How Pedagogical Modes Influence Students’ Employability: The Evidence from China

Abstract

This study explores how two typical pedagogical modes, namely, problem-based and employment-based pedagogical mode, contribute to the employability of university and college students. Based on analysis of a total sample of 428 undergraduates from Chinese universities and colleges using structural equation modelling, the results show that students’ absorptive capacity was positively related to their employability. The employment-based pedagogical mode, considering the absorptive capacity as a partial mediator, was positively related to students’ employability. The problem-based pedagogical mode, considering the absorptive capacity as a complete mediator, was positively related to students’ employability. Absorptive capacity act as an important mediator variable when the employment-based and problem-based pedagogical mode influence students’ employability. Based on the findings, specific suggestions and managerial implications for higher education policy, manpower training, and future research are provided. © The Author(s) 2024.

Keywords

Author Keywords

employability absorptive capacity employment-based pedagogical modes intermediary variable problem-based pedagogical modes

Index Keywords

Author Affiliations

Hunan Communication Polytechnic, Changsha, Hunan, China

Fuzhou University, Fuzhou, Fujian, China

Funding & Acknowledgements

Grant: ND227673

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was supported by Educational Science Planning Foundation of Hunan Province (ND227673).

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How Pedagogical Modes Influence Students’ Employability: The Evidence from China

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