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This paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association.

Explanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique.

Our findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future.

Micro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability.

Graduates' attitudes towards learning, although subject to change, is a crucial indicator of their understanding and involvement in lifelong learning activities. The purpose of this paper is to explore whether lifelong learning enhances human capital worth to predict perceived employability. An enquiry into the attitudinal differences on lifelong learning among male and female students was also looked into.

An empirical examination using Warp-PLS was conducted on the propositions among 286 engineering graduate students in Kerala, India, from January 2020 to March 2020.

The Warp-PLS examination reveals a positive association between lifelong learning and perceived employability and warrants the mediating role of lifelong learning in the association between human capital and perceived employability. A gendered variation on attitudinal differences towards lifelong learning is also looked into, and no difference between males and females is found.

The impact of lifelong learning on employability has been conceptually discussed before. This paper is the first attempt to empirically prove the same with a proper theoretical explanation.

Within the current discourse on contemporary careers and the context of international assignments, this paper seeks to conduct a study of a large European MNC, with the aim of theory development on expatriation/repatriation.

A qualitative study, based on semi‐structured interviews in a major financial institution.

Motivation to expatriate falls into two distinct categories – company initiated assignments; and self‐initiated, career orientated and/or self‐development focused. The authors propose a two dimensional model to depict the emergence of a new expatriation path alongside the traditional one – differentiating those who respond to an international assignment call within a clearly framed career development path; and those embarking on international assignment as, primarily, a personal growth opportunity. A distinctive sub‐group of corporate self‐initiated expatriates is identified for the first time.

A qualitative study within one company.

The emergent models could be utilized by HR managers to shape future policies and practices for global assignments.

Providing a new model to explicate the relevance of a protean career attitude in a global boundaryless career environment; outlining of new emergent international career trajectories, in particular corporate self‐initiated careers.

Drawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as perceived by university students and line managers.

618 students and their line managers across three cohorts (pre-COVID-19) took part in a longitudinal quantitative study. Students completed a three-wave questionnaire at the placement's start, middle, and end. Line managers completed the questionnaire during waves two and three to offer 360-degree feedback. Descriptive statistics and repeated measures ANOVA were applied to the dataset.

The impacts of undertaking a placement were highly variable for different competencies at the sub-scale level, although at the eight-scale level, the nuance was less pronounced. However, students self-perceived that all eight competencies increased between the start and end of the placement. Surprisingly, line managers perceived students' competencies to be higher than perceived by the students.

The value of undertaking a placement is often poorly measured (e.g. satisfaction) rather than competency-based outcomes, which can lead to conclusions that are overly simplistic and difficult to use in practice. Theoretically, this study advances understanding of human capital theory and sustainable career theory by understanding the role placements can play in developing human capital and preparing university students for sustainable careers. Practically, the findings of this study can help to close the university–industry skills gap by informing curriculum and placement scheme design and supporting students to acquire personal resources and signal these to prospective employers as an antecedent to career sustainability.

Drawing on human capital and sustainable career theory, this paper aims to explore university students' views regarding their self-perceived employability following participation in a mandatory module titled “The Global Marketing Professional”.

Overall, 80 students studying a full-time postgraduate master's degree in international marketing management at a northern Russell Group university participated in a two-wave study by completing a questionnaire during Weeks 1 and 9 of the module in the 2021/2022 academic year. Descriptive statistics, paired samples t-tests and quantitative content analysis were subsequently applied to the data set.

Students' confidence in their self-perceived employability rose from 37.5% to 92.5%. This was supported by the paired samples t-tests’ findings of increases at the item and composite scale levels. The quantitative content analysis found benefits of the module to include increased confidence, interactive classes, skills development, knowledge of the recruitment process, CV development, proactive career ownership, interview guidance and networking. Suggestions for improvement included increasing the amount of lecture time provided, increased accessibility via subtitles and opportunities for real-world experience.

The contribution comes via the advancement of human capital and sustainable career theory by identifying empirically informed strategies for enhancing students' self-perceived employability within the university curriculum. Implications subsequently extend to universities, organisations and national economies.

The purpose of this paper is to critically reflect on the value of the MBA – a Master in Business Administration, considered the flagship of business and management education. The author aims to bridge the gap in the understanding of the possible added value of the MBA.

This conceptual paper is enriched by findings from secondary data, surveys with managers in the UK, and interviews with human resource managers of leading US firms.

The MBA can generate significant tangible and intangible inputs to graduates' careers and their employing organizations. Having an MBA contributes considerably to graduates' human capital. Employers may profit from such contributions, while an indirect positive effect is implied at the national level.

The knowledge of MBA impact should be based on rigor studies rather than unsupported assertions.

The MBA is the closest thing to a qualification to manage. It generates positive outcomes and lead to good management. For individuals, embarking on MBA is a major career decision, carrying certain risks, but offer high potential for return on investment.

This contribution is of special importance amid the recent criticism of the MBA by prominent management scholars.

The purpose of this paper is to conceptually articulate the differing needs of graduates and graduate employers, which can be competing or complementary in nature. Drawing from theoretical frameworks of career ecosystems and the new psychological contract, a set of propositions are presented using three themes: career management, development of talent and technological change.

A conceptual design offering a conceptual model through adopting the career ecosystem and new psychological contract as a framework.

These propositions offer a new conceptual model, which provides a practical contribution by articulating sustainability of graduates’ careers through employability at the graduate level and competitive advantage at the employer level.

The paper offers important contributions to theory by connecting career management and vocational career literature through acknowledging shared constructs of life-long learning and sustainable employability for graduates. These two streams are often developed in parallel, thus this paper helps to bridge the gaps in respective research agendas. This paper therefore has the originality of helping to advance the fields of career theory and sustainable human resource management.

The unending ambivalence in the academic environment and the job market is detrimental to management graduates' wellbeing. The study looks into the possible intervening methods to enhance the wellbeing of students during difficult times. The study proposes spirituality development as means through which psychological resources like perceived employability and psychological capital are developed in an individual. This study also tries to identify how spirituality development leads to life wellbeing among management students.

Cross-sectional study was conducted among 212 management students from Kerala, India. Multi-stage random sampling was used to collect data. Structural equation modelling using IBM-AMOS was done to gain insights into the proposed relationships.

The results indicated that spirituality had a significant impact on the wellbeing of management students. Both perceived employability and psychological capital mediated the relationship between spirituality and life wellbeing.

The positive impact of developing spirituality among students is discussed in the paper with the theoretical underpinning of broaden and build theory. The findings suggest that colleges should try to make their campus climate more supportive of students' non-academic needs and open them to a spiritual environment especially during these challenging times.

The study is one of the first attempts to discern how spirituality development leads to an accumulation of psychological resources and life wellbeing among management graduates'.

The purpose of this paper is to empirically examine the value of Masters of Business Administration (MBA) degree. The authors aim to bridge the gap between the theory and individual understanding of the value of an MBA program.

This empirical paper used a non-experimental design to test a proposed model based on a review of relevant literature. MBA alumni completed surveys capturing the constructs researched.

The findings of this research suggest that an MBA adds value to both MBA alumni as well as the organizations who hire them. The main source of this value is the knowledge and skills acquired while taking academic courses in the MBA program.

The implication of this research is that an MBA does add value to students that is not necessarily obtained through work experience alone.

The MBA degree qualifies an individual to manage an organization. An MBA does provide high potential for return on investment to both individuals well as the organization who hires them.

Economic growth requires entrepreneurs, professionals, business specialists, and managers. The research findings provide evidence that MBA program graduates do make a significant contribution toward improving the organization employing them. These profitable organizations in turn invest back in the community they operate in and help to improve the overall socio-economic fabric of the local economy. The results of this study also suggest that investment in MBA programs by local governments could bring back significant returns to the community in terms of job growth and availability of quality workforce.

Although a considerable amount has been written about the value of an MBA education, there is still a lack of research in the area linking human capital with organizational performance for MBA graduates. This contribution is also of special importance amid the recent criticism of the MBA by prominent management scholars.

The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students.

ASAP is applied as a case study to examine the employability enhancement initiative in India.

Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages.

The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.