Can Curriculum Help Career Success? An Empirical Research on the Perceived Employability of Students

Autor/inn/en	Gu, Jibao; Zhao, Di; Wu, Jianlin
Titel	Can Curriculum Help Career Success? An Empirical Research on the Perceived Employability of Students
Quelle	In: Higher Education Research and Development, 37 (2018) 5, S.966-983 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Di) ORCID (Wu, Jianlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1473843
Schlagwörter	Universities; Career Development; Graduate Students; Student Motivation; Student Attitudes; Curriculum; Education Work Relationship; Teacher Student Relationship; Supervisors; Peer Relationship; Foreign Countries; Employment Potential; Correlation; Student Characteristics; Institutional Characteristics; Factor Analysis; Rating Scales; Statistical Analysis; China + Suchen Sie Ihr Suchwort? University; Universität; Berufsentwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Korrelation; Faktorenanalyse; Rating-Skala; Statistische Analyse
Abstract	Universities exert generous efforts to take advantage of curriculum to help students succeed in the competitive employment market. However, it remains unclear whether perceived employability (PE), as the crucial indicator of the career success of students, can be improved by the curriculum. In accordance with Job Demands-Resources theory, this study examined the influencing mechanism of curriculum, including course workload and course challenge, on the PE of students. Results from a sample of 880 Chinese graduate students confirm that course workload and course challenge positively affect PE via motivational belief; high-level supervisor-student relationships increase the effect of course challenge, and high-level student-student relationships improve the effect of course workload. The results present valuable guidance to universities on how to improve the PE of students through curriculum to help them succeed in their careers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01