International Journal of Arts & Sciences,

CD-ROM. ISSN: 1944-6934 :: 10(01):151–168 (2017)

ARE EMPLOYERS DISSATISFIED WITH COLLEGE GRADUATES? AN

EMPIRICAL EXAMINATION

Anthony M. Baird and Satyanarayana Parayitam

University of Massachusetts Dartmouth, USA

In the fast growing, global economy, Higher Education Institutions (HEIs) are directly linked to economic
growth through skills and productivity of their graduates. Unfortunately, several research studies report that
the broader business community is generally dissatisfied with the job that colleges and universities are doing
in teaching these skills to graduates. Research reveals that the employers believe some core skills such as
personal attitude, relevant work experience; and technical skills are indispensable and play a major part in
hiring decisions. The present study explores the relationship between ‘importance’ and ‘satisfaction’ of
skills and competencies of college graduates in hiring decisions by employers. Survey data from 50
employers revealed interesting results. Analytical skills (both importance and satisfaction) are positively
related to hiring decisions. In addition, career preparation skills (satisfaction) is positively related to hiring
decisions. The implications for employers and Higher Education Institutions is discussed.

Keywords: Employers, Graduates, Higher education intuitions, 21st Century Skills/Competencies,

Workforce.

Introduction

Those skills, widely considered as soft skills are commonly reflected in nearly all occupations but will
be in particular demand in jobs that are both high growth and well above median in salary potential.
[Therefore], an education system that supports the development of these widely common and diverse
skills not only support the future success of the students who aspire to those positions but also
foretells the future success of students across the academic continuum. Anderson & Gantz, 2013, p. 2

In the present-day global and competitive economy, the nature of the workforce requirements is
continuously undergoing phenomenal metamorphosis. To secure sustained competitive advantage, employers
need core competencies in terms of human resources, which are rare, valuable, non-imitable, non-
substitutable and non-transferable (McMurray et al., 2016). Research demonstrated that the core
competencies and essential skills include: quantitative, analytical, technological capability, strategic and
integrative thinking, creative problem solving, cross-cultural communication and collaboration, flexibility and
adaptability to change, self-awareness, a global perspective, and an ethical, socially responsible outlook
(Finch et al., 2016). It is essential to note that screening candidates for said skills and competencies initially
take place in the interview, albeit, the research study did not indicate effective interview performance as a
skill or ability of the graduates to sell themselves as qualified to execute the duties of a vacant position.



151
152 Are Employers Dissatisfied with College Graduates? An Empirical Examination

According to Inside HigherEd, recent college graduates are not able to apply their knowledge and skills
in real-world settings, especially critical thinking, and communication skills (Jaschik, 2016). Currently and in
the future, competition for meaningful jobs will require the best candidates to be measured by their
capabilities and competencies. Furthermore, communication, integration, and presentation skills will be
required for approximately 40% of all positions (Wash, 2015).
Incidentally, the interview is the first opportunity an employer has to screen potential candidates’ ability
to communicate, integrate and present. A closer look at some of the salient skills valued by employers
include, but not limited to, critical thinking skills, problem-solving skills, oral, writing and interpersonal
communication, application of diversity and individual differences, innovation, and creativity (Kuther, 2013).
The skills gap necessitates investigation as to what the differences are between what employers seek in
graduates and whether the students know what attributes to ‘sell’ so that they become employable,
marketable, and able to contribute to the productivity of the 21st century economy (Gebre-Meskel, 2015;
Velasco, 2012).

Theoretical Background and Development of Hypotheses

In the fast growing, industry-driven global economy, Higher Education Institutions (HEIs) are directly linked
to economic growth through skills and productivity of their graduates (Finch et al., 2016). This maybe
because the skills students acquire lead to organizational efficiency through the production of ideas, invention
of technologies and competencies that increase productivity and create demand, thus resulting in economic
growth (Schleyer et al., 2016). Unfortunately, several research studies report that the broader business
community is generally dissatisfied with the job that colleges and universities are doing in teaching these
skills to graduates (McMurray et al., 2016). Educators need to focus on teaching students skills that are
needed and will help sustain businesses and grow the economy. Busteed (2015a) reported, findings of a
survey conducted by Gallup and the World Innovation Summit for Education, that 1,550 education experts
from 149 countries expressed great discontent with the job primary schools, high schools, and Higher
Education Institutions (HEIs) around the world are doing in educating students and preparing them for the 21st
century workforce. Moreover, it appears the strain is between a curriculum that educates well-rounded
students and a curriculum that aids in developing student who are educated, job, and career ready. Therefore,
HEIs’ failure to rectifying this conundrum, is a failure to meet the expectations of key stakeholders (Anderson
& Gantz, 2013; Dua, 2013).
Additionally, research reveals that employers believe some basic core skills are indispensable and play a
major part in hiring decisions (McMurray, Dutton, McQuaid, & Richard, 2016). College graduates know
the value of higher education but their outcry about their inability to land meaningful jobs after graduation
should be enough for higher education intuitions to change. It is imperative for higher education to make
deeper the relevance of higher education to employment, and entrepreneurship, so that what higher education
is perceived and expected to do for citizens can materialized (Busteed, 2014; Busteed 2015a; Dua, 2013).
Furthermore, employers and Higher Education Institutions should work together to make instruction
meaningful and relevant to workplace needs (Busteed, 2014; Dua, 2013), so that there is an alignment
between employer’s needs, students skills, and higher education responsibilities. Alignment is the crux of the
problem that needs to be fixed.
Employers, in particular, are indicating their discontent based on the caliber and quality of
graduates’ preparedness after they have been assessed them during the interview process (Dua, 2013).
Therefore, the purpose of this study is to investigate the relationship between skills and competencies
employers rate to be important and satisfied with when hiring college graduates, and the findings will provide
HEIs with information on what skills and competencies employers are seeking and deeming important. This
information will inform curriculum development, as it will better prepare graduates for a successful transition
into 21st century workforce.
Anthony M. Baird and Satyanarayana Parayitam 153

Figure 1a. Theoretical Frameework


154 Are Employers Dissatisfied with College Graduates? An Empirical Examination

Figure 1b. Conceptual Model

 Anthony M. Baird and Satyanarayana Parayitam 155

The matter of the transition of graduates from being students to employees rests on HEIs.
Consequently, it is imperative to discuss the theoretical framework and constructs that support the
promotion and development of skills and competency of graduates for their employability. Some theories
relevant to the study and conceptual lens being introduced (see figure above) are: (a) systems theory, (b)
sense-making theory, (c) transition theory, (d) human capital theory, (e) social learning theory, (f)
experiential learn theory, (g) career development theory, (h) decision making theory, interviewing, and
hiring decision and (I) economic growth theory.
The theoretical framework was mentioned in Figure 1a. The Conceptual model is presented in
Figure 1b

Hypotheses

Based on the above theoretical framework and available empirical evidence we hypothesized the
following:
H1. Hiring decisions are positively and significantly related to ‘importance’ analytical skills of college
graduates.
H2. Hiring decisions are positively and significantly related to ‘satisfaction’ of analytical skills of college
graduates.
H3. Hiring decisions are positively and significantly related to ‘importance’ career preparation and
professional readiness skills of college graduates.
H4. Hiring decisions are positively and significantly related to ‘satisfaction’ of career preparation and
professional readiness skills of college graduates.
H5. Hiring decisions are positively and significantly related to ‘importance’ communication skills of
college graduates.
H6. Hiring decisions are positively and significantly related to ‘satisfaction’ of communication skills of
college graduates.
H7. Hiring decisions are positively and significantly related to ‘importance’ leadership skills of college
graduates.
H8. Hiring decisions are positively and significantly related to ‘satisfaction’ of leadership skills of college
graduates.

Method

The survey was sent to a representative sample of employers (N=1000) from five regional chambers of
commerce, employing 50 or more employees, who are active members that have selected to join the
chamber and who elected to participate in annual regional job fairs in the Northeast. A total of N=52
employers responded for a return rate of 5.2%. Of the returned surveys, N=50 were accurately completed
for use in this research for a final operational return rate of 5.0%. Respondents were 58% male (n=29)
and 42% were female (n=21) totaling 50 respondents.

Measures

A survey instrument was used to collect information from employers on the relationships between: 1)
What skills and competencies employers rate as important for college graduates seeking employment? 2)

156 Are Employers Dissatisfied with College Graduates? An Empirical Examination

What skills and competencies do employers rate as satisfactory for college graduates seeking
employment? 3) Is there a difference between importance and satisfaction of skills and competence that
employers require of college graduates? 4) What do employers rate as the most important and satisfactory
skills-sets related to their decision to hire college graduates? After a thorough literature review, the
instrument was adapted and abridged from Paranto and Kelkar (2000) and Hafer and Hoth (1981). The
conceptual model designed has four constructs: (analytical skills), (career professional and readiness
skills), (communications kills), and (personality, leadership skills, team/group work). Each construct has
multiple indicators, examples: analytical skills are measured using six indicators, while communication is
measured using four indicators. The employers are asked to respond to importance and satisfaction on a
5- point Likert scale, (1 representing low and 5 representing high), their responses to these indicators.
Using this instrument, we investigate employers’ rating of importance and satisfaction with skills and
competencies when hiring college graduates and to determine which job-applicant skills-set employers
indicate are important in their hiring decision, as well as how satisfied they are.
Analytical skills was measured using six items viz., technical skills, analytical/mathematical skills,
critical thinking skills, creativity and innovation skills, word processing skills, and spreadsheet. The
employers were asked to rate the college graduates on a five-point scale on these items. The reliability
coefficient for ‘importance of analytical skills’ was 0.70 and for ‘satisfaction of analytical skills was 0.90.
Career preparation and professional readiness skills was measured using four items viz.,
experience, career preparation, personal motivation, and professionalism. The employers were
asked to rate the college graduates on a five-point scale on these items. The reliability coefficient
for ‘importance of career preparation and professional readiness skills’ was 0.79, and for
‘satisfaction of career preparation and professional readiness skills’ was 0.88.
Communication skills was measured using four items viz., written-communication, oral
communication, listening skills, interviewing skills. The employers were asked to rate the college
graduates on a five-point scale on these items. The reliability coefficient for ‘importance of
communication skills’ was 0.83 and for ‘satisfaction of communication skills’ was 0.88.
Personality and team leadership skills was measured using seven items viz., competence, leadership
ability, adaptability, global business, interpersonal skills, ethics and social responsibility, and
entrepreneurial skills. The employers were asked to rate the college graduates on a five-point scale on
these items. The reliability coefficient for the ‘importance of personality and team leadership skills’ was
0.64 and for ‘satisfaction of personality and team leadership skills’ was 0.87. These reliability alpha
coefficients are considered rather acceptable, .70 for supporting variables in the instrument (Huck, 2012).
Size is measured in terms of number of employees. Twenty companies have employees of
less than 150 and 14 companies have employees in the rage of 150-250 and 16 companies have
employees of over 250. As far as age of the company is concerned, 8 companies have 4 less than
years of age, 4 companies have age between 5 to 10 years, and 38 companies have age over 11
years.

Results

The means, standard deviations, and zero-order correlations were captured in Table 1.
To investigate the relationships between importance and satisfaction of skills and hiring decision,
one-way ANOVA was performed. For each of the clustered skills the ANOVA results are presented in the
Table. The employers felt that analytical skills were the primary driving force for the employment of
graduates in respective jobs.
 Table 1. Descriptive Statistics and Correlationsa

Mean St. 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Dev
1. Size 2.00 .74 1.0
2.Years 2.72 .65 .19 1.00
3.Employment 2.10 .83 .15 .46** 1.0
4.Managerial
2.00 .82 .12 .39** .78** 1.0
Experience
5. Gender 1.50 .46 .19 1.0** .46** .39** 1.0
6. Analytical Skills
4.04 .54 -.23 .06 .01 .02 .06 1.0
(Imp)
7.Analytical skills
3.61 .54 .05 .08 -.07 -.05 .08 .07 1.0
(Sat)
8.Career Skills (Imp) 4.23 .67 -.16 -.13 -.11 .01 -.13 .21 -.01 1.0
**
9.Career Skills (Sat) 3.27 .73 .18 .02 .03 .02 .02 -.09 .67 .27 1.0
10.Communication
4.31 .61 -.17 -.18 -.13 -.06 -.18 .57** -.01 .51** -.01 1.0
Skills (Imp)
11.Communication
3.08 .73 .14 .05 .02 -.03 .05 -.12 .80** -.01 .83** -.08 1.0
Skills (Sat)
12. Personality
3.76 .44 -.08 -.01 -.05 .07 -.01 .32* -.05 .76** .09 .44** -.06 1.0
Skills (Imp)
13. Personality Skills
3.44 .45 .16 -.02 -.03 -.11 -.02 -.14 .63** .17 .82** .01 .70** .03 1.0
(Sat)
14. Hiring Decisions 2.71 .41 .27 -.13 .06 -.04 -.13 -.32* .13 .17 .14 -.12 .18 .13 .16 1.0

** Correlation is significant at 0.01 level, * Correlation is significant at 0.05 level,

a Cells contain zero-order (Pearson) correlations.
Anthony M. Baird and Satyanarayana Parayitam


157
158 Are Employers Dissatisfied with College Graduates? An Empirical Examination

One-way ANOVA between Hiring Decision and Satisfactory levels of Analytical skills reveal that
the relationship between hiring decisions and importance of satisfactory levels of analytical skills was not
significant (F=1.80, p= .073). The employers were not satisfied with the analytical skills the graduates
possessed. The ANOVA results reveal that the relationship between hiring decisions and importance of
career preparation skills was not significant (F=.396, p=.941). The employers felt that Career
preparation, professional readiness skills were not influential or relevant in the hiring decisions. This
suggests graduates are not prepared around the Career preparation and professional readiness skills and
employers felt there is a huge gap between what is expected and what graduates possess.
One-way ANOVA between hiring decisions and satisfactory levels of Career preparation and
professional readiness skills reveal that employers’ decision to hire was not significantly related to the
satisfactory levels of the career preparation skills the graduates possess (F=0.866, p=.618).
The relationship between hiring decision and satisfactory levels of Personality, leadership skills and
teamwork were not significant (F=0.958, p=.522). The results reveal that there is no significant
relationship between hiring decisions and importance of Communication Skills (F=.577, p=.856). The
employers perceive that the Communication Skills are important but since the graduates do not possess
these skills, they were not hired.
We also performed multiple regression to double check the results from ANOVA. The regression
coefficients was significant only for analytical skills (importance) (ȕ= -.348, p < .05) and for all other
variables the regression coefficients were not significant. These results suggest that employers consider
the analytical skills to be very important while making hiring decisions. Unfortunately, the employers are
not satisfied with the analytical skills the graduates possess.

Table 2. Regression results of effects of skills on hiring decisions

Model 1 Model 2
Control variables Beta coefficients Beta coefficients
Size of the company -.194* -.166*
(-1.263) (-1.069)
Years of experience .310 .304
(2.180) (2.046)

Managerial experience -.007 .009

(-.043) (.062)
Main variables
Analytical skills (importance) -.348*
(-2.141)
Analytical skills (satisfaction) .225
(.908)
Career skills (importance) .362
(1.399)
Career skills (satisfaction) -.467
(-1.271)
Personality skills (importance) -.047
(-.290)
Personality skills (satisfaction) .307
(.916)

 Anthony M. Baird and Satyanarayana Parayitam 159

Communication skills (importance) .082

(.364)
Communication skills (satisfaction) .014
(.056)
R-square .110 .316
Adjusted R-square .052 .118
Change in R-square .205
F 1.900 1.594
Change in F 1.426
df (3,46) (8,38)
Standardized regression coefficients (t values in parenthesis)
* p < .05

Table 3. Results of ANOVA

ANOVA
Hiring decision and Analytical skills (importance)
Sum of Squares df Mean Square F Sig.
Between Groups 4.470 13 .344 7.062 .000
Within Groups .974 20 .049
Total 5.444 33

Hiring decisions and Analytical skills (satisfaction)

Sum of Squares df Mean Square F Sig.

Between Groups 1.827 12 .152 .884 .575
Within Groups 3.617 21 .172
Total 5.444 33

Hiring decisions and career preparation skills (importance)

Sum of Squares df Mean Square F Sig.

Between Groups 1.580 10 .158 .940 .517
Within Groups 3.864 23 .168
Total 5.444 33

Hiring decisions and career preparation skills (satisfaction)

Sum of Squares df Mean Square F Sig.

Between Groups 3.985 13 .307 4.204 .002
Within Groups 1.459 20 .073
Total 5.444 33

Hiring decisions and communication skills (importance)

160 Are Employers Dissatisfied with College Graduates? An Empirical Examination

Sum of Squares df Mean Square F Sig.

Between Groups .475 9 .053 .255 .981
Within Groups 4.969 24 .207
Total 5.444 33

Hiring decisions and communication skills (satisfaction)

Sum of Squares df Mean Square F Sig.

Between Groups 2.138 14 .153 .878 .592
Within Groups 3.306 19 .174
Total 5.444 33

Hiring decisions and personality skills (importance)

Sum of Squares df Mean Square F Sig.

Between Groups .442 12 .037 .155 .999
Within Groups 5.002 21 .238
Total 5.444 33

Hiring decisions and personality skills (satisfaction)

Sum of Squares df Mean Square F Sig.

Between Groups 2.582 16 .161 .958 .532
Within Groups 2.862 17 .168
Total 5.444 33

The Figures 2 through 9 depict the relationship between various skills. Figure 2 reveals that as the
importance of analytical skills increases, then hiring decision decreases. This suggest that as the more
employers deem the analytical skills-set as important, indicated by increase in importance, then they are
likely to expect college graduates to possess this cluster of skills. The negative slope of the curve leads to
the assumption that since employers cannot find college graduates with these skills, then making a
decision to hire becomes less likely. Figure 3 shows the relationship between hiring decisions and
satisfaction of analytical skills. The figure reveals that the hiring decisions remain relatively constant
when the satisfaction levels of Analytical skills is increase. Figure 4 shows the relationship between
hiring decisions and satisfaction of career preparation skills. As Career Preparation and Professional
Readiness Skills increase in importance, the positive slope of the curve indicates that hiring decisions also
increased. This suggest that employers expect college graduates to give importance to their career
preparation and professional readiness skills, and if they can find college graduates with focus of
importance on career preparation and professional readiness skills, then making a decision to hire them
becomes more likely. Figure 5 reveals that the employers’ level of satisfaction with career preparation
skills is also positively related to hiring decisions. As Career Preparation and Professional Readiness
Skills increase in satisfaction, the positive slope of the curve indicates that hiring decisions also increases,
slightly; but not as much when compared to the importance of Career Preparation and Professional
Readiness Skills. Figure 6 shows that the relationship between hiring decisions and importance of
communication skills is positive (slope is positive) but not significant. Figure 7 shows that the
 Anthony M. Baird and Satyanarayana Parayitam 161

Figure 2. Hiiring decisions and Importancce of ‘analyticaal skills’

Figure 3. Hiring
H Decision
n and Analyticaal Skills (Satisffaction)
162 Are Employers Dissatisfied with College Graduates? An Empirical Examination

Figure 4.. Hiring decisio

on and Career Skills (Importaance)

Figure 5. Hiring Decisio

on and Career Skills (Satisfacction)
 Anthony M. Baird and Satyanarayana Parayitam 163

Figure 6. Hirin
ng Decision an
nd Communicaation Skills (Im
mportance)

Figure
F 7. Hirin
ng Decision an
nd Communicaation Skills (Saatisfaction)
164 Are Employers Dissatisfied with College Graduates? An Empirical Examination

8 Hiring Decision and Personnality (Importaance)

Figure 8.

Figure 9. Hiring Decisiion and Personnality (Satisfacttion)

 Anthony M. Baird and Satyanarayana Parayitam 165

relationship between importance of communication skills and hiring decisions was positive as the curve
indicates a positive slope. Figure 8 shows that the relationship between hiring decisions and importance
of personality, leadership and teamwork skills is slightly positive but not significant. Finally, figure 9
depicts that the relationship between satisfaction levels of personality, leadership and teamwork and
hiring decisions is insignificant. The curve suggest that employers were indifferent with regard to
satisfactory levels of personality, leadership, and teamwork qualities of graduates being hired.

Discussion

The purpose of this quantitative correlational research study was to investigate the relationship between
skills employers distinguished to be important and satisfied with when hiring college graduates and to
determine any differences between what employers need in terms of skills and core competencies from
college graduates in the Northeast. This findings of this study suggests that when hiring in the Northeast,
employers have identified a set of skills they deem to be important, which are the skills they need and
want from college graduates; however they are grossly dissatisfied with college graduates’ level of
preparation and delivery of the skills and competencies they seek, because college graduates lack of these
key the skills employers consider to be important.
The study aimed at answering the research question: what skills and competencies do employers rate
as important and satisfactory for college graduates seeking employment?
Survey results indicated, based on the aggregate positive mean scores, these skill are important, in
descending order Interpersonal skills (M=4.62) rated as being most important and Global business
economy (M=2.51) rated as being the least important skill. Furthermore, when the skills are clustered
Communication skills (M=4.31) is most important, while Personality, leadership skills, and teamwork
(M=3.85) are least important skills and competencies for college graduates seeking employment.
Conversely, employers indicated, based on the aggregated positive mean scores in descending order,
Technical/computer knowledge (M=3.93) was rated satisfactory for college graduates seeking
employment. On the other hand, Experience (M=2.81) and Written communications (M=2.91) skills and
competencies are rated least satisfactory for college graduates seeking employment. Moreover, when
skills are clustered Analytical skills (M=3.50) are the skills and competencies rated most satisfactory for
college graduates seeking employment and Communication skills (M=3.10) are least satisfactory skills
and competencies for college graduates seeking employment.
Incidentally, when comparing importance and satisfaction of skills and competencies (clustered)
Communication skills (M=4.31) important and Communication (M=3.10) satisfaction. This suggests that
the cluster of skills under communications (written communication skills oral communication skills,
listening skills and interviewing skills) that are important to employers, they are not getting this set of
skills from college graduates seeking employment and therefore rendering them not satisfied. There are a
bevy of other skills and attributes amongst those that were analyzed that employers are dissatisfied.
Employers indicated that students lack confidence, emotional intelligence, and the ability to integrate
into a team environment. They possess inadequate interpersonal, communication skills, both oral, and
written. They contend that the lack the ability to listen effectively and hold a conversation during work
hours and at networking events. Furthermore, employers who participated in this study was critical about
college graduates lack of real world experiences, business maturity, and work place transition and savvy.
College graduates fail to demonstrate adequate professionalism around their career and job-readiness
during the job interview process. Employers complained that college graduates are deficient in the
following: technical writing and business communication, presentation, interviewing, punctuality,
attendance, and phone etiquette; they need prodding to problem solve and to follow an independent
thought. College graduates need to demonstrate more creativity in their approach to situations.
Moreover college graduates need to take initiative to show they have the ability to work
independently, and within groups, and to take initiative to show leadership ability a long with
resourcefulness. Lastly, employers pointed out that college graduates’ work-ethic, ability to work outside
166 Are Employers Dissatisfied with College Graduates? An Empirical Examination

of the text book, and demonstrate practical experience is absent. College graduates lack industry
expertise, and content relevant to industry they are attempting to enter. A few employers suggest that
college students need greater faculty involvement and more internship. It was noted that being humble
would make it easier to coach them. The employers who actually participated represented various
industries, such as Education and Nonprofit, Education Technology (Health Services, Human Services,
and Staffing Services) Financial, Information Technology (IT) and Engineering, and Hospitality/Tourism,
Retail, and Transportation.
There is no denying the evidence that college students need to be better prepared for the transition
into the world of work if they are going to be successful at meeting the expectations of their future
employers. This reality puts some of the onus on higher education institutions to deliver a better product
and brand of graduate. With continuous rising tuition coast, a fast past and competitive global economy,
the value or the return on the human capital invest a citizen makes in HEIs must be realized in a more
measured way, otherwise the US loses her footing on the world stage and the citizens get the short end of
the stick, figuratively speaking.
The findings of this study could update current HEIs curriculum and course offerings. Moreover, it
will stimulate conversation among employers, students, higher education administrators, and
policymakers about ways to better incorporate employers and workforce needs with students’ preparation
before graduation. These skills are critical for US’ competitive advantage in the 21st century global
economy.

Implications for Employers

The results from the study are particularly useful for employers. It is suggested that employers are equally
responsible for the rich development of talent coming out of Higher Education Institutions (HEIs). The
skills and competencies employers in business and industry need and want from college graduates seeking
employment can only come, realistically, from a shared and mutual partnership between students, HEIs,
and employers. As industry and university partners, recruiters and alumni must be invited to serve on
boards, topic specific panel discussions, and classroom visits to relate industry realities to classroom
instruction. Furthermore, employers should engage in résumé clinics or résumé critique to help guide
students in their creation of the literary pieces and documents to satisfy job qualifications criteria. This
would be another way for students to network with employers and build Interpersonal relationships, hence
Interpersonal Skills, in order to learn from someone who have had more experiences than the students.
Finally, employers and alumni in the industry of a student’s’ major should help to conduct mock-
interview workshops, so students can practice Interviewing Skills and to gather feedback on their
performance, from an employer who is an alumnus.

Implications for Policy Makers in Higher Education

The results from the study also contributes to the policy makers in higher education. Practice and policy
leaders of Higher Education Institutions (HEIs) need to determine via their Vision Statements, Mission
Statements, and Strategic Plans how they are reimagining their institutions and graduates’ preparation,
professional, and career readiness. HEI leaders should support freshmen and senior seminar capstone
courses. HEI leaders should consider a move to integrate a professional and career preparation curriculum
across all disciplines, by institutionalizing the seminar courses for freshmen and juniors, so that in these
seminars students will learn what employers look for in their respective disciplines and major course of
study. Furthermore, HEI leaders should require students to conduct a career assessment, in order to
determine their skills and competencies levels in their respective subject areas and to learn how their
values, interests, and personality match up with potential disciplines and industries they explore.
Engaging students at an early juncture of their academic career can assist them to begin developing the
 Anthony M. Baird and Satyanarayana Parayitam 167

job qualifications criteria (i.e. industry knowledge, career and self-assessments, cover letters, résumés,
mock interviews, job search techniques, etc.). Finally, HEI leaders should encourage student teams across
such disciplines as Business, Engineering, Visual Design, Mathematics, Sociology, Psychology, and
English.

Limitations and Suggestions for Future Research

One of the limitations of the study is its focus on employers in the north-eastern region of United States.
Though its focus is on one particular zone, the results from the study are expected to be generalizable
across all other regions of the country. Another limitation, as with any survey data, is social desirability
bias. To mitigate or minimize this bias, we ensured anonymity in the survey. Another limitation is the
common method bias which is inherent in any survey data. To reduce this common method bias we
followed one-factor method as suggested by researchers (Podsakoff et al., 2003).
It is suggested to investigate in the future research why employers are dissatisfied with the skills and
competencies of graduates. What is going on in the black box need to be examine further? It is likely that
some moderators be playing their role in the relationship between the skills and competencies of
graduates and the hiring decisions by employers. The effectiveness of career services in universities may
play a major role in this. In the universities where the career services are effective, may be that skills and
competencies of graduates will have high probability of influencing the hiring decisions of employers.
Further, curriculum in universities may play an important role in determining the hiring decisions. All
these need to be examined at length in future research. Another important factor that need to be examined
is the leadership style of the employers in hiring graduates. Employers who practice transformational
leadership style may engage in stimulating the graduates for higher performance, irrespective of their
skills and competencies, whereas the employers following transactional leadership style may potentially
look for higher skills and competencies to cater to the requirements of work-reward transactions.
Transactional leaders focus on contingent rewards whereas transformational leaders focus on intellectual
stimulation. These leadership styles also play a major role in hiring decisions. Overall, our study provides
several avenues for future research. The present study is particularly useful to employers and graduates
and also higher educational institutions.

References

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