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There is a need for graduates who can quickly adjust and thrive within the current increasingly dynamic project-based workplaces. The purpose of this paper is to present the employers' perspectives on the work readiness of project management graduates entering the Australian construction industry.

To gain the industry's perspective, qualitative in-depth interviews were conducted with key informants from 18 different construction companies that employ project management graduates.

Thematic analysis revealed that from the employers' perspective, work readiness constitutes (1) empathic communication, (2) passion and (3) technical construction knowledge. Graduates' areas of strength (e.g. application of technology) and weakness (e.g. responding to confrontational situations) were identified.

The findings provide valuable insights into employers' perspectives of the work readiness of project management graduates which can serve as feedback to universities to assist in aligning their educational programmes with industry needs.

While employers recognize that the responsibility for fostering work readiness should be shared between themselves and universities, this research highlights that currently adequate collaboration does not occur. This paper advocates for both universities and employers to be open to engaging in the conversation to enhance graduate work readiness.

No research to date has investigated the work readiness of project management graduates, nor whether their work readiness levels meet employers' requirements. This paper addresses this gap.

The purpose of this paper is to focus on graduate work-readiness challenges in three Asia Pacific economies (Malaysia, Indonesia and Australia), and the roles of three main stakeholders (government, employers and industry) in the process. The intention of the paper is to design a stakeholder-oriented HRM model to address the identified graduate work-readiness challenges.

A qualitative triangulation method comprising interviews and focus groups was used with participant samples for each country – Australia (19), Indonesia (19) and Malaysia (15). Stakeholder-oriented HRM theory underpins the conceptual framework for the paper.

All three countries are currently experiencing difficulties attracting graduates with the required portfolio of qualifications, skills and personal capabilities. The reported effects include: constraints on national economic growth, future production structures, and long-term socio-economic development. Based on a review of the work-readiness and stakeholder-oriented HRM theory literature, it is posited that graduate work-readiness challenges can be effectively addressed by HR professionals in partnership with other key stakeholders.

The study sought the input of only three stakeholder groups for ascertaining graduate work readiness challenges, there is a strong case to include other groups including students/parents and secondary schools.

Bridging the graduate skills gap between government, employers and educational institutions is an important area in which HR professionals can contribute by reducing the mismatch between demand and supply through influencing and balancing the interests and goals of key stakeholders.

This study makes a contribution to the extant literature as it explores the role of HR professionals in relation to a multiple stakeholder strategy to address these challenges in the less-explored Asia Pacific region.

Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors.

Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: Practical Wisdom, Interpersonal Capabilities, Personal Attributes and Organisational Acumen. The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness.

176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with Practical Wisdom the highest scoring domain (91%, SD8) and Personal Attributes the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95%CI 0 to 5)].

All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of Personal Attributes and those with psychological symptoms.

This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.

The purpose of this paper is to conceptualise graduate work-readiness (GWR) and to develop a scale to measure it.

The methodology entailed the compilation of a literature review and the conduct of qualitative interviews and a focus group to generate items. This study used the “resource-based view” approach to conceptualise a multi-dimensional–“work-readiness integrated competence model (WRICM)”–consisting of four main factors (namely, intellectual, personality, meta-skill and job-specific resources), with a further ten sub-dimensions. Further, a series of tests were performed to assess its reliability and validity.

A final 53-item WRICM scale covering four dimensions and ten sub-dimensions of GWR was developed based on the perceptions of 362 HR professionals and managers from seven Asia-Pacific countries. The ten sub-dimensions covering 53 work-readiness skills reflect the perceptions of stakeholders regarding the work-readiness of graduates. The scale was found to be psychometrically sound for measuring GWR.

Though the WRICM model is based on the inputs of different stakeholders of GWR (employers, educators, policy makers and graduates), the development of the WRICM scale is based on the perspectives of industry/employers only.

The WRICM model has implications for education, industry, professional associations, policy makers and for graduates. These stakeholders can adapt this scale in assessing the work-readiness of graduates in different streams of education.

The authors believe that the WRICM model is the first multi-dimensional construct that is based on a sound theory and from the inputs from graduate work-readiness stakeholders from seven Asia-Pacific countries.

It is widely reported that there is a competence deficit between graduating from Australian higher education (HE) and becoming work ready and that the deficit is becoming more pronounced. The purpose of this paper is to examine the work readiness competencies of Australian HE and vocational education (VE) graduates. The reported competence deficits, the causes of these deficits and the potential strategies to overcome these deficits are discussed.

A qualitative, inductive research design was used to examine Australian graduates’ work readiness competence, potential deficits, their causes and possible solutions to gain some preliminary insights and help shape future research. A multiple case design was used comprising key stakeholders’ in-depth interviews and focus group discussions. In-depth semi-structured interviews and focus group discussions were conducted to gain insights from the key stakeholders.

The stakeholders reported that the Australian VE and HE sectors do not sufficiently prepare graduates in terms of their work readiness skills. Self-management skills, communication (written and expression), team-work skills, cognitive skills, system thinking and innovation and creativity were the main work readiness competency deficits reported by the stakeholders.

The research has its limitations in terms of the limited sample and time frame, and the absence of input from graduates. The results of the study indicate the deteriorating state of the Australian graduate labour market and emphasise that an integrated approach is urgently required from all stakeholders to facilitate the transition and reduce the time taken from graduation to employment.

The focus of the study is located in the Australian labour market in terms of the competencies that reportedly are present upon graduation and the competencies that employers are looking for on recruitment. The requisite competency list and the deficits are examined through the lens of four stakeholder groups; government representatives, industry representatives and VE and HE representatives.

There is a need for project management practitioners to adapt and thrive in today's volatile, uncertain, complex and ambiguous (VUCA) project-based workplaces. In this paper, the linkage between work readiness and career resilience is developed, presenting both concepts as critical for effective strategic responses and adaptation to the changing labor market in organizations.

The resource-based view (RBV) and integrated dynamic capabilities (IDCs) are the theoretical lenses that are used to link the concepts of work readiness and career resilience across the individual and organizational levels.

A framework and model are proposed to establish a holistic understanding of catalysts for addressing the VUCA context that organizations face. The proposed conceptual linkage adds a chronological dimension to the formation of the interrelated dynamic capabilities during the early career phase of project management practitioners.

The contribution to the project management literature includes a theoretically driven conceptual framework that links two complementary concepts to address the career challenges faced by project managers. Work readiness is positioned as an enabler of career resilience and together they constitute vital attributes which foster talent retention in the current VUCA work environment.

Work readiness and career resilience are underexplored topics in the project management literature, both individually and in conjunction. Specifically, there is a research gap in view of linking these two concepts to present them as a catalyst for project management talent sustainability, and the proposed framework is an initial step in addressing these gaps.

Graduate employability represents a fundamental outcome of higher education. The purpose of this paper is to explore and compare students’ perceptions of their employability through their experience of a simulated or real-life project. The context of the project is a capstone course, implemented in an Australian university, which was designed to enhance employability and foster transferable graduate attributes, including professional communication, interpersonal and leadership skills.

The authors designed and conducted quantitative research to capture and measure students’ perceptions of their employability at the conclusion of a capstone course over three consecutive years from 2015 to 2017.

The results of this paper show that students undertaking a real-life project which makes a social contribution reported a significantly stronger development of work-ready skills in managing projects than students undertaking a simulation project. Specifically, interaction with industry and leadership were reported to be more developed.

The study contributes to knowledge of the relationship between capstone learning and students’ perceptions of employability. It advances the understanding of capstone course design and pedagogy which strengthens the link between learning and work.

Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work.

A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders.

The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations.

The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study.

The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature.

The purpose of this paper is to understand the concept of graduate work readiness (GWR) from a stakeholder perspective. The research attempts to pull together the various multidisciplinary themes from the literature into a comprehensive analysis of the relationship between graduates and the labour market, considering the international dimension of what is a global phenomenon.

The critical review is divided into four distinct sections, the first is to contextualise the concept of GWR and graduate employability taking into account recent academic discussion, particularly in the EU and ASEAN; second, to explore the different perspectives of stakeholders in the “triple helix” of universities, governments and the corporate world; third, critically to assess the arguments that educational provision is poorly aligned with labour market needs; and finally, to investigate the implications of the fourth industrial revolution for graduate jobs and skills and propose an agenda for future research.

Despite the apparent consensus between stakeholders over the central importance of graduate employability, there is considerable diversity in how each imagines GWR is best assured.

Any review is limited by the extant literature and whilst it is not uncommon that most research has been done in North America, Western Europe and Australasia, this is a serious limitation. GWR is a global concern and this review shows the need for more research that extends beyond the dominant geographical focus and its attendant paradigms. The implication is that geography is important and local research is needed to develop solutions that fit specific cultural, economic and institutional contexts.

The paper highlights the need to reconcile different stakeholder perspectives on GWR and ensure that they work together on shared agendas to improve graduate transition to the labour market. At the same time, the profound changes being brought about by the fourth industrial revolution suggest that more attention should be paid to the employability of existing employees.

This review should prove useful to both academics and practitioners because it emphasises the need to treat GWR as a concept that varies according to context and stakeholder interests, rather than a homogeneous phenomenon.

The purpose of this paper is to explore the expectations and reality perspectives accrued in a preliminary management course and understand if they impart and embed real-world skills and develop work readiness.

Primary data collected for the research were qualitative. A total of six focus groups were conducted with a total of 52 students enrolled at a large metropolitan university in Australia. NViVO was used to code and analyse the data.

The study found that at the commencement of university studies, the expectations were simple like, making new friends, getting around the campus and settling well into the university culture, which over time extended to getting a part-time job, securing internships, memberships of associations, desire to participate in exchange programs and get work-ready by the close of the first year. The research outcomes show that those who held a part-time job while studying demonstrated a better understanding of the preliminary management subject matter taught in class and obtained better grades. Primarily, the preliminary management course did not specifically impart work-ready skills and it would be fitting to embed employability skills in the management curriculum from the commencement of their programs in the first year.

Qualitative research is used to comprehend a research problem from the outlook perspectives of the local population it involves. The limitations of this methodology includes no objectively verifiable result, adept interviewing skills for interviewers, slow and time consuming during interviewing process and intensive category process also as qualitative inquiry is normally open-ended, the participants have more control over the content of the data collected.

The lack of skill mismatch and graduates who are not work-ready incurs significant economic and social costs. A number of policy implications emerge due to university-labour market links and skills mismatches and the impact on students and the labour market. The rise in unemployment and the skills mismatch seen after the economic crisis requires immediate attention. Job creation is crucial but so is the need to develop graduate with appropriate matching skills and qualities to do the job. Mandatory internships, apprenticeships and on-the-job training for university students would help. Governments can provide financial incentives and subsidies to organisations providing the above services and working cooperatively with the universities to get students work-ready. Universities must raise the educational requirements over time as jobs become more complex. Universities can build communities of practice with the assistance of this scheme to enable students to interact with the industry professionals. An additional year of vocational training could be recommended for the graduating students. This would help the young graduates to get work-related skills. Wheelahan et al. (2015) state that building better links between education and work can help provide a more rational approach to vocational development. They propose the use of vocational streams and productive capabilities in the education system and labour market to achieve this.

This requires a combined effort from all stakeholders. A systematic approach needs to be adopted. First, the gap between the knowledge provided by the universities and the skills required by the employers need to be reduced. Second, the employers and the universities should keep a watch on the labour market and develop strategies to meet the dynamic requirements of the labour market collaboratively. Third, career guidance will help inform students make a career choice to match the labour market opportunities. This should be a part of the policy agenda for responding to the lack of work-ready graduates in the labour market.

Learning and teaching activities must include industry interface and engagement right from the first year at university. The main findings from this research indicated the need for better understanding of first-year students’ expectations. The two significant student expectations that emerged were “need for collaborations” and “industry interface”.