ABSTRACT

This article presents the development, validation and deployment of a scale with which higher education students self-assess their perceived employability. Underpinned by social cognitive career theory and Yorke and Knight’s (2007 Yorke, M., and P. Knight. 2007. “Evidence-informed Pedagogy and the Enhancement of Student Employability.” Teaching in Higher Education 12 (2): 157–170. doi:https://doi.org/10.1080/13562510701191877.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) USEM model for students’ attainment of employability, a perceived employability questionnaire was developed and piloted with 1849 university students. The final questionnaire was administered with students from over 15 Australian universities, resulting in a sample of 10,193 students. The scale was validated using exploratory and confirmatory factor analyses, resulting in a 14-factor employability measure that met the acceptable validity thresholds. The multi-factor perceived employability scale validates the USEM model and has implications for theory and practice.

摘要

本文介绍了高等教育学生自我评估其感知就业能力的量表的开发、验证和部署。以社会认知职业理论和 Yorke and Knight's ( 2007 ) 为基础 Yorke、M . 和P. Knight。2007 年。“循证教学法和学生就业能力的提高。” 高等教育教学12 (2): 157 – 170。doi：https://doi.org/10.1080/13562510701191877。[Taylor & Francis Online]、[Web of Science ®]  、[谷歌学术]) 学生就业能力获得的USEM模型，开发了感知就业能力问卷，并在1849名大学生中进行了试点。最终问卷调查来自超过 15 所澳大利亚大学的学生，共有 10,193 名学生作为样本。该量表使用探索性和验证性因素分析进行​​了验证，产生了符合可接受有效性阈值的 14 个因素的就业能力测量。多因素感知就业能力量表验证了 USEM 模型，并对理论和实践产生了影响。