THE IMPACT OF COMPREHENSIVE QUALITY OF STUDENTS AND DEVELOP SKILLS AS THE MARKET DEMANDS ON PERFORMANCE OF STUDENTS: A STUDY OF THE MEDIATING ROLE OF MANAGEMENT INNOVATION
DOI:
https://doi.org/10.18623/rvd.v23.5892Palabras clave:
Student Performance, Comprehensive Student Quality, Market-Oriented Skills, Management Innovation, PLS-SEM AnalysisResumen
This study explores the impact of Comprehensive Quality of Students and Development of Skills as the Market Demands on Student Performance, with a focus on the mediating role of Management Innovation. A quantitative research approach was adopted, and data were collected through questionnaires from 300 samples of students in higher education institutions across major Chinese cities. The collected data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the hypothesized relationships. The results provide valuable implications for educational institutions and policymakers. For institutions, integrating management innovation into educational strategies can optimize the cultivation of comprehensive quality and market-demanded skills, thereby boosting student performance. For policymakers, promoting management innovation in education systems can enhance the effectiveness of talent development and bridge the gap between education and industry requirements in an increasingly competitive knowledge economy.
Citas
Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Andrews, J., & Higson, H. (2008). Graduate employability, “soft skills” versus “hard” business knowledge: A European study. Higher Education in Europe, 33(4), 411–422. https://doi.org/10.1080/03797720802522627
Armbruster, H., Bikfalvi, A., Kinkel, S., & Lay, G. (2008). Organizational innovation: The challenge of measuring non-technical innovation in large-scale surveys. Technovation, 28(10), 644–657. https://doi.org/10.1016/j.technovation.2008.03.003
Barney, J. (1991). Firm resources and sustained competitive advantage. Journal of Management, 17(1), 99–120. https://doi.org/10.1177/014920639101700108
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.
Birkinshaw, J., Hamel, G., & Mol, M. J. (2008). Management innovation. Academy of Management Review, 33(4), 825–845. https://doi.org/10.5465/amr.2008.34421969
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31–44. https://doi.org/10.1080/07294360802444347
Cheng, M., Adekola, O., Albia, J., & Cai, S. (2022). Employability in higher education: A review of key stakeholders’ perspectives. Higher Education Evaluation and Development, 16(1), 16–31.
Damanpour, F., & Aravind, D. (2012). Managerial innovation: Conceptions, processes and antecedents. Management and Organization Review, 8(2), 423–454. https://doi.org/10.1111/j.1740-8784.2011.00233.x
Dodgson, M., Gann, D., & Salter, A. (2008). The management of technological innovation: Strategy and practice. Oxford University Press.
Douglas, J., Douglas, A., McClelland, R. J., & Davies, J. (2015). Understanding student satisfaction and dissatisfaction: An interpretive study in the UK higher education context. Studies in Higher Education, 40(2), 329–349.
Finch, D. J., Hamilton, L. K., Baldwin, R., & Zehner, M. (2013). An exploratory study of factors affecting undergraduate employability. Education + Training, 55(7), 681–704. https://doi.org/10.1108/ET-07-2012-0077
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Grant, R. M. (1991). The resource-based theory of competitive advantage: Implications for strategy formulation. California Management Review, 33(3), 114–135. https://doi.org/10.2307/41166664
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(2), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Hamel, G. (2006). The why, what, and how of management innovation. Harvard Business Review, 84(2), 72–84.
Hora, M. T., Benbow, R. J., & Smolarek, B. B. (2018). Re-thinking soft skills and student employability: A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 50(6), 30–37. https://doi.org/10.1080/00091383.2018.1540819
Jackson, D. (2014). Testing a model of undergraduate competence in employability skills and its implications for stakeholders. Journal of Education and Work, 27(2), 220–242. https://doi.org/10.1080/13639080.2012.718750
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative.
Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2011). Employers’ perceptions of the employability skills of new graduates. University of Glasgow.
Mason, G., Williams, G., & Cranmer, S. (2009). Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes? Education Economics, 17(1), 1–30. https://doi.org/10.1080/09645290802028315
Mincer, J. (1974). Schooling, experience, and earnings. University of Chicago Press.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Pang, E., Wong, M., Leung, C. H., & Coombes, J. (2022). Competencies for fresh graduates’ success at work: Perspectives of employers. Industry and Higher Education, 36(1), 18–29.
Peteraf, M. A., & Barney, J. B. (2003). Unraveling the resource-based tangle. Managerial and Decision Economics, 24(4), 309–323. https://doi.org/10.1002/mde.1126
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453–465. https://doi.org/10.1177/1080569912460400
Römgens, I., Scoupe, R., & Beausaert, S. (2020). Unraveling the concept of employability, bringing together research on employability in higher education and the workplace. Studies in Higher Education, 45(12), 2588–2603.
Schultz, T. W. (1961). Investment in human capital. The American Economic Review, 51(1), 1–17.
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420
Teece, D. J. (2007). Explicating dynamic capabilities: The nature and microfoundations of (sustainable) enterprise performance. Strategic Management Journal, 28(13), 1319–1350. https://doi.org/10.1002/smj.640
Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59(4), 338–352. https://doi.org/10.1108/ET-05-2016-0090
Tymon, A., Eleraky, H., & Harrison, C. (2023). Can we reach a consensus on graduate attributes? Journal of Higher Education Policy and Management, 45(1), 96–110.
Wickramasinghe, V., & Perera, L. (2010). Graduates’, university lecturers’ and employers’ perceptions towards employability skills. Education + Training, 52(3), 226–244.
Yorke, M. (2006). Employability in higher education: What it is – what it is not. Higher Education Academy.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
