ISSN: 2226-6348
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This study investigates the relationship between learning inputs and final-year university students’ perceptions of their employability. A quantitative research approach using a cross-sectional correlational design was employed. A structured online questionnaire was designed and data were collected from public and private universities in Shandong Province by using Wen Juan Xing. After data screening, 734 valid cases were included in the analysis. Pearson correlation and simple linear regression were then used to investigate the two variables under study. The findings revealed a strong positive relationship between Learning Inputs and perceived employability (R = 0.906), with Learning Inputs explaining 82.1 % of the variance in perceived employability (R² = 0.821). Regression analysis confirmed a statistically significant positive association (? = 0.906, t = 57.911, p < .001), supporting the proposed hypothesis. The findings indicated that there was a positive relationship between students’ learning investment and their perceptions of preparation for employment. This finding supports Human Capital Theory and Experiential Learning Theory in relation to students’ perceptions of employability. In addition, this study provided new evidence from China higher education about the predictive effects of learning investment on perceived employability. Moreover, the cross-sectional design of the current study precluded causal conclusions about the studied variables. In terms of practical implications, universities could promote student-centered learning, experiential learning and career-oriented learning in order to enhance students’ employment readiness. Future research should employ a longitudinal study design to make causal conclusions, and also investigate other psychological variables and institutional factors influencing graduate employability.
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