaches

Adriana Ornellas et al (2018) introduce a learning-based theoretical framework thatvalidates approaches that can be considered in the context of higher education to designactivities that enable students to develop develop job skills The results show thatgraduates are more likely to get a job but do not convert their employability intoemployment, because of local, national and international labor market conditions andeconomicvariables.Othersocioeconomicinfluencesaffecttheprobabilitythatgraduates willbesuccessful.Theresultsprovidedhereconsistofatheoreticalframeworki n w h i c h a c o m p e t e n c e - c e n t e r e d a p p r o a c h t o t h e i d e a o f e m p l o y a b i l i t y skillswastaken.Thisimpl iesviewingemployabilityskillsasacombinationo f personalc h a r a c t e r i s t i c s a n d b e l i e f s , k n o w l e d g e , s k i l l f u l p r a c t i c e s , a n d t h e a b i l i t y t o reflect critically and productively on one's own and other people's experiences, all ofwhich must be maintained and refreshed throughout a person's working life (Yorke,2006) It is the goal of this conception to build real-world tasks and environments thatare representative of how the information will be applied in real- world contexts, ratherthan simply creating virtual worlds In our approach, we broaden this definition ofauthenticity in learning to include acharacteristic oflearningtasksa n d s u r r o u n d i n g s , as well as an assumption that authentic learning is a trait of educational processes thatinvolvestudentsinbecomingmorecompletely humanintheirlearning( S c a n l o n , 2011).

It is important to notet h a t t h i s e x p a n d e d d e f i n i t i o n o f g e n u i n e l e a r n i n g i n c l u d e s n o t just the epistemological dimension what students are supposed to know and be able toaccomplish, but also the ontological component – that is, who students are becoming orlearning to be From the standpoint of authentic learning, the interviews had the goal ofidentifying good practices in the partner institutions that might be used to strengthenstudents'employabilityskillsinordertopreparethemfortheworkforce.

A total of 12 interviews were performed using a purposive sample method (Patton,2002).Thisentailedidentifyingandselectingpersonswhowereparticularlyknowledgea ble about the issue under investigation (Cresswell and Plano Clark, 2011).Afteridentifyingpromisingapproaches,thispaperwillofferexamplesoftheseactivitiesi nordertodemonstratethepartsthat makeupanauthenticlearningscenario.

An online focus group with 29 participants will discuss the findings from the first cycleof the project, which focused on the supply and demand of skills for employability ofnew graduates, as well as the taxonomy of employability skills defined; present theidentified good practices and contrast the criteria used to identify them with a diversesampleofstakeholdersfrom thethreepartnercountries;and conducta pi lottestofa questionnaire that will be used in the second cycle of the project It is possible torecreate in these scenarios the dynamics and circumstances of a real-world professionalenvironmentinthefield.

According to Ruth Helyer et al (2014) analyze the problem that many fresh graduateshave difficulty getting graduate-level jobs and are unable to break into the fields theyare targeting Research results have shown that in the current employment context thecombination of subject knowledge and real life provides the catalyst for innovation,growth and future success of the students The final evaluation questionnaire revealedthatthetopthreebenefitsofparticipatingintheinternshipwerehighlightedbygradua tes as skills development, experience, and confidence An outline project briefsummarizing the graduate-level job role that the intern will perform is submitted byemployers A total of 152 project briefs were submitted in 2012 by 109 employers froma wide range of industries including manufacturing and engineering, information andcommunicationtechnology(ICT),thearts,entertainment,andrecreation.Mostbusinesse srequiredemployeestohaveknowledgeofbusinessandmarketing,computing and the web, media and journalism, and other related fields More than halfof all submitted ideas did not include a specific degree level in their description Thedemand for marketing talents, on the other hand, reflects a broader national trend Theproposed employment roles were evaluated by a panel of relevant university staffmembersafterwhich87graduateswereformallyinterviewedandhiredina competitive procedure Despite the fact that the interns came from a variety of differentacademicbackgrounds,themajorityofthemwereartsgraduateswithdegreesi n media, television, and film production, graphic design, photography, history, English,and fine art, among other things Higher education study has traditionally providedgraduatesw i t h l e a r n i n g a n d r e s e a r c h s k i l l s , e n a b l i n g t h e m t o i n n o v a t e , t h i n k

The research of role of work experience on the future competencies ofgraduates

means that graduates must constantly developthemselvesinordertorisetoandadapttonewchallengesandafutureintheentrepreneu rialsectoroftheeconomy.InthewordsofWilson,includingworkexperience into higher education programs "allows students to be more effective in thecontext of their own lives and employment" (Wilson, 2013) Changes are taking placein the way that workers are employed With an increasing number of graduates settingup their own businesses, working in highly specialized small businesses, working onseveralshort- termcontractsatthesametime,andbeingself-employed,effectiveexperiential learning is becoming increasingly important in preparing them for changesin their practice and profile that will be required in the future As previously noted,there is an increasing number of students enrolling in higher education, and, in additionto the high likelihood of pursuing a diverse range of occupations, they will also beburdened by rising student debt After three years, the program's third iteration hasbegun, with the number of internships practically doubling in that time frame as well.Withsucharapidincrease,theschemehasproventobeasuccessfulmeansofestablishingnew employer-universitypartnerships,aswellasdemonstratingtheimportance ofinternshipstoemployersandthelocalcommunity.

ResearchHypothesesandModel

ResearchHypotheses

Firms that can set specific criteria about how well their outputs should work and makedeterminations about who depending on an employee‟s ability to meet or exceed thosecriteria given about the quality of outputs in these knowledge-intensive firms is subjecttodebateoverrelevantcriteria(Alvesson,2001;Lowendahl,Revang,& Fosstenlokk en,2001;vonNordenflycht,2010).Theemphasisthattaxonomiccontributorsgavetoknowledgea ndexpertisewasunderstandableasrecognisedprofessions typically had astronger formalknowledge and highere d u c a t i o n a l b a s e thanotheroccupations(Freidson,1986).InthisveinGreenwood(1957)feltthatknowled georganisedintoabodyoftheorybasedonabstractpropositionswasimportant in defining a profession, in which preparation for practice was intellectual.Functionalistspresentedmoretheoreticallycoherentaccounts,seeingafunction alrelationshipbetweenprofessionsandsociety(Goode,1960andBarber,1963).Specifically in this context, occupationswith verye s o t e r i c a n d c o m p l e x k n o w l e d g e andexpertise ofgreat importance tosociety.

This study makes a significant contribution to the literature in a number of areas As astarting point, and building on the perceived employability theory (Vanhercke et al.2014),thisstudyanalyzeswhetheremployabilityisinfluencedbyhowajobapplica ntis regarded and stands out in comparison to other candidates (Brown et al., 2003).Understanding whether the contents of a résumé influence perceived employability isimportantsincerésumésareroutinelyusedbyemployerstoevaluateandrejectapplicants (Cole, Feild, Giles and Harris, 2009; Cole, Feild, Giles and Harris, 2009).The findings confirm that the dependent variables were moderately correlated, with thelearning skills and personal organization and time management skills being the mosthighlycorrelated,whichisconsistentwithearlierstudies(Rocha,2014)andtheconceptua lizationo f t h e b a s e s o f c o m p e t e n c i e s f r o m E v e r s a n d R u s h ( 1 9 9 6 ) , w h i c h w asa p p l i e d i n t h i s s t u d y A c c o r d i n g t o t h e f i n d i n g s , a p p l i c a n t s w i t h h i g h a c a d e m i c performancea n d e x t e n s i v e p a r t i c i p a t i o n i n e x t r a c u r r i c u l a r a c t i v i t i e s a r e c o n s i d e r e d moreemployableintermsofjobsuitability,personalorganizati onandtimemanagement, and learning skills, whereas applicants with low academic performanceand no participation in ECAs are considered the least employable in terms of the samecriteria, and vice versa There were also no differences between male and femalecandidates in the degree to which they were judged to be job-suited, skilled in personalorganization and time management, or possessed learning skills Generally speaking,thesefindingsreflectpriorstudiesthatfoundthatacademicachievementandextrac urricular activities were favorably connected to immediate employment This isespeciallytrue for women.

Hodges and Burchell (2003) found that employers significantly rated the importancethey attach to skills such as leadership, ability to inspire and influence others above theproficiency graduate students possess in these skills.In case of sector or work specificskills required, the institute and the company on the basis of the discussion with theinternship supervisor may conduct interventions or workshops for subsequent batchesof interns before they join the internship so that the interns quickly get into the workprocess of the organisation These activities must be done in a way that intern studentunderstandsandlearnsprocessesandrealitiesofmodernworkplace(Hodges&Burch ell, 2003) Ifintern student develops these skills, they will bea b l e t o w o r k w e l l incompetitiveorganizationalworkplaceorenvironment,understandstakeholders'ne eds,resolveproblemseffectivelyandunderstandtherapidlychangingbusinessenvironment.Direito, Pereira, and de Oliveira Duarte (2012) found that employerssignificantlyratedtheimportancetheyattachedtoleadershipskillssignifican tlyabove the proficiency graduate students possessed Various authors have identified a numberof competencies that graduates should possess or be expected to possess For example,Maes, Weldy, and Icenogle (1997) believe that oral communication abilities, problem-solving skills, and self-motivation are the three most significant competencies requiredof graduates, according to their research Stasz (1997) agrees that problem- solving,teamwork,communicationskills,andpersonaltraitsarethemostsignificantcompetenci es, but argues that their relative importance is determined by the setting ofthe workplace in which they are employed.

In a study of 280 New Zealand graduateemployers, Joseph and Joseph (1997) discovered that the top ranking competencies, indescendingorder,were:willingnesstolearn;havingapositiveattitude;beingmotivated; possessing good communication skills; and having the capacity to workindependently.Accordingtothisdocument,astudyofNewZealandemployers'opinion s on how effectively business graduates are prepared forthe job has beenconducted. Using a seven-point Likert scale, the employers were asked to rate theimportance of a selection of graduate competencies, and they were also asked to ratenewgraduates'performanceinrelationtothesamegraduatecompetencies.Alsoexplored was how much weight employers place on prior work experience for newbusiness graduates, which was shown to be quite significant The outcomes of thisstudyrevealeda'competencygap'betweenimportanceandperformance,andtheimplications of these findings for cooperative education programs are examined Itappears from the findings that these Auckland firms believe that business graduatesmust possess high levels of expertise in a broad range of topics For recent graduatesworking in business roles, the capacity and willingness to learn were deemed to be themost significant competencies to possess in the workplace That Stephenson

Career adaptability is main point that need by a worker, especially fresh graduate whostarted working in some company Career adaptability has been operationalized bymany researchers According to Savickas (1997) career adaptability can definitely asreadiness for accepting or handling predicted work that given by the company andthey're participating in the whole work to be done and it also the method how theymanage thechangeofworking conditions Career adaptability wasi n i t i a l l y p r o p o s e d bySuperandKnasel(1981)asthefundamentalbuildingrown- upvocationadvancement has given dispositions, capabilities and practices that people need to fitthemselvest o t h e i r w o r k s a n d e v o l v i n g w o r k i n g e n v i r o n m e n t S e v e r a l f a c t o r s c a n affect career adaptability such as job satisfaction, training & development and workenvironment.I n t h i s t e c h n i q u e , t h e i n s t r u c t o r s e r v e s a s a f a c i l i t a t o r a n d t h e s t u d e n t s take an active role in completing open-ended assignments and tasks, simulating a real-world situation (Prince and Felder 2006) It is important to detect and measure changesin skills such as adaptability and management among construction engineering andmanagementstudents,ifany,attributabletoproblem-basedlearning.

Thisacknowledgmentofadaptabilityemphasizesthatflexibilityiscrucialforleadership and management-related success (Quinn 2004; Stein and Book 2000) Someof the comments by participants indicated that the students saw improvements in theircommunication skills, ability to interact with fellow team members, and adaptability ingeneral to the environment under constraints of resources The Career Adapt-

AbilitiesScale(CAS)isoneofthemostextensivelyusedinstrumentstoassesscareeradaptabil ity in individuals (Savickas and Porfeli, 2012) In this instrument, there arefourdistinctdimensions:concern,whichdescribesindividuals'awarenessofan d ability to plan for a vocational future; control, which describes individuals' ability toexercise self-discipline and take responsibility for what comes next; curiosity, whichdescribes the tendency to explore possible selves and alternative scenarios for oneself;and confidence, which describes individuals' self-belief that they will achieve theircareer goal Despite the fact that the four dimensions of career adaptability share somecharacteristics in common, they appear to function differently depending on differentcareer-related outcomes across diverse contexts (Guan et al., 2013; Rudolph, Lavigne,Katz, and Zacher, 2017; Guan et al., 2013) Because of the between-person disparitiesdiscoveredinthisstudy,itmaybefeasibletoidentifywhichstudentsaremorevulne rableintermsofcareeradaptationresourcesbeforemakingtheshiftfromuniversitytoemploy ment.Asaresult,careerinterventionsforundergraduatesatvariousphasesoftheirhighereduc ation coursesthataretailoredtotheirspecificprofiles may be particularly beneficial Many studies have revealed that even aftergraduation, university students still have a limited understanding of employability thatis limited to the concept of "getting a job," particularly in the early phases of theircareers(GedyeandBeaumont,2018;Tymon,2013).Thesefindingshighlighttheimportanc eofpromotingamoreholisticviewofemployability,whichincludesencouraging investigation of one's own identity and environment, as well as training inareassuchasjobinterviewsandrole- playinginordertoovercomepotentialimpediments,amongotherthings.

English is the lingua franca of the commercial sphere with more businesses goingglobal.SinceinterviewsaremostlyconductedinEnglish,employersoftenformjudgem ents ofthe interviewees‟ abilitybased on theirabilityto speak English (Pandey,

2014) Pandey and Pandey (2014) stated that an employee with brilliant ideas and poorEnglish will stay at the bottom of the management ladder In view of this, Pooja (2013)assertsthatthelecturersteachingEnglishhavetheresponsibility“tobuildrealcompetenc ies to bridge the gap between corporate needs and institutional offerings” However, Canning (2009) believes that academics should not promote the view thatmodern language degrees would enable graduates to develop competence in two ormore languages and hence increase their chances of employability Although Pandey(2014)andPooja(2013)werebothwritingabouttheimportanceofEnglishforemploy abilityinIndia,thesituationsdescribedaresimilarinMalaysiaasb o t h countrieswereprevio usly underBritishrulebeforetheirindependence.Languageproficiencyisthegoaloflanguagetea ching.Putgenerally,thegoaloflanguageteaching is to enable language learners to take part in the “normal give-and-take oftarget language conversation” (Lowe, 1983, p 238) Lowe‟s (1983) definition focuseson oral proficiency It is the purpose of this paper to report on graduate students'performance in a task that asks them to evaluate the quality of evidence provided insupport of a claim, and specifically the quality of evidence provided in support of aclaim.Wewereparticularly interestedincomparingcommentsfrom studentsw h o came from a traditional natural science subject biology with those from students whocame from a traditional humanities discipline (literature and philosophy) (English) Wewere interested with testing the pupils' critical thinking skills in a context that was asclose as possible to "real life." For the purpose of this study, we provided the studentswith brief abstracts that made a specific claim about a discovery It was also of interestto us to see if our level of belief in unverified phenomena was related to our level ofcritical abilities It is notable that these samples of advanced students did not reveal anysignificantvariationsinbelievinginparanormalphenomenabetweenmalesandfemales In previous research with student populations, we have frequently discoveredstatisticallys i g n i f i c a n t d i s p a r i t i e s b e t w e e n m a l e s a n d f e m a l e s

A n i n v e s t i g a t i o n i n t o differencesi n b e l i e f i n u n v e r i f i e d p h e n o m e n a b e t w e e n m e n a n d w o m e n h a s b e e n published elsewhere (Gray, 1990) It is crucial to highlight, however, that we found nodifferences in criticalability betweenmen and women in our study.A l t h o u g h w e d o not claim to have captured all facets of essential ability (see also Alcock & Otis, 1980),our measure does capture some of them The respondents' responses to the materialstheyreaddidnotincludeanythingcriticalorsignificant,andwedonotassertthatt hisis the case Although we disagree with the methodology, we believe that our techniqueconcentrates on a particularly essential, real-life element ofc r i t i c a l a b i l i t y a s i t r e l a t e s toassessingthequality ofevidence.Otherquerieswereraisedby respondentsinresponse to the material presented For example, when asked about the effectiveness ofa drug, they wanted to hear about any potential negative effects They wanted to knowwhat happened to the 25 people who didn't improve They were concerned that theFluoride study had been conducted in Austria rather in North America, as had beenpreviously reported They were particularly interested in whether or not the study hadbeen conducted by respected researchers Perhaps their attention was diverted awayfrom the Jet-fighter text by their worry for the family of those who died in the crash.Theywereconcernedprimarilywiththefactthat"somethingoughttobedone."

Receptive ability lies at the very heart of all growth, from birth through the years offormal education the better those learning skills are developed, the more productive ourlearningefforts”.Extensivelisteningtothe„real‟asopposedtopurpose- writtenEnglishisverysatisfyingsinceitdemonstratesthatthestudent‟seffortsintheclassroo m will pay bonuses in life in an English-speaking environment Listening formeaning,therefore,isanimportantskilltodevelop,butitgoeswithoutsayingthatthe actual content of the message should be within the intellectual and maturational rangeof the student There has been a bias towards comprehension approach, in which themain task is to answer questions about specific piece oft e x t I n d o i n g s o w e a r e treating listening as a product, rather than a process We‟re looking at the answerswhich students give, rather than the process they use to get these answers (Field 2008).This is unquestionably a serious issue that demands careful consideration Systemicinnovations disseminate slowly, and while the rate of transmission of "news" may haveincreased in recentyears, it may still be slower than is ideal if optimal levels ofinvestmentinR&Daretobeachievedinordertoachieveoptimallevelsofproductivity It took decades, as David (1991) has demonstrated, to achieve widespreadelectrificationindevelopedcountries,beginninginthelate1870sandreachinga climax only after the Second World War Railways and other significant improvementstook years, if not decades, to reach all of the locations where they had the potential tobe useful More significantly, it has taken more than half a century since the inventionof the transistor, and it is still in the early stages In these conditions, it is questionablewhether R&D and starting expenditures are being amortized at a rate that is close tooptimal in order to promote investment in creative activities, even at the present time.Therefore,itappearsthatenhanceddiffusionmechanisms,aswellasincreasedReceptiv e Capacity, are required, together with more effective government policies toaccelerate the dissemination of innovations Gary Lynch-Wood and David Williamson(2011) state that in order to achieve higher levels of individualisation, the concept ofreceptive capacity aids us in realizing that regulatory pluralism is needed. The ability tobe receptive allows us to recognize areas where techniques that are more conducive todeeperdegreesofecologicalchangemaybemoreeffectivethanothers.

Asdigitaltechnologybecomesubiquitous,workerswillincreasinglyneedanappropriate set of digital skills to access and process information using digital systemsand tools. These skills will become as important as the ability to drive a car (Bawden,2001) The prevalence of digital technology which gave people access to a vast amountof largely 15 unfiltered information created a need for a set of skills to access, manage,integrate and evaluate information The increasing use of digital technology to performroutine cognitive and manual tasks caused a fundamental shift in workers roles in theproductionofgoodsandservicestotasksrequiringmorecomplexinformationprocessing, critical thinking and decision making that cannot be attributed to computers(Levy & Murnane, 2004) The information literacy concept grew out of this need forprocessingvastamountofinformation effectivelyandefficiently.Digital lite racyhasto be seen as an essential life skill and becoming as necessary as a driver„s license.According to Markauskaite

(2006) digital skills concepts and their definitions need toremain fluid so that they can be constantly adapted to reflect emerging changes indigitaltechnologiesfordefiningdigitalskills intheworkplace.

Because informal learning with digital technology is learner-centered and takes placeinapersonallearningenvironment,itisimportanttoexplorethemainpersonalcharacteri stics that influence learning (Chan et al., 2015; Dabbagh & Kitsantas, 2012).A number of studies have discovered that students' personal attribute traits, particularlytheir personal innovativeness, have a significant impact on their use of mobile devicesfor informal learning in higher education (Cheng, 2014; Liu, Li, & Carlsson, 2010).Attitude toward technology usage, as an additional personal component and a mediator,has been demonstrated to have a major impact on university students' ability to learnusing technology (Lai, Wang, & Lei, 2012) When it comes to informal learning withtechnology,attitudeisacriticalmediator.Itcanhelpstudents'informallearningbehavior b y me dia ti ng t h e i m p a c t o f p e r s o n a l i n n o v a t i v e n e s s , d i g i t a l c o m p e t e n c e , o r digital literacy on their own informal learning behavior So digital competence andpersonal innovativeness may have a direct impact on digital informal learning whilealso having an indirect impact on students' informal learning behavior with technologythrough their attitude toward digital technology These notions are intertwined to agreater or lesser extent with one another It has been defined as a framework for avariety of complex and integrated sub-disciplines or literacies in the digital networkenvironment.Theseliteraciesincludeskill,knowledge,ethics,andtheabilitytoprod uce creative outputs in the digital network environment (Calvani, Cartelli, Fini,

&Ranieri, 2009) A person's attitude toward behavior refers to his or her tendency tobehaveinapositiveornegativewaybasedontheirfeelings.

A person's level of openness to adopt new technology can be defined as their level ofpersonal innovativeness Highly innovative individuals are active information seekersaboutnewideasandtendtocreateamorepositive attitudeandintention towardtechnology acceptance Furthermore, personal innovativeness, which includes an openapproachtochange,reducesanxiety associatedwithcomputeruse,resultingina greater desire to employ technology in a virtual environment (van Raaij & Schepers,2008) From the perspective of an individual context, this validated model can not onlybeu s e d t o e x p l a i n s t u d e n t s ' t e c h n o l o g y us e i n i n f o r m a l l e a r n i n g c o n t e x t s , b u t i t c a n alsobeusedtopredictthepossiblereasonsforstudents'resistancetolearningte chnologyadoptioninformallearningenvironments.

ResearchModels

Theauthor hasinheritedtheaspectsthataffectstudents'workingcompetenciesbasedon previous research models by other authors, and has also constructed a researchmodel based on actual conditions in Vietnam The research hypotheses proposed arecompiledandpresentedintable2.1:

Table2.1:Summarizethehypotheses and expectationsexpressedby theauthor

H2 Soft skills has a positively effect oncompetenciesofgraduates

This chapter summarizes the most essential concepts and theoretical models linked tothe research topic, including the Theory of planned behavior and the SocialCognitiveTheory The remainder of the chapter summarizes pertinent prior research findings inorder to identify factors that influence the abilities of recent graduates The author thenproceeds to develop research hypotheses and research model This research proposessixhypothesesaboutthefactorsthatinfluencetheskillsofrecentgraduates.

Chapter 3 will discuss research techniques for evaluating the conceptual scope of studymodels, as well as sample size and data collection This chapter will perform formalresearch by developing a questionnaire and administering a survey to evaluate studytopicsandhypotheses.

Processofresearch

In cases where individual abilities affect performance, it can be difficult to define theproblem,object,scope,anddurationofthestudy.Basictheoreticalconceptsandperspectivesar ebeingacknowledged,andresearchisbeingcombinedwiththesynthesisandevaluationofpre viousstudiesconductedabroadontheimpactofcandidateperformance.justgraduated.Form ulateresearchhypothesesandbuildappropriate research models based on those ideas. The elements of the research modelare used to guide the data collection process It is a practice to use the SPSS program toanalyze and perform tests and regression tests, and then to analyze and compare studyresultsw i t h d a t a f r o m p r e v i o u s b a s e l i n e s t u d i e s c o m m o n R e v i e w a n d d e b a t e t h e ramifications of each item to develop strategies to enhance student employability in thefuture.

Research methods

Qualitativeapproach

A qualitative research phase is carried out in order to define the research concept,develop questionnaire structures and scales, and collect relevant information on theresearch object in order to support the quantitative research phase The author spokewith a number of research professionals before soliciting feedback from students ontheir abilities and knowledge, which they then submitted to their place of employmentin order to determine the aspects that they believe have an impact on the receivingcapacity of the organization In addition, the group discussion covers the many scalesthat mightbeusedtoevaluatethestudyproposal.

Quantitativeapproach

With the assistance of the SPSS program, quantitative methods are used to examine thedatathathasbeenobtained.

19epidemic.Theresultsofthequestionnairewillbeusedtoupdatethesurveyquestio nnaire.However,afterdatacollection,severalsurveyquestionnaires were discarded because the evaluation data was insufficiently accurate.With this survey, we hope to gain an understanding of the current situation of onlinelearning among university students in Ho Chi Minh City We will also check thereliabilityofthescaleusingtheCronbach'sAlphacoefficient,conductE F A exploratory factor analysis, and then linear regression analysis to find out what factorsareaffectingstudents'abilityinthisprocess whorecentlycompletedtheir education.

Surveydesign

A five-point Likert scale with five possible responses which is the most widely usedtype of scale for analysis and is also the most widely used form of scale. According tothe Likert scale, survey respondents must indicate their level of agreement with astatement as follow: (1) Strongly disagree, (2) Disagree, (3) Normal;

Thereareatotalof30factorsobserved,whicharedividedintoseveng r o u p s Following are some examples of preliminary scales that are shown in the followingtables.

A1 Igetgoodmarksin mathsubjects A2 Ihavebasic knowledgeofindustrystructure A3 Igetgoodmarksincreativesubjects

C2 I adapt well to changing environmentalconditions C3 Iactivelychangemyselftofitthecorporateculture.

E1 I am confident in my ability to absorbknowledge.

F2 I have a deep understanding of digital innovations.

Datacollection

Thea u t h o r c o l l e c t s d a t a u s i n g a n o n l i n e p o l l o f H o C h i M i n h C i t y ' s r e c e n t c o l l e g e graduates.Thesampleisgatheredusingnon- probabilitys a m p l i n g techniques;the authorusesconvenientsamplingtocollectthesample.Thistechniqueischosenbecause it allows the author to save time, money, and personnel resources for thesurvey.Moreover, the responder has easy access to the questionnaire, and the responserateis high.

DataAnalysis

Descriptive Statistics

The author verifies the veracity of the responses obtained A response is deemed validwhen the respondent provides comprehensive information and answers all questions.Aside from that, there is not a great deal of redundancy in the responses, particularly insection 2 regarding factors influencing job application decisions In addition, the authorencrypts and enters data into SPSS 20.0 – analysis software – for analysis in thesubsequent stage To better comprehend the research sample, the author compileddescriptivei n f o r m a t i o n r e g a r d i n g g e n d e r , g r a d u a t i o n s t a t u s , q u a l i f i c a t i o n s , a n d recruitment postingsources.

Scaletest

Cronbach'sA l p h a t e l l s s i m p l y i f t h e m e a s u r e s a r e r e l a t e d ; i t d o e s n o t r e c o m m e n d which observed variables should be eliminated or retained Then, the computation ofthe correlation coefficient between all variables will help eliminate the variables thatadd little to the concept's description If the correlation coefficient of the total variablein Cronbach'sAlpha is modest less than 0.3, it should be deleted Choose the scalewhen Cronbach'sAlpha is more than 0.6, the greater the Cronbach's Alpha, the greatertheinternal consistencydependability(Nunnally,1978).

Numerous academics believe that a Cronbach's Alpha of 0.8 or above isa c c e p t a b l e , and that a range from 0.7 to 0.8 is suitable Cronbach's Alpha of 0.6 or above may beemployed when the topic being measured is novel or novel to the respondent Itemswith a Cronbach's Alpha coefficient of less than 0.6 and a Total Item correlation of lessthan0.3willthereforebeomittedfromthemodel.

Principally, factor analysis is used to evaluate convergent and discriminant values. Thismethod is useful for defining required variable sets This is useful for identifyingcorrelations between study variables To evaluate the two critical values of the scale,namelytheconvergencevalueandtheKMO(Kaiser-Meyer-

Olkin)measureofsamplingadequacyvalue.KMOshouldfallbetween0.5and1:factoranalys isconditions are met If KMO is less than 0.5, factor analysis is probably inadmissible.The Bartlett's Test yielded statistically significant results (Sig 0.05) This statisticalmetricwasemployedtotestthehypothesisthatvariables,regardlessoftheircorrelat ion, were overall associated If the factor loading is greater than 0.5, the factorsare indexed to ensure that EFA has a practical application A factor loading of greaterthan 0.30 is considered the basic minimum More than 0.4 factor loading is consideredsignificant.Itisbelievedthatafactorloadinggreaterthan0.5hasp r a c t i c a l sig nificance Total variance extracted > 50%: reflected the proportional change in theobserved variable When the variance was 100 percent, it reflected the percentages bywhichthefactor'ssignificanceandlossesweredefined.

After removing unreliable variables through Cronbach's Alpha analysis, exploratoryfactoranalysis(EFA)isprimarily usedtodetermineconvergentanddiscriminantvalues,aswellastoexaminedistinguishingvar iablegroupsinagroupoftheexaminationvariablesanddetermineiffactorscouldbecombine dtoformf e w e r fundamental components defining necessary variable sets This is helpful for researchandis utilized to determine thelinksbetweenvariables.

Regressionanalysis

The research model will be tested using regression analysis as the next stage afterexploratory factor analysis (EFA) The strength of the association between independentand dependent elements can be estimated using regression analysis Statistical tools,such as the R-squared coefficient, can be used in regression analysis to evaluate howwell a model fits the data (the closer the R-square is to 1, the higher the fit of theregressionmodelis).Inaddition,inordertoguaranteethatthereliabilityoftheregressionequati onisadequate,itisrequiredtodoadditionalanalysisoft h e parameters in order to confirm that there is no multicollinearity This can be done byensuring that no multicollinearity occurs In terms of the Variance Inflation Factor, orVIF, multicollinearity is indicated when the VIF value is larger than 10 (Henseler et al.,2009),andwhentheVIFvalueofeachvariableisgreaterthan3.

Examining differences based on the variables that can be controlled, the author carriedout an analysis of variance (ANOVA) as well as a t test to investigate the nature of theconnection between the control variables and the working competencies variable (thedependent variable) The findings of the tests serve as the foundation for drawinginferencesonthenatureoftherelationshipthatexistsbetweenthecontrolvariablesand theindependentvariables.

In conclusion, this chapter contains extensive information regarding research methods,such as research design, research procedure, research methods, research samples, datacollection methods, construction, and code scale up, questionnaire construction, datacollectionandprocessing,generaldifferencesinmethodologicalapproaches,anddata analysis techniques The research for this study was conducted in three stages. (1)Research of an informalnature, and (2) research of a more formalnature In thebeginning, the author used prior research that were presented in Chapter 2 as a basis foradjusting,supplementing,andbuildingthepredictedscalewithobservedfactors.Explicitly using the 5-level Likert scale for the variables, the author used the scale forthe variables The most important question concerns the elements that have workingcompetencies.Methodsforconductingdataanalysisinquantitativeresearchareoutl ined in this chapter as well The author has carried out a practical survey using theresearch methodologies discussed in Chapter 3, and the results of this survey,togetherwithfurtherresearchfindings,arediscussedinChapter4.

In the fourth chapter of the thesis, an overview of the data and the features of theresearch sample will be presented quantitative study of the scale's reliability,exploratoryfactoranalysis, linearregressionanalysis,andthecorrelationbetweencontrolvariablesforworkingcompet enciesareallincluded inthisanalysis.

Descriptivestatistic

Source: Result data processing of authorTable4 1de mo ns tr ates th at th ere isas ubs ta nt ia l g a p in th ed ist ri bu ti on b etw een th e two sexes, and the reason for this is that the respondents were chosen at random.Despite this, the sex distribution was found to be reasonable because it is clearly spreadacross sectors learn According to the data presented in the table, the percentage of menissmaller41.7%,comparedtothepercentageofwomen58.3%.

Source: Result data processing of authorTable4.2illustratesthedistributionofyearsofexperienceremainsthesameasexpected, with less than one year of experience being the highest, accounting for about38.1% of the total distribution, possibly in the final year of college students hone theirskills. relevant experience relevant to the field of study to be ready to enter the jobmarket. Next, the group with 1 to 2 years of experience accounts for 29.6%, showingthat students are proactive in their jobs right from their university years For studentswith high initiative with more than 2 years of experience, this group accounts for thelowest rate of 10.5% As for students who do not have experience, maybe during theirstudies, they have not had the opportunity to interact with reality or for some reasontheywillbetrainedintheworkplace,accountingfor21.9%.

Table 4.3 shows the vast majority of respondents hold at least a bachelor's degree,which accounts for 75.3% of the total, while those who enrolled in college account for22.3% of the total, and a comparatively low number of respondents 2.4% are involvedinacademics.

Table 4.4 demonstrates that the income level is still as anticipated, with income from8to12millionbeingthehighest,accountingforapproximately59.9%ofthetotalallocation It is possible that students have successfully demonstrated their capabilitiesto their respective employers as a result of this recruitment, thus a salary in this range isvery acceptable for recent college grads entering the workforce.Following that is thegroup that has a salary of 24.3%, which demonstrates that students have a high incomedespite the developments that have taken place in the context of the pandemic Finally,the population with an annual income of less than 8 million dollars,which accounts for15.8% of the total, may see that this is the base pay at which students can refine theirabilities over the course of their working, even though this is only one element, yet italsodemonstratesthatthestudentshavemadeaneffortwithintheircapabilities.

Testingthereliabilityofcronbach‟salpha

Source: Result data processing of authorAccordingtotable4.5,thefindingsofCronbach'sAlphastudyindicatethatthereliability of these components ranges from 0.882 to 0.909, which is greater than theusual reliability coefficient (0.6) In addition to this, the correlation coefficient of eachcomponentscaleishigherthanthebareminimumrequired(0.3).Itisconsideredtobe averysatisfyingoutcome.Sincetheoverallcorrelationcoefficientsofobservedvariables are higher than that level, the Working Competencies scale in its entirety isconsidered to have satisfactory reliability As a result, this is something that may beanalyzed using EFA, which stands for exploratory factor analysis After performing thereliability of scales, still remaining 26 scales representing for 6 independent variables(Academic Outcomes, Soft Skills, Adaptability

ReceptiveCapacity,DigitalSkills)and1dependentvariable( W o r k i n g C o m p e t e n c i e s ) t o conductExploredFactor Analysis.

ExploratoryFactorAnalysis

ExploredFactorAnalysisforIndependentVariables

Table4.6:KMO andBartlett’stestofindependent variables KMOandBartlett'sTest

Bartlett'sTestofSphericity Approx.Chi-Square

Table 4 7: Eigenvalues and covariance deviations ( Các giá trị riêng và độ lệchhiệpphươngsai)forindependentvariables

Extraction Sums of Squared Loadings

0.05 This indicates that the observed variables in the population are correlated witheach other and that the prerequisites for factor analysis have been met Following thecompletion of factor analysis, it was determined that all of the variables satisfied therequirements, and a total of six components were retrieved, with an extracted varianceof72.395%.

Table 4.8 shows that KMO =0.899> 0.5 and sig = 0.000< 0.05, showing that theobserved variables arecorrelated with eacho t h e r i n t h e p o p u l a t i o n a n d s a t i s f y t h e factor analysis conditions After conducting factor analysis, all variables satisfy theconditions and 6 components are extracted with extracted variance of72.395%.

Thismeansthatthe6factorsdrawnexplain72 395%ofthevariation(hiệpphươn gsai)ofthe survey data and stop point Eigenvalues = 1.157 No factors failed to meet thediscriminant or congregational value criteria, and no variables were omitted from theanalysis.

Factoranalysisforthedependentvariable

Bartlett'sTestofSphericity Approx.Chi-Square

Source: Result data processing of authorTable4 9 p r e s e n t e d i n t h e t a b l e t h a t i s l o c a t e d a b o v e d e m o n s t r a t e t h a t t h e K M O coefficientof0.702>0.5successfullypassesBarlett'stestatth elevelofsignificanceof0.000.Asaresult,factoranalysisisanappropriatemethod.

Source: Result data processing of authorFactor loading coefficient represents the correlation relationship between the observedvariableandthefactor.Thehigherthefactorloadingcoefficient,thegreaterthecorrelation between that observed variable and the factor, if Factor loading > 0.5 isconsidered to be of practical significance. Table 4.10 shows that all factors are greaterthan0.5,thisvalue increasesthepracticalsignificanceforobservedvariables.

Extraction Sums of Squared Loadings

Table 4.11 illustrates thetotalvalueo f d e v i a t i o n w a s 7 8 6 0 8 % ( > 5 0 % ) , s h o w i n g thatthe extractedfactorwase x p l a i n e d f o r 7 8 6 0 8 % o f t h e v a r i a t i o n o f t h e d a t a So, the EFA model gives exactly1f a c t o r a s a s s u m e d i n t h e o r i g i n a l r e s e a r c h modeli n c l u d i n g 1d e p e n d e n t variable.

CorrelationAnalysis

Source: Result data processing of authorThetable4.13showssignificancethresholdofthedependentvariable(wor kingcompetencies)f o r i n d e p e n d e n t v a r i a b l e s i s 0 0 0 0 ( S i g < 0 0 0 5 ) T h i s s h o w s t h a t t h e independentvariableandthedependentvariablearesignificantlyconnec tedwitheachother.Therefore,theindependentvariableswill beincludedin themodelto account forthedependentvariable.However,thePearsoncorrelationanalysisalsoshowsth

N 247 247 247 247 247 attheindependentvariablesareconnectedwitheachother,thereforetheregressionanal ysis willneedtofocusontheproblemofmulticollinearity.Withthisresults,itisconcludedthatonl y4independentvariablescanbecontinuedinmultivariableregressionanalysis.

RegressionAnalysis

Analysisthefitofmodel

Std Error of theEstimate Durbin-Watson

According to the findings presented in table 4.14, the model has an adjusted R squarevalue of 0.641 Therefore, the independent variables can only account for 64.1% of thetotal variation in the dependent variable The remaining results, which account for35.9%ofthetotal,canbeexplainedbyrandomerrorandvariablesthataren o t included in the model As a result, this linear regression model is suitable for 64.1% ofthe data and is appropriate for providing management implication due to the error(35.9%).

The findings presented in tables 4.15 indicate that the statistical value of F is 110.755,and the significance level of Sig Enova is 0.00 < 0.05 Therefore, the multiple linearregression model isappropriateforusewiththisdataset.

According to the table 4.16 of coefficients, all four of the elements known as

"DigitalSkills," "English Proficiency," "Academic Outcomes," and "Soft Skills" are statisticallysignificant (Sig < 0.05), which indicates that all four of these factors have an effect onworking skills. Furthermore, the fact that all of the Collinearity Diagnostics criteriausing the variance inflation factor (VIF) of the model's independent variables are < 2implies that multicollinearity is not present Based on the findings of the regressionanalysis that are presented in the table, the author arrived at the following solution forthe regression equation describing the factors that influence the working competenciesofthestudy:

According to the results of the regression analysis, each of the independent variableshas a positive linear association with working competencies Examine the proposedhypothesesinthe researchmodelatuniversities.

The Sig coefficient = 0.00 and the standardized regression coefficient has a positivevalue with Beta = 0.21, indicating with 95% confidence that digital skills positivelycorrelateswith workingcompetencies.Hence,H1hypothesisis accepted.

The Sig coefficient = 0.00 and the standardized regression coefficient has a positivevalue with Beta = 0.382, indicating with 95% confidence that digital skills positivelycorrelateswithworking competencies.Hence, H2hypothesis isaccepted.

The Sig coefficient = 0.001 and the standardized regression coefficient has a positivevalue with Beta = 0.186, indicating with 95% confidence that digital skills positivelycorrelateswithworking competencies.Hence, H3hypothesis isaccepted.

The Sig coefficient = 0.00 and the standardized regression coefficient has a positivevalue with Beta = 0.2, indicating with 95% confidence that digital skills positivelycorrelateswithworking competencies.Hence, H4hypothesis isaccepted.

TestingdifferencesbasedonControlledVariables

One-WayANOVAtestofgender

Gender N Mean Std.Deviation Std.ErrorMean

Source: Result data processing of authorAccording to table 4.15, male responses total 103 while female responses total 144. Toexaminethegendergap,authorcontinue presentT-testanalysis whichexpressbelow.

Table 4.18 indicates that the sig of Levene's Test equals 0.185 > 0.05 Therefore,theSig (2-tailed) of the T-test is utilized in the Equal variances assumed' row Sig (2- tailed) = 0.181 > 0.05 in this row, this indicates that there is no difference in workingcompetenciesbetweengendergroups.

One-WayANOVAtestofexperiences

One-WayANOVAtestisusedtoinvestigatethedifferenceinexperienceswithworking competencies Levene's test findings with significance level 0.267 >0.05,supportingthenullhypothesisthatthereisnodifferenceinvariance;hence,theFte st results will be used in the ANOVA table With significance level = 0.43 > 0.05,thisindicates that there is no difference in working competencies between age groups.ThedetailedinformationissuppliedinAppendix5whichfollows.

One-WayANOVAtestofQualification

One-Way ANOVA test is used to investigate the difference in qualification withworking competencies Levene's test findings with significance level 0.147 > 0.05,supporting the null hypothesis that there is no difference in variance; hence, the

F testresults will be used in the ANOVA table With significance level = 0.562 > 0.05, thisindicates that there is no difference in working competencies between age groups ThedetailedinformationissuppliedinAppendix5 whichfollows.

One-WayANOVAtestofincome

One-Way ANOVA test is used to investigate the difference in income with workingcompetencies.Levene'stestfindingswithsignificancelevel0.46>0.05,supportingth enull hypothesis that there is no difference in variance; hence, the F test results will beused in the ANOVA table With significance level = 0.071 > 0.05, this indicates thatthere is no difference in working competencies between age groups The detailedinformationissuppliedinAppendix5whichfollows.

Result discussion

Inconclusion,thestudy achievesitsownobjectives.Regardingthefirstaim,theresearch results indicate that Digital Skills, English Proficiency, Academic Outcomes,and Soft Skills influence working competencies Regarding the second objective, theextentofinfluence ofeachvariableon abilityvaries.

English Proficiency ( β = 0.382) has the greatest influence on working competencies.The results of the study indicate that English proficiency is a crucial component ofprofessional abilities In addition, we can see how the importance of a second languageaffects our interactions with coworkers and our ability to absorb fresh information fromabroad in order to update our methods Digital skills ( β = 0.21) have the second largestimpactonworkingcompetencies.Inaddition,theresultsofthestudy revealthatemployees need to improve their digital skills, as the majority of individuals nowcommunicate with their counterparts and open network companies over the

Internet.Thet h i r d m o s t d e c i s i v e c o m p o n e n t o n w o r k i n g a b i l i t i e s i s s o f t s k i l l s ( β= 0 2 ) , indicating that recent graduates should not rely exclusively on their university- acquiredknowledge, but also develop their soft skills in the job As a result of their assessmentofthepandemic'simpactontheenvironment,individualsmustenhancetheiremploy ment-readinessskills.Thefourthcontributionofacademicoutcomes(β= 0.148) is crucial factor therefore indirectly affect graduates' employability Learningoutcome is the extent to which students acquire knowledge and expertise in a particularfield or subject When examining educational objectives in terms of learning outcomes,it is essential to remember that we are referring about the products of the learningprocess and not the process itself, which also has an impact Positively respond to thegrowingroleofsocietyinaffectingstudentsduringtheCovid-19epidemic.

Inchapter4ofthisthesis,descriptivestatisticsforthesamplewerestudied,thereliabilityofthescale wasevaluatedusingCronbach'salpha,exploratoryf a c t o r analysis and regression analysis were performed, and differences in control variablesforthedependentvariablewereconsidered.Theresultsthatwereobtainedafterproc essing and analyzing the data in Chapter 4 will serve as the basis for the followingchapter'spresentationofthestudy'sconclusions,theimplicationsofthesef indings,as wellastheidentificationofthetopic'slimitationsandpotentialfutureresearchdir ections.

In this final chapter, the author will provide recommendations based on the results ofthepreviousstudytoincreaseandimproveworkingcompetenciestowardsfreshgraduates through the influence of external factors such as the impact of Covid-19pandemic. These recommendations will be based on the findings of the previous study.Ina d d i t i o n t o t h i s , t h e a u t h o r d i s c u s s e s t h e l i m i t a t i o n s o f t h e s t u d y a n d o f f e r s a n outlook on how society could potentially benefit from the findings of the study in thefuture.

Conclusion

In order to conduct research to investigate the factors affecting the working ability ofemployees in the current situation, the study examined a total of 247 recent collegegraduates at the height of the Covid outbreak In order to construct a study modelconsisting of six separate components that influence work capacity, the author makesuse of the theory of planned behavior as a foundation The author takes the originalmodel and uses it as the basis for a survey to collect data, an analysis of the reliabilityof the scale, the extraction of the factors through EFA factor analysis, the constructionof a linear regression model, and the performance of tests to determine whether or notthere is a difference according to the control variables of an ANOVA and a T test Thefindings ofthe research indicate thatproductivity ispositively influenced by eacho f the five components included in the research model that was proposed by the author.work capability, with the factor of English ability having the most significant impact,and the factor of learning outcomes having the least significant impact The findingsalso indicate that a direct relationship exists between job capability and soft skills.These findings are in line with the previous findings.

According to the findings ofDireito,Pereira,anddeOliveiraDuarte(2012),importantemployersrankedtheimportance that they attached to skills substantially higher than the importance thatproficientgraduatestudentspossessed.Anumberofauthorshavecomeupwitha list of competences that should be possessed by graduates or that they should be expectedtopossess.

BothshockshavestatisticallyandeconomicallysignificantassociationswithhowCovid-19 pandemic influences student results, and both shocks appear to have somekey lessons In particular, the testing demonstrated that almost all of the standards forhealth and financial shock authorizations are consistent with common sense This isreflected not only in the statistical significance of the principle components but also inthe principal components themselves Second, in terms of labor market expectations,theabilities thatapersonhasalready gatheredwhilethey wereastudenthaveasignificant impact on the change in projected chance of finding a job before graduating.The conclusion that can be drawn from this data is that students' expectations regardingthelabormarketaresubstantiallydeterminedbyindividualandsocietalexternalities.

Implications

AcademicImplications

Thed i s p a r i t i e s i n e x p e c t a t i o n s t h a t a r e c r e a t e d a s a r e s u l t , a s w e l l a s t h e e f f e c t t h a t these disparities have on the level of job satisfaction and organizational commitmentthat graduates report, have important repercussions for the roles that are played byemployers,institutionsofhighereducation,andgraduatesthemselves.Itisrecommended that businesses take recent graduates on as management trainees, evenwhile they have the ability to hire graduates to fill specific job openings This isespecially trueinsituationswheretherearemany openingsforgraduates.Younggraduates who are having trouble finding work will gratefully accept any aid that isofferedtothem,especiallyfromtheeducationalinstitutionsfromwhicht h e y previously graduated As a result, educational establishments of higher learning shouldkeepacloseeyeonandaidtheiralumsineverywayfeasible,inadditiont o maintainingr egulartouchwiththem.Highereducationinstitutionsmay,onoccasion, extend invitations to recently graduated individuals who have found work to ask themtospeaktostudentsabouttheircareersandprovideinspiration.Employersa r e obligate d to conduct an appropriate orientation program for newly hired graduates sothatthegraduatescangainacomprehensiveunderstandingoftheo r g a n i z a t i o n ' s hi story, goals, interpersonal relationships, and performance requirements This shouldtakeplaceimmediatelyafterthegraduatesarehired.

In order for the program to be successful, it is necessary to encourage the newlyemployed graduates to take an active role in it New employees have a need for socialnetworksthatnotonlyprovidethemwithinformationbutalsogivethemt h e impressio n that they are an integral part of the firm According to the findings, both theeconomic and health shocks play a significant part in the process of understanding thevaried effects that the COVID-19 pandemic had When taken together, these findingssuggestthatdifferencesinthemagnitudeimpactontheeconomyandhealthc a n explai n a significant proportion of the demographic gaps in effect on the decision todelay graduation, the decision to change majors, and preferences for online learning.These results are important and suggest that focusing on the needs of students whoexperienced larger financial or health shocks as a result of COVID-19 may be aneffectivewaytominimizethedisparatedisruptiveeffectsandpreventfromexacerbatingexistin gachievementgapsinhighereducation.Thisisanimportantfinding because it suggests that focusing on the needs of students who experiencedlarger financial or health shocks as a result of Covid-19 may be an effective way toimproveworkinggraduates.

PracticalImplications

Whenchoosingacourseofstudy oracareerpath,itisa b s o l u t e l y n e c e s s a r y f o r students to take into account their individual capabilities and areas of interest In orderforthestudentstomakethebestdecisionpossible,theyneedtoobtainprecise information regarding the prerequisites of the program as well as the potential jobs thatare waiting for them after they graduate When it comes to selecting the appropriatefieldofstudy,studentscanbenefitfromtheguidancethatcanbeprovidedbyeducation ali n s t i t u t i o n s o f h i g h e r l e a r n i n g S t u d e n t s ' a b i l i t y t om a k e s o u n d d e c i s i o n s can be improved by the utilization of value-added services such as career counselingand employment interest testing. Students should make it a habit to actively seek outnew information about potential careers or fields of work that interest them by readingrelevantperiodicalsandwebsitespertainingtobusinessandcareers.Learninginstitut ions can be of assistance by inviting industry professionals to talk as guestlecturers and providing students with a genuine glimpse into the occupations that theymay hold in the future These additional pieces of career information have the potentialtofurtherstrengthenthestudents'decisiontoenrollintheappropriateacademicprogr aminordertorealizetheircareergoals.

For students' long-term personal development, it is essential for them to participate inextracurricular activities outside of the classroom, such as sports, clubs, or associations.Participating in activities of this nature will help a person gradually develop vitalhuman abilities such as leadership, communication, and decision-making over time.Employershavetheabilitytoparticipateaswellbyprovidingstudentswithlo cationstocompletetheirrequiredinternships.Thestudentsbenefitfromthepracticalexperie nce provided by the industrial attachment, even though it is only for a shortperiod of time This helps increase the students' employability At the same time,potential employers have the opportunity to obtain an accurate glimpse of the caliber ofthe students who may one day become applicants for jobs with their company It'spossible that the traditional in-person interview isn't the most effective way to pickpersonnel for a company Most importantly, strong intern performance will result in anincreaseinthevaluethattheinternshipprogramisseentohavebyemployers.

Planning and getting started on the job search should begin well in advance of thestudents' graduation or their last semesters of schooling By speaking with employees,acquaintances, or other individuals who are familiar with the companies, it is necessaryto educate them on the significance of researching the history of the companies and theorganizational culture. Interviews for jobs can be used to get information about thecompanies and the requirements they have Higher education establishments can be ofaid by establishing job placement assistance units These units can act as a "market"area where employers and students can meet and exchange information in order tobettertargettheirrespectiveemploymentsearches.

Alumni associations may be formed, and if they do, they may publicize job openings intheir newsletters or on their websites; they may also facilitate networking opportunitiesfor alumni; and they may organize career-related seminars. Employers and educationalinstitutions might also work together to run a graduate orientation program, which iswhat we call the program The graduates are provided with the most recent knowledgeabout the industry as the primary goal of this orientation program. This is done so thatthe graduates are aware of the expectations that their future employers have for them.Theyshouldalsoavoiddownplayingthenegativeaspectsoftheemployment.Graduate swillbeableto establishrealisticexpectations for theirfuture jobsandorganizationsiftheyaregivenaccurateinformationregardingjobdutiesandresponsi bilities,promotionopportunities,andtheculture of theorganization.

Limitationsandfutureresearch

Although the research topic has made some fundamental contributions in terms oftheory, it is impossible to avoid certain limitations in the process of putting the topicinto practice due to the author's limited research ability Despite this, the research topichas made some basic contributions First, the author has updated four factors as a resultofr u n n i n g t h e m o d e l s u r v e y T h e s e f o u r f a c t o r s a r e " D i g i t a l S k i l l s , " "

Proficiency," "Academic Outcomes," and "Soft Skills." Because of this, the scopeo f the study is still restricted to the metropolitan area of Ho Chi Minh City; consequently,the research-based proposals are only appropriate for one region, whereas they are notappropriateforsomeprovincesoftheuniversityoranyotheruniversity.A substantially strong correlation between the independent variables is produced as aresult of using convenience sampling Even though the model does not contain anymulticollinearity defects, the correlation coefficient between the independent variablesisrelativelyhigh.Thishasaneffect,atleastinpart,ontheproposedcausalrelationshi ps The nextlimitation ofthe study is that it only questioned 247c l i e n t s row; This sample size is the only thing that guarantees that the value of the study willbe higher in theory if the sample size is increased row; In conclusion, the topic onlydiscusses the factors that have a direct bearing on the value of the competencies,butthisinvestigation doesnotdiscussthefactorsthatactas mediatorsor regulators.

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APPENDIX 1: QUESTIONNAIRE SURVEYFACTORS AFFECTING THE WORKING COMPETENCIES

"FACTORS AFFECTING THE WORKING COMPETENCIES OFFRESH

Thequestionnairein thissurveyisanimportantpartoftheresearch Therefore,Ihopeeveryone will take the time to help me answer this survey Everyone's opinions arevaluable for my research All information is confidential, encrypted and presented intheformofaconsolidatedreport.

From 8 to 12 millionMorethan12mil lion

PART2:QUESTIONSRELATEDTOFACTORSAFFECTINGTOYOURWORKI NGCOMPETENCIESDURING THECOVID-19PANDEMIC

Pleasetickthebox accordingtoyouropinion onascalefrom1to 5asdescribedbelow

I adapt well tochangingenviro nmentalconditi ons

I actively changemyself to fit thecorporatecultur e.

I adapt well to theform of work in thecontextofCovid-19.

I am confident aboutthe level of listeninglevel

I am confident in myability to absorbknowledge.

Iabsorbthegoodpoi nts from thesurroundingrel ationship

I understand andperceivetherole of informationtechnolog yinsociety.

I respond well to theabilitytotakecareo fcustomers.

I am confident in myability to solveproblemsinmyw ork.

Iamsatisfiedwiththeabilit y too r g a n i z e andpla nin mywork.

APPENDIX2:CRONCHBACH’SALPHA Theresult ofthereliabilityevaluationofAcademicOutcomesReliability Statistics

Cronbach'sA lphaif Item Deleted

Theresult ofthereliability evaluation ofWorkingCompetenciesReliability Statistics

Gender N Mean Std.Deviation Std.ErrorMean

Levene'sTestforEq uality ofVariances t-testforEqualityofMeans