Gender Differences in Enhancing Students’ Employability Skills
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Date
2019-12
Journal Title
Journal ISSN
Volume Title
Publisher
ORSEA Journal
Abstract
Men and women have different ways of capturing pieces of information given to them for learning purposes. This study highlights the potential differences in students’ inclination towards developing employability skills. Descriptive characteristics and associations between gender and level of skills, the level of students’ involvement in extra-curricular activities (ECAs) and their intention to become self-employed were investigated. Stratified random sampling was used to collect data from degree groups. Thereafter, data from 359 university students were collected using a questionnaire. The results indicate that all students display average levels of core skills but male and female students differ significantly in their level of core competencies, with males displaying higher levels of core competencies than females. In addition, the results from the chi-square test indicate a significant association between gender and the level of participation in ECAs. Moreover, as students face two career choices between paid and self-employment, males are more likely to choose self-employment than female students. Further analysis indicates the contribution of degree programme, parents’ background and students’ experience in doing business as factors that affect their employability. Theoretically, the study highlights gender differences in terms of employability skills, engagement in ECAs and intention to become self-employed considering the stated factors. As regards policy and practical relevance, higher learning institutions are recommended to consider gender differences as they develop relevant ECAs in order to enhance students’ employability skills equally regardless of their gender.
Description
Keywords
Gender, employability, employability skills, self-employment
Citation
Dominick, T. and Fulgence, K.. (2019). Gender Differences in Enhancing Students’ Employability Skills, ORSEA Journal, Vol. 9, 57-71