Employment, Career Success and Learning Outcome Attainment of Computing Graduates in Klang Valley, Malaysia
Keywords:
Graduate employment; learning experiences; career success; program learning outcome; grit; resilienceAbstract
This research explored the factors influencing computing graduates’ transition from higher education into their career life and the effectiveness of educational programs in preparing graduates for job market challenges. The study used an exploratory sequential mixed-method approach, integrating literature review, and quantitative, and qualitative data collection. The study was executed in phases. Initially, a literature review and structured surveys were distributed to the computing graduates. Thereafter, an open-ended interview was conducted with the selected participants to get more relevant insights. The research contributes to the online survey data and the proposed model, which reflects all possible factors influencing graduate employability and career success. The results aim to inform educational institutions, policymakers, and industry stakeholders on the need for determination (grit’) and resilience in educational strategies. The study emphasizes the importance of aligning with industry needs, cultivating soft skills, and developing a lifelong learning mentality to prepare graduates better. The study has limitations, including its regional focus, cross-sectional data, self-reported data, and potential bias. It also has implications for the United Nations’ Sustainable Development Goals, particularly goal number 8, which emphasize decent work and economic growth. Future research should adopt a longitudinal approach and a more holistic lens to address access to equitable and inclusive employment outcomes worldwide. This research is crucial for policymakers, academic institutions, and industrial stakeholders to understand the factors affecting graduates’ employment, career success, and program learning outcomes. It can guide the development of policies addressing post-COVID-19 challenges, and inform curriculum development, teaching strategies, and industry-relevant skills.
https://doi.org/10.26803/ijlter.24.6.39
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