BO GIAO DUC VA DAO TAO DAI HOC KINH TE THANH PHO HO CHI MINH BAO CAO TONG KET DE TAI NGHIEN CUU KHOA HOC THAM GIA XET GIAI THUONG NHA NGHIEN CUU TRE UEH NAM 2024 STIMULATING STUDENT EMPL
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In recent years, the global economy has experienced severe crises due to the significant impacts of the COVID-19 pandemic While still struggling to fully recover from the pandemic, the outbreak of the conflict between Russia and Ukraine has dealt a heavy blow to the fragile health of the economy According to the Global Economic Prospects report of January 2023, the World Bank estimates that global growth is expected to reach only 1.7% in 2023, down 1.3 percentage points from the forecast in June 2022, reflecting tightening monetary policies to curb inflation, worsening financial conditions, and disruptions in the supply chain due to the conflict in Ukraine Faced with these difficulties, waves of layoffs are occurring in businesses large and small worldwide In Vietnam, job cuts are expected to continue until the end of 2023 to reduce labor costs amidst the bleak business environment This also means that student employability is severely limited Additionally, the explosive development of technology and artificial intelligence, coupled with media hype, continues to fuel concerns about unemployment among graduates
Although the proportion of the population with a university education has increased in recent years, the employment rate for graduates in some countries falls short of expectations (Alvarez & colleagues, 2017) Results from a study by McKinsey & Company (2012) show that 40% of employers believe there is a significant gap between the company's requirements and the skills of recent graduates Due to deficiencies in experience, students must continuously cultivate qualities, enhance their own capabilities, accumulate knowledge, and acquire necessary skills from their time in university to improve their chances of being hired and building successful careers in today's highly competitive job market This is particularly important for students in the Economics field because unlike disciplines focusing on specialized knowledge such as Technology or Engineering, Economics students are required to develop various skills alongside mastering specialized knowledge to succeed in the workforce On anoth er note, many students, despite having a solid knowledge foundation, find themselves in positions that do not fully utilize their potential, such as jobs that only require a high school diploma (Li & colleagues, 2006) The reason given is that students lack the skills to transition effectively into the real-world environment, thereby diminishing their employability when entering the job market, forcing students to choose jobs that are not compatible with their professional abilities
Finch and colleagues (2013) argue that the most fundamental way to improve the labor market outcomes for recent university graduates is to develop their employability skills This entails equipping students with the necessary skills and qualities to meet the demands of the job market However, enhancing employability not only requires self- efficacy students but also depends on their engagement in the learning process, actively asking questions, actively seeking answers, conducting research, participating in extracurricular activities, and expanding social networks Therefore, higher education must evolve towards empowerment and develop activities to support students in comprehensive development of both knowledge and skills to meet the demands of the industry
The development of students’ employability skills also holds significant importance in achieving Goal 8 - "Decent Work and Economic Growth" among the 17 Sustainable Development Goals (SDGs) of the United Nations Enhancing employability skills will help students adapt well in the constantly changing global labor market, while also promoting sustainable economic growth In fact, although the concept of employability has emerged since the late 1990s, research on the employability of economics students in Vietnam remains relatively limited at present In the challenging economic context, with the significance that employability brings to students in the knowledge-based economy era, along with its positive impact on the implementation of sustainable development goals at universities, the research group has chosen the topic: "Stimulating Student Employability by Teacher Transformational and Absorptive Capacity: The Role of Self-efficacy and Problem-based Learning in Students of higher education in
The objectives of the research include:
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Objects of research in this study are Transformational Leadership, Absorptive Capacity, Problem-based Learning, Self-efficacy and Student Employability
The study employed a mixed research method and was conducted in two phases:
Phase 1: Preliminary research using qualitative method
Qualitative research methods were utilized in the preliminary research phase to establish a theoretical foundation and systematize the theory of related scientific research topics Interaction with experts and qu alitative surveys were conducted to build, develop, and supplement Student Employability
Phase 2: Official research using quantitative method
Subsequently, the quantitative research method was applied in the official research phase to assess the scale and appropriateness of the research model Thi questionnaire was distributed to students in Ho Chi Minh City as a tool for collecting quantitative data The questionnaire consisted of 30 statements, and each statement was evaluated on a Likert scale ranging from 5 points The sampling method in this study was a random sampling method After 02 months of data collection, 400 useful questionnaires were processed and analyzed The study utilized IBM SPSS 20 software to conduct the Cronbach's Alpha reliability test, exploratory factor analysis (EFA), Pearson correlation coefficient, and multivariable regression results
This study makes a significant contribution both in theory and practice
From a theoretical perspective, the research has demonstrated the positive impact of teacher’s Transformational Leadership and Absorptive Capacity on the Employability of Economics students in Vietnam Consequently, the study provides a theoretical foundation for further research on the role of Teacher Transformational Leadership in the employability of students in other academic disciplines
On a practical level, based on the results obtained through analysis, the research team proposes several recommendations for universities to enhance tailored training programs, encourage student empowerment and participation in institutional activities
(including teaching and extracurricular activities) This, in turn, improves the quality of education, develops essential skills for students to meet the demands of the practical work environment This helps narrow the gap between what students are taught at the university and the actual job requirements For students, this study becomes a tool for self-assessment of their current capabilities and their ability to meet employer demands Subsequently, it guides them in formulating specific learning and training plans to enhance employability, providing a competitive advantage when applying for future job positions From these insights, the research contributes to promoting the achievement of sustainable development goals in Vietnamese universities, particularly Goal 8 -
"Promote sustained, inclusive and sustainable economic growth, full and productive employment.”
The study consists of 5 chapters: e Chapter 1- Overview: An overview of the research topic e Chapter 2 - Literature review: Presenting the theoretical foundation and building research models and hypotheses e Chapter 3 - Research methods: Present research methods in building and testing the scale e Chapter 4 - Research results: Analyze research results to conclude research hypotheses e Chapter 5 - Conclusions and recommendations: Summarizes the research content, summarizes the main results of the study, recommendations, limitations of the research, and directions for developing the topic for future studies.
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The researcher suggests a study model with 5 components based on the theoretical underpinnings discussed above: Transformational leadership, Self-efficacy, Problem-based Learning, Absorptive Capacity and Student Employability The interaction between the 5 elements is set up, and their conformance will be evaluated
The following research hypotheses are posed based on theoretical foundations:
H1: Teachers’ Transformational Leadership has a positive impact on student’s Self- efficacy
H2: Teachers’ Transformational Leadership has a positive impact on student’s Problem based-Learning
H3: Teachers’ Transformational Leadership has a positive impact on Student Employability
H4: Self-efficacy has a positive impact on Student Employability
H5: Problem-based learning has a positive and significant impact on Self-efficacy H6: Problem-based Learning has a positive impact on Student Employability
H7: Problem-based learning has a positive impact on Students’ Absorptive Capacity H8: Students’ absorptive capacity has a positive impact on Student Employability
Chapter 2 presented an overview of the theoretical basis of student employability, domestic and foreign studies related to the topic This chapter also built and proposed a research model with 5 components: (1) Transformational Leadership, (2) Self- efficacy, (3) Problem-based Learning, (4) Absorptive Capacity and (5) Student Employability combined with 8 research hypotheses based on that theory
Chapter 3 will introduce the research method, describe the research process carried out to build and evaluate the scale used to measure the research concepts and test the proposed theoretical model, including:
(1) Study design: research process and research methods
(3) Samples and how to take survey samples
The research paper was conducted through two phases: Preliminary research and official research
In the preliminary research phase, the researcher conducts the identification, investigation and clarification of the research problem Based on the theoretical basis and the results of previous studies, the researcher selects, builds a research model and adjusts the research model to suit the specific research context and conditions can then make hypotheses about the relationship between the concepts to be studied in the model
To build the scales in the study model, the researcher borrowed from earlier research articles and modified them to fit the context of this research subject The author created an experimental questionnaire using the scales that were discovered in order to conduct research and gather experimental data for the study Since then, the researcher has made modifications to create a scale and questionnaire that are appropriate for the study model and the current situation To create the official research scale, questionnaire, and model, contact the lecturers last
After completing the research model, scale and questionnaire, in the official research phase, the researcher conducts a survey, investigating 426 samples through the form of online indirect survey via social network The results obtained 400 samples that met the requirements
The researcher used IBM SPSS 20.0 analysis support software to conduct analysis after processing the data they had gathered Descriptive data are used by the researcher, who also assesses the reliability of the scale using the Cronbach's Alpha reliability coefficient, exploratory factor analysis (EFA), Pearson's correlation coefficient, and the outcomes of multivariable regression Following data analysis, the study findings are presented, examined, and evaluated in order to provide managerial implications
Process, analyze đata | and test hypotheses
The qualitative research method was employed to explore theoretical foundations and systematize the theories of relevant scientific research topics Subsequently, the research team conducted qualitative interviews with final-year students majoring in Economics to develop and supplement scales appropriate for the research context in Ho Chi Minh City, Vietnam This was done because the original scales were translated and contextualized from foreign settings The interview content has been prepared in advance, consisting of open-ended questions and statements related to the relationship of Transformational Leadership, Self-efficacy, Problem-based Learning, Absorptive Capacity, and Student Employability The statements were translated into Vietnamese and adjusted for accuracy, clarity, and alignment with the interviewees’ perceptual context Through the results of exchanges and discussions, along with observed variables synthesized from the theoretical foundation, the research team made adjustments to the terms used in the scales and refined observational variables to appropriately measure the research concepts
The quantitative research method was employed to validate the constructed scale and, at the same time, measure the relationships and the degree of impact among the factors The authors utilized a survey questionnaire to collect data The survey questionnaire, answered by final-year students majoring in economics at universities in
Ho Chi Minh City, Vietnam, served as the quantitative data collection tool The questionnaire comprised 33 statements (including 30 quantitative questions and 03 student information questions), with 30 quantitative statements measured on a 5-point Likert scale ranging from 1 - Strongly Disagree; 2 - Disagree; 3 - Neutral; 4 - Agree; to
5 - Strongly Agree The convenience sampling method was used to collect data for the study Subsequently, the collected data from respondents would undergo processing and analysis using IBM SPSS 20 software through the following steps:
(1) Evaluation of Cronbach's alpha reliability
The scales in this study are based on theory and existing scales from previous studies The scale and concepts have been adjusted and supplemented by the author tc suit the research context In the research paper, 5 research concepts are used They are: (1) Transformational Leadership (denoted as TL)
(2) Self-efficacy (denoted as SF)
(3) Problem-based Learning (denoted as PL)
(4) Absorptive Capacity (denoted as AC)
(5) Student Employability (denoted as SE)
This scale is adjusted from the original scale of Leithwood et al (1999) So the Transformational leadership scale has 6 observed variables, denoted from TL1 to TL6:
Teachers in this school model problem-solving techniques | can re TL1 adapt for my work
Teachers in this school promote an atmosphere of caring and trust? TL2 staff
Teachers in this school provide moral support by making me] TL3 appreciated for my contribution
Teachers in this school do not encourage me to pursue my own go} TL4 professional learning
Teachers in this school encourage us to evaluate our practices and refine TLS them as needed
Teachers in this school encourage me to try new practices consiste} TL6 my own interests
This scale is adjusted from the original scale of Rigotti et al (2008) So the Problem-based learning scale has 6 observed variables, denoted from SF1 to SF6:
| can remain calm when facing difficulties in my job because |canr SF1 on my abilities
When | am confronted with a problem in my learning tasks, | can SF2 usually find several solutions
Whatever comes my way in my learning tasks, | can usually handle SF3
My past experiences in my learning tasks have prepared me well fq SF4 occupational future
| meet the goals that | set for myself in my learning tasks SF5
| feel prepared for most of the demands in my learning tasks SF6
This scale is adjusted from the original scale of Chang et al (2012) So the Problem-based learning scale has 6 observed variables, denoted from PL1 to PL6:
Table 4 Problem-based Learning scale
| share thoughts and opinions with peers actively PL1
| apply knowledge to new situations to solve problems and to reac PL2 decisions
| utilize the internet or evidence-based materials to get appropriate PL3 information
| share all sources for picture, text, and other information PL4
| utilize relevant resource materials effectively PL5
| am organized and prepared for small group sessions PL6
This scale is adjusted from the original scale of Phan Lil et al (2005) So the Absorptive Capacity scale has 6 observed variables, denoted from AC1 to AC6:
| turn new knowledge into familiar knowledge AC1
| am eager to learn and absorb everything positively AC2
| participate in practical activities AC3
| ask questions to the teacher AC4
| refuse to absorb harmful things AC5
| know how to listen AC6
Source: D J., Yonker, C R., Jessop, P G., & Phan Lil (2005)
This scale is adjusted from the original scale of Fugate et al (2004) So the Student employability scale has 6 observed variables, denoted from SE1 to SE6:
| know the identity of the job SE1
| have an interaction style that makes it easy to find work SE2
| am confident that | will adapt well with my job SE3
| tend to learn at work SE4
| have training experience that supports my career planning SE5
| have the knowledge to utilize social networks to find work SE6
The research group utilized a convenience sampling method to select easily accessible samples The study samples consisted of economics students from various
41 universities in Vietnam The survey was conducted online using the Google Forms platform
According to Hair et al (2014), the minimum sample size is 50 and it is better to have a sample size of 100 or more The minimum sample size should follow a ratio of 5:1, meaning that there should be 5 samples for every one variable observed However, 5:1 is only the minimum sample size needed, and for higher statistical significance in regression results, the ideal sample size should follow a ratio of 10:1 or 15:1 The study includes 29 variables, so the ideal minimum sample size would be 290 However, due to the scope of the study, the research team chose to study 350 samples
Chapter 3 discusses the research approach as well as describes how the researcl process was carried out From there, the basis for building the scale and an overview of the sampling formula was given
Research methodologies for qualitative and quantitative studies were discussed in Chapter 3 The study's findings from the data gathering and analysis procedure, including the following, will be presented in chapter 4:
(1) Description of the study sample;
(2) Cronbach's Alpha reliability test results;
(3) EFA discovery factor analysis results;
Data for quantitative analysis was collected through a survey of 400 final-year students studying in the field of economics Due to the nature of the field, there is a significant gender disparity among respondents Specifically, female students constitute the majority, accounting for 70% of the total number of students participating in the survey
Table 7 Statistics of student gender participation in the survey
Frequency Frequency Cumulative rate(%) percentage(%)
Source: Author's calculation and compilation