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Communication researchers have observed that students will avoid majors that require the use of certain skills where the individual exhibits a high level of apprehension toward those skills. Historically, accounting has been perceived as requiring more math skills and fewer communication skills than other business majors so accounting has typically attracted students with low math apprehension and high communication (written and oral) apprehension. The current study investigates whether business students' perceptions across business majors regarding the level of mathematics, writing, and oral communication skills required for accounting reflect the recent changes in pedagogy and curriculum content for the accounting major.

The results indicate that the perception of skills required to be an accounting major by students in other business majors (more math and less communication) is different from the perception of accounting majors. On the other hand, accounting majors' perceptions of the skills needed to be in an alternative business major is generally similar to students in the respective major. These observations may lead to the interpretation that accounting majors have gotten the word that professional expectations of accountants involve substantial communication skill while that message has apparently not been shared with students who elect to major in other business fields.

In a time of fake news, misinformation, and disinformation, critical thinking has become the most important skill for discerning false, incomplete, and outdated information and communication online. The study examines the effects of personal (gender, age, ethnicity, religiosity, and Big Five personality traits) and positional inequalities (education, occupational status, language proficiency) on critical thinking digital skills (CTDS) among generations X, Y, and Z.

An online survey was conducted among 1,495 Israeli Jews between the ages of 18 and 57, belonging to the X, Y, and Z generations.

The findings show that CTDS among Gen X were significantly lower, by a large margin, than those of the younger generations, while Gen Z reported the highest level of these skills. Multivariate analysis indicated different effect patterns of personal and positional categorical variables on CTDS. We found that the contribution of personal demographic inequalities (gender, age, ethnicity and religiosity) to the explained variance in CTDS was most pronounced in Gen Y, compared to Gen X and Gen Z. The contribution of Big Five personality traits and positional social inequalities (education, occupational status and language proficiency) to explaining CTDS was similar between Gen X and Gen Y, but much less pronounced among Gen Z.

Understanding the intergenerational differences in CTDS is crucial for tailoring educational approaches, promoting inclusivity, and harnessing the diverse strengths of each generation to navigate an ever-evolving digital landscape successfully.

First of its kind, this study combines Generational Cohort Theory with Resources and Appropriation Theory to identify which inequalities may hinder the acquisition of one of today’s most vital skills among three generations.

Work-based learning is critical for enhancing employees’ skills and contributing to the firm’s performance. This paper aims to establish the effects of needs assessment on the relationship between training intensity as part of learning and how employees’ skills are reflected in firm performance.

The paper used the World Bank Tanzania Employees Skills Survey (TESS) dataset, which contains 424 firms. This paper estimated the moderated mediation model through partial least squares structural equation modelling (PLS-SEM) and employed the index of moderated mediation to determine if the model was correctly specified.

The results show that among three skills, i.e. technical, interpersonal/communication and work ethic skills, only the level of technical skills mediated the relationship between training and the firm’s performance. The index of moderated mediation suggests a threshold point for the firm’s training needs, above which the indirect effect of training on performance through technical skills starts to decrease. The negative correlation between the firm’s training needs and the indirect effect suggests that employees’ essential human capital qualities, viewed from the angle of their training needs, are among the key factors for executing effective training.

This paper’s conceptual model is limited because it does not incorporate an education variable for the trained employees. In addition, it only conceptualized the perceived most important skills of interpersonal communication, technical skills and work ethic, despite there being other skills that could have been considered. Moreover, the data only measured the present skill level at three on the Likert scale, providing limited room for skill level variance.

Those who decide which training programme deserves priority given limited resources and the firm’s goals need to understand that training is an addition to what their employees already have and, thus, should make extra efforts to equip them with more knowledge relating to their assignments. Moreover, this understanding should extend to the employees themselves.

The paper introduced and showed the necessity of training needs assessment to increase the value of training in enhancing the firm’s performance. We propose a model for assessing training intensity through process analysis. The respective model depicts a threshold point for the firm’s training needs, below which the training will work.

The construction industry is one of the major contributors of greenhouse gas emissions (UNEP, 2022), but it provides numerous valuable opportunities to contribute to the reduction of greenhouse gas emissions (IPPC, 2023). Innovation within the industry and the adoption of sustainable practices are key to achieve this. This is possible with the contribution of highly knowledgeable professionals and skilled workers. However, different countries, including Malta are facing skill gaps and resource shortages. The purpose of this paper is to define the existing skill gaps and mismatches in climate change adaptation in the built environment in Malta. The research focuses on the positionality of the professionals working in the sector as they operate within a legal framework guided through various policies, and through their role and responsibility, they are in contact with the other stakeholders in the sector.

The data generation strategy used in this study involved a pragmatic approach through a mixed method research methodology, namely, interviews, a questionnaire and a focus group discussion. The three tier scaffolding approach in the data generation strategy allowed for a progressive validation of the data generated.

The research indicates that the professionals in the sector are aware of their roles and responsibilities to address climate change in their practices, and they have the disposition to acknowledge the need of continuous professional training. Moreover, this study points out that the professionals in the built environment sector are concerned about other gaps within the industry and not solely by skill gaps. Their responsibility to address climate change through greener solutions is often hindered by fragmentation in the system including bureaucratic procedures, clients’ demands, lack of enforcement and general education of the need to address and adapt climate change among the general public. The professionals appeal for an overhaul in the “culture” of the construction industry through a comprehensive rather than a piecemeal approach. This research puts in the limelight the need of a comprehensive strategy to address skill gaps and mismatches in accordance with the need for climate change adaptation as the ultimate challenge rather than addressing different issues separately within the sector.

The paper is to define the existing skill gaps and mismatches in climate change adaptation in the built environment in Malta. By identifying these skill gaps and mismatches, it would be possible to devise an action plan to iron-out such hindrances as part of a broader climate action adaptation strategy.

This project inquires whether transitioning to adopting sustainable practices involves emphasizing the significance of education and skill development that aligns with employees' knowledge. Additionally, this project explores whether soft skills can act as a means for effective communication, collaboration and ethical decision-making when addressing the intricate and socially interconnected nature of sustainability challenges. Thus, this research explores employee sustainability knowledge and soft skills to gain a more nuanced understanding to provide evidence-based recommendations to enhance organizational sustainability initiatives.

This study used a form of chain-referral sampling with two populations. A two-step cluster analysis with a log-likelihood distance measure and Schwarz’s Bayesian criterion was employed to identify communities of employees with different levels of sustainable practices and soft skills knowledge. A corresponding analysis was conducted to better understand different communities in terms of industry and managerial experience. A confirmatory factor analysis was conducted using a covariance-based measurement model to establish measurement validity and reliability and to impute latent variables (i.e. constructs) scores.

Aligning human resource (HR) strategies with these identified knowledge communities enables organizations to strategically enhance comprehensive training programs promoting sustainable practices and soft skills. Tailored training and workforce development programs for each community are recommended, with the proposal of active training methods like Lego Serious Play to dynamically engage employees. As organizations increasingly invest in training, this research offers valuable insights for educators and industry professionals to better cultivate and apply soft skills to develop employee sustainability practices and enhance employee development.

Although this study’s findings are not generalizable to the population, they are useful when considering critical sustainability knowledge and soft skills necessary for employees in the hospitality industry. The convenience sample of this study could have been more robust, with participants with greater tenure in the industry or a better understanding of sustainable practices and soft skill competencies. This research used a Qualtrics survey to gather subject responses. This may have caused biases in responding to the survey, such as a central tendency, immediacy, the rater’s knowledge about each criterion or boredom with the survey length.

The practical implications drawn from this study’s findings offer actionable insights for organizations seeking to enhance sustainability practices within their workforce. As one navigates the diverse landscape of employee categories, including sustainable champions, emerging learners and skillful initiators, it becomes evident that a one-size-fits-all approach to training and workforce education is not conducive to cultivating a sustainable culture. In this section, some possible practical strategies tailored to each employee category are suggested, ensuring that organizations can effectively harness the unique strengths and development needs within their workforce.

Using a social cognitive theoretical lens (Bandura, 1977), sustainable catalysts' elevated knowledge levels make them influential contributors to the organization’s sustainability goals, while their adeptness in soft skills positions them as effective communicators, collaborators and leaders in fostering a culture of sustainability. Figure 1b displays this idea. As such, sustainable catalysts were present four times in the effectiveness of the top five soft skills, meaning these sustainable catalysts should be the area of primary focus as they can assist organizations by educating other employees due to their enhanced soft skills and level of sustainability knowledge.

Rooted in social cognitive theory, this study investigated how HR practices can effectively shape sustainability-related workforce development in the workplace. The results identified distinct knowledge communities – sustainable catalysts, skillful initiators, emerging learners and sustainable champions – aligned with quadrants of sustainable practice effectiveness. Aligning HR strategies with these identified knowledge communities enables organizations to strategically enhance comprehensive training programs promoting sustainable practices and soft skills.

This study aims to explore the influence of Mutqen programmes on university students’ personality and skills development. It evaluates the cognitive attitudes of university student participants in Mutqen training programmes. The research was analysed thematically, and this paper reports on the roles businesses and universities play in enhancing students’ personality and skills and the importance of knowledge acquisition to develop students’ career prospects.

Using a quantitative research approach, the study used a descriptive survey design. A total of 1,039 respondents based in Saudi Arabia participated voluntarily in the survey.

The results revealed a positive impact from Mutqen programmes on students’ personality and skills development. Moreover, the outcomes demonstrated that the Mutqen programmes promote knowledge acquisition, which enhances future career readiness by enabling students to positively develop their awareness of potential future career requirements.

The critical contribution of this paper is that it empirically evaluates the perceived impact of social corporate training programmes on students’ personality and skills development from the perspective of the students themselves.

Education focused on the creation of a knowledge base but not on how to bring such knowledge into practice had caused graduate architects to encounter reality shock and fail to perform during building contract administration. Although the effect of performance barriers on competence development is empirically supported, less is known about the mechanisms that explain this effect. Overcoming barriers for graduate architects is crucial while supporting building contract administrators and acquiring professional qualifications. To address this issue, we propose the mediating role of CCA skills as a possible explanation of the relationship between performance barriers and competence development of graduate architects.

A survey was conducted among graduate architects in Klang Valley. In total, one hundred and twenty-seven usable questionnaires were returned and analyzed using descriptive analysis and regression analysis.

Mediation results indicate that performance barriers have a significant positive influence on competence development through CCA skills in claims and legal matters management, project management, communication and relationship management, quality assessment and management, and design management.

The present study contributes to the construction contract administration literature by integrating performance barriers and the CCA skills model. This advances our understanding of performance barriers and CCA skills engendering competence development of graduate architects.

This paper aims to specifically analyze the interrelationships of employee political skill and personal reputation with both workplace and non-workplace outcomes. The study further focuses on performance and career development as workplace outcomes and entrepreneurial intentions as a non-workplace outcome, while analyzing employee political skill and personal reputation.

The study uses a survey method, where multi-source data were collected in a time-lagged fashion from the employees working in the textile sector in an under-researched emerging economy setting of Pakistan.

The findings establish that political skill is a significant predictor of employee job performance, career development and entrepreneurial intentions. Moreover, the mediating role of personal reputation was confirmed for the proposed relationships. Hence, the findings highlight the contributory role of personal reputation in the enhancement of workplace and non-workplace outcomes, such as entrepreneurial intentions linked to political skill.

Despite some limitations, this paper offers theoretical implications both for political skill and indirect reciprocity literature. A vital theoretical contribution is extended by studying the mediating role of personal reputation in the main relationships analyzed in this paper. The scope of indirect reciprocity is expanded by identifying personal reputation as a vital mechanism for indirect reciprocity.

Organizations should focus on developing political skill amongst their employees, as these skills are salient for amassing a favorable reputation, that eventually leads to performance, career growth and development of entrepreneurial intentions. Organizations should put in place careful selection and coaching and mentoring programs that equip employees with such skills that eventually lead toward the alignment of employees’ personal goals and organizational goals. Employees, then, could focus on priming both organizational and personal goals.

This paper is one of the pioneering studies that specifically link employee political skill with job performance, career development and entrepreneurial intentions, especially in the relatively volatile and under-researched context of Pakistan. Another novelty of this research is the investigation of personal reputation as a psychological mechanism underlying the primary relationships proposed in this research.

The current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation tools. This study also identifies the gaps in the existing literature that still need to be filled and maps the course for future investigation.

The current study examined research papers on employability skills among work-ready professionals in higher education to evaluate global patterns and the top authors, institutions, journals, and nations contributing to this field. The authors analysed eight hundred eighty-five papers from the Scopus database between 1982 and 2023 for the study. Open-source bibliometric tools like Biblioshiny were used in the study to examine the body of literature and to spot new directions for future research.

The study’s findings indicate that since 2008, researchers, academics, and policymakers have paid more attention to employability skills among work-ready professionals, and 2019 is the year seeing the highest no. of publications. Across the globe, 2077 authors contributed to the articles, papers, and journals published in the particular domain. Regarding location, the United Kingdom is the world’s most productive nation, with 342 articles produced. Similarly, Australia, India, and Malaysia are the leading nations that have contributed to the field. Both keywords significantly contribute to scientific knowledge.

The gaps in this study will serve as a reference point for researchers conducting future studies in this field. Additionally, the result of this analysis offers a roadmap for higher education to enhance graduate employability by embedding necessary skills into them.

There has not been a bibliometric analysis concerning employability skills among Work-ready professionals in the existing literature; hence, this article is innovative. This study is the first attempt at integrating the concept. The study also gives an overview of potential directions for future research in this discipline.

This study examined the influence of social media use on graduateness and the employability of exit students in South Africa.

The study used quantitative and descriptive research designs to test the proposed hypotheses. An online survey was used to collect the data from a study sample. A sample of 411 respondents was received, with structural equation modelling (SEM) being used to assess the model fit.

The study found that the direct effect of social media use on graduateness skills is significant. Secondly, the direct effect of graduateness skills on perceived employability is also significant. The results also showed existence of support for the mediation of graduateness skills on the relationship between social media use and perceived employability.

The study provides empirical evidence to the proposed model and infers the potential role of social media in addressing issues related to graduateness and the employability of exit students.

In addressing the challenge of unemployment, the use of social media can potentially aid in matters of skills acquisition.

The results demonstrate how technology through the use of social media potentially fits within enhancing graduateness and employability skills.