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There has been an increase in the number of highly qualified management graduates specialized in finance from various esteemed universities in India, thus increasing the competition for finance job roles in the country. This, therefore, brings in the need for the employees or the prospective candidates to mold their soft skills so as to make them desirable by the companies and hence employable. The purpose of this paper is to provide a list of skills required by management graduates to become employable for finance job roles from the perspective of corporate executives. This list will enable prospective candidates to prepare themselves for a career in the field of finance.

The research was carried out through the collection of data from 117 finance professionals with a minimum work experience of 5 years with the help of structured questionnaires. This was then analyzed through factor analysis and the list of 15 factors was obtained.

A list of 15 essential factors was obtained through the analysis of the data. The essential skills included empathetic and judicious behavior, professional etiquette and employee well-being, ethical behavior, conflict management, change analysis and prediction; practicality and organizational presence of mind; social and moral presence of mind; self-confidence and effective written communication; effective interpersonal communication and employee value systems; responsibility and self-awareness; problem diagnosis and problem-solving; real-time work and activity experience; professional development and advancement; technology rationalization and effective information generation. The findings also included that a candidate should be able to effectively present crucial information and should possess practical advisory skills.

The study will be highly beneficial for management graduates who have specialized in finance to secure finance job roles in India. This paper will enable the students to prepare themselves in the essential soft skills required for these job roles apart from technical knowledge and hard skills.

The purpose of this article is to demonstrate an innovative approach to embedding employability in the design of a university degree scheme using skill sets.

The paper looks at conventional approaches to course design, which begin with the resources already available within the higher education institute. The skill sets approach, however, begins with employers because they are the ultimate arbiters of employability. Employers working with the academic design team define coherent portfolios of skills: definitions which are then used to provide shape and form to the new degree scheme.

The paper finds that employers can identify skill sets that relate to long‐term employability as opposed to short‐term employment. These definitions can usefully inform the design of a degree scheme.

The approach of this paper may benefit the design of degree schemes that aim to educate a graduate to fulfil an identifiable role in industry. This approach is based on defining the continuing intellectual and critical thinking skills that enable a graduate to fulfil a role, rather than the immediate task‐related skills that enable a graduate to fulfil a job. The involvement of employers in formulating a portfolio of graduate skills can be applied to the design of other schemes.

This paper presents a new approach to making employability the priority when developing a new degree scheme.

In recent years, technology diffusion, globalization and the Internet revolution have accelerated the growth of online transactions and altered corporate operations systems. The emergence of computer technology and the Internet have changed the way businesses work. The purpose of this study is to find and identify any common patterns in the logistics and supply chain industries for job requirements using job posting content in Malaysia.

This study provides an exploratory assessment of the employability skill set required using online job posting advertisements. Online job posting advertising, also known as e-recruiting, is one field that has been significantly influenced by information technology. In addition, the current Covid-19 outbreak has created a new need for a long-term contactless talent acquisition process in the organization's operating systems.

Based on this study's findings, the top ten skills required by employers for logistics and supply chain positions are (1) supply chain analytics, (2) technological aptitude, (3) teamwork skills, (4) customer focus, (5) leadership skills, (6) interpersonal skills, (7) people skills, (8) creativity and resilience, (9) demand and supply forecasting ability, and (10) project management skills. Overall, the findings provide a road map for practitioners and academics interested in developing supply chain managers' necessary skills and competencies to manage current and future supply networks. It also allows companies to adjust their supply chain management hiring, training and retention methods.

Although the study was done in Malaysia, the supply chain skills and competencies stated in this study, as well as their categorization, can be applied in other developing countries.

The purpose of this paper is to report on an action inquiry (AI) evaluation of the Natureways project, a time-limited collaboration between an NHS Trust Vocational Service and a voluntary sector horticulture-based community interest company (CIC).

Natureways produced positive employment outcomes and an AI process – based on co-operative inquiry with trainees, staff, and managers – explored how these had been achieved.

Natureways’ efficacy was based on features of the setting (its supportiveness, rural location, and workplace authenticity), on its embeddedness (within local care-planning pathways, the horticultural industry, and the local community), and on effective intersectoral working. The inquiry also generated actionable learning about creative leadership and adaptability in the changing landscape of service provision, about the benefits of the CIC's small scale and business ethos, about the links between trainees’ employability, social inclusion and recovery, about horticulture as a training medium, and about the role of AI in service development.

The inquiry highlights how an intersectoral CIC can be an effective model for vocational rehabilitation.

Community-embeddeness is an asset for mental health-orientated CICs, facilitating social inclusion and recovery. Social and therapeutic horticulture settings are seen to be conducive to this.

This case study suggests that AI methodology is not only well-suited to many practitioners’ skill sets, but its participatory ethos and focus on experiential knowledge makes it suitable for bringing a service user voice to bear on service development.

The authors have developed an educational model that operates at the undergraduate level and aims to produce graduates who can comfortably operate in the gulf between the laboratory bench and the commercial marketplace. The purpose of the paper is to describe the course, approaches, activities and initial outcomes of the Bachelor of Biotechnology Innovation course at Queensland University of Technology.

Students undertake “hard science” subjects and business subjects on entrepreneurship, innovation and market development. Synthesis of these disparate disciplines is driven through formation of virtual companies that serve to contextualize subject content and provide start‐up company experience across the four‐year course. Student companies design biotechnology products and processes and can progress their product through initial research and development phases or undertake an industry‐based internship working as a team on initial concept projects. This focused, team‐based approach to learning is contrary to traditional science courses that focus on the individual.

Outcomes include graduates of high quality that have moved into positions associated with commercialization and technology transfer where previously a PhD and MBA were required qualifications. Other measures of course success include acceptance and promotion of the new course by business, academia and government.

Postgraduate courses provide the most common pathway for assisted self‐development of entrepreneurial skills in science and engineering graduates. In contrast, this model aims to train entrepreneurs in technological disciplines at an undergraduate level in a framework where innovation and enterprising behaviour are embedded in the fabric of the degree.

The purpose of this paper is to shed light on the weaknesses of Nigerian social and political institutions.

Thematic analysis of interview and questionnaire data was undertaken.

The paper locates the Nigerian State as a weak state.

The paper adopted a qualitative research approach which is not generalizable.

Nigeria needs to restructure her social and political institutions otherwise the likelihood of becoming a failed state is indeed very high.

The prevalence of insecurity to lives and property as well as a growing level of poverty in Nigeria will lead to the failure of the Nigerian State.

This paper has immense value for social and political policy in Nigeria.

India is edging China to become the most populous country by 2028. More than 60 per cent of the current population of India is between 15 and 59 years of age, whereas domestically, its relatively youthful profile is seen as the biggest challenge for the government, as India is the largest employable manpower base globally. In the past two decades, the rate of population growth in India has reduced, but the skilled labor force is expected to grow almost 2 per cent annually for the next couple of years. Historically, the Indian economy has been mainly agriculturally based, but, with urbanization, the labor is drifting toward service sectors, and people are increasingly looking to develop their skills in sectors such as hotels, restaurants, airlines, retail and health care. To sustain economic growth, there is an urgent need to develop vocational training programs that address current needs. In spite of all the favorable numbers, the question that must be answered by employers and policymakers remains: Is the available labor being skilled appropriately to be employable? The mushrooming of educational and training institutes in India has imparted professional skills to youth, but industry leaders tend to talk about the unavailability of skilled labor, especially in the culinary skills arena. In a country like India, the labor market tends to alternate between the availability and shortage of skilled labor, and so it seems ironic that on the one hand, there is a shortage of staff and at the same time graduates from various colleges and professional institutes remain unemployed; the reason could be lack of employability skills, especially culinary skills. Given this, the hospitality and tourism industry has emerged as the main driver of the service sector in India; it contributes 6.23 per cent to National GDP and 8.78 per cent of the total employment in India, contributing to significant economic growth. In this context, it is imperative for the government to take appropriate steps in devising strategies to address the problem and also secure successful implementation. This paper aims to analyze the Skill India initiative for the hospitality sector and compare it with the realities on the ground, with particular reference to culinary skills.

The research reported here was conducted using primary and secondary sources. Industry data were collected through focused groups and roundtable discussions. Online sources, magazines, newspapers and books are referred to as secondary sources, and the data collected are critically analyzed to reach a conclusion.

There is a significant increase in foreign and domestic tourists, and the subsectors discussed are very closely linked to food, health, traditional cooking, regional and seasonal cuisines. The demand for Indian food and slow cooking is increasing; however, despite various government initiatives, there is no significant improvement in the skill set of the available labor. As food is an important component of all tourism packages, there is a particular need for public–private partnerships to take the Skill India initiative to the next level. That said, academic standards and curriculum must align with international quality frameworks and be in sync with current and future industry demands and benchmarks.

The dependence on the sources available online and their credibility remains the biggest challenge; however, increasing the sample size and more participation from nodal bodies and government officials would have broadened the base of the study.

The research adds value for industry leaders and policymakers at large. Educational institutions, students and hoteliers will find it useful as they attempt to bridge the gap and plan a roadmap according to industry requirements.

This paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make‐up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education can benefit veterinary students.

The approach adopted by the authors includes a literature review, in‐depth discussion and the development of hypotheses for further study.

Entrepreneurship education has the potential to make a valuable contribution to veterinary medicine curricula. This is due to the fact that the majority of veterinary graduates will work in or even own/co‐own a veterinary business (i.e. a small veterinary practice) at some point in their career. In this context, the authors illustrate how entrepreneurship education can enhance both employable and day one/year one skills. The high entry requirements for veterinary programmes and the gender shift towards a predominantly female under‐ and postgraduate population add further interesting dimensions to the paper and present possible avenues for further research.

This is a conceptual paper and it is fully recognised that the concepts and hypotheses proposed need to be further developed and tested at the empirical level. Some interesting avenues for future research that could contribute significantly to this field are also identified.

The paper highlights the potential value of incorporating entrepreneurship education within veterinary curricula. It also identifies how such incorporation can enhance students' employable skills and deliver many of the skills included in veterinary medicine's day one/year one competences' agenda.

The purpose of this paper is to explore the concept of employability as it has evolved over time and to propose a new definition which reflects the critical variables that contribute to employability at an individual level. It also offers suggestions for how to manage employability and careers at both an individual and an organisational level.

The paper reviews the literature on employability. It considers why employability has become a topic of interest, examines how the concept has evolved over time, and seeks to develop a working definition. It suggests a range of practical strategies for individual and organisations to ensure that employability is managed successfully.

Employability is as dependent on context as on the individual. Therefore the current emphasis on individual responsibility for employability needs to be re‐examined and a greater emphasis placed on how organisations can support employees to manage careers and employability. This shift in emphasis will benefit organisations by creating a more employable labour force as well as contributing to attraction and retention within an increasingly tight labour market.

This paper challenges current definitions of employability by focusing on contextual factors as well as individual characteristics. It suggests a new definition and a range of strategies for managing employability within current career and labour market contexts.

The present research aims to explore students' perceptions of the needs of employers in terms of the personal qualities of higher education graduates.

Questionnaires were delivered to students at four universities in the Chugoku area of Japan. The students were asked to indicate how important they thought each of the personal qualities that would be needed for their future employment, and their own evaluation of their capabilities with respect to each personal quality. In addition, respondents were asked to answer other questions in relation to satisfaction with their courses, job opportunities, and sources of their personal qualities.

The key findings are that job‐seeking students tend to have a lower assessment of their own abilities than their perceived importance of those abilities. In particular, students rated their abilities significantly lower in communication and presentation skills. Although they rated themselves highly in terms of optimism, cooperation, and responsibility, they were dissatisfied with their personal traits in terms of taking initiative, having flexibility, and (especially) in demonstrating an entrepreneurial mind.

The sample is limited to university students in a limited geographical area of Japan. The generalizability of the results could therefore be questioned.

The study represents a useful source of information and impartial advice for undergraduate students planning to find a job, and for higher‐education academic staff and administrators managing undergraduate programs.

This paper fulfils an identified information and resources need, and offers practical help to reform teaching and career‐development processes in Japanese higher education.