İSTİHDAM EDİLEBİLİRLİKTE ALGISAL FARKLILIKLAR: ÜNİVERSİTE ÖĞRENCİLERİ VE İŞVEREN BEKLENTİLERİNİN KARŞILAŞTIRMALI ANALİZİ

Öz

Bu çalışma, üniversite öğrencileri ve işverenlerin istihdam edilebilirliğe ilişkin algı ve beklentilerini karşılaştırmalı olarak incelemektedir. Her alandaki gelişmeler, işgücü piyasasındaki rekabeti artırmış ve mezunların yalnızca teknik bilgiye değil, aynı zamanda yaşam boyu öğrenme, problem çözme, iletişim, ekip çalışması ve değişime uyum sağlama gibi çok boyutlu becerilere de sahip olmasını zorunlu kılmıştır. Araştırmanın amacı, öğrenciler ve işverenler arasındaki algısal farklılıkları tespit etmek ve yükseköğretim-istihdam ilişkisi için öneriler geliştirmektir.Çalışma, Gaziantep Üniversitesi İktisadi ve İdari Bilimler Fakültesi ve Mühendislik Fakültesi'nde kayıtlı 219 öğrenci ve Gaziantep'te bulunan küçük ve orta ölçekli işletmelerde işe alım sürecinde yer alan 105 işverenle yürütülmüştür. Nicel araştırma yöntemi kapsamında anket tekniği kullanılmış; veri toplama amacıyla işverenlere Psikolojik Sözleşme ve İşe Alma Kriterleri ölçekleri, öğrencilere ise İşveren Çekiciliği ve İstihdam Edilebilirlik Algısı ölçekleri uygulanmıştır. Bulgular, beş tematik boyutta (mesleki gelişim ve ilerleme, işe bağlılık ve katkı, işe hazır olma, yetki ve uyum, kişisel hedef ve güç duygusu) anlamlı farklılıklar olduğunu göstermektedir. En büyük fark, öğrencilerin kendi yetkinliklerini işveren beklentilerinden daha düşük değerlendirdiği "istihdama hazır olma" boyutunda ortaya çıkmıştır. "İşe Bağlılık ve Katkı" boyutunda da işveren beklentileri, öğrencilerin beklentilerinden anlamlı derecede yüksek bulunmuştur. Buna karşılık, "Mesleki Gelişim ve İlerleme" boyutunda iki grup arasında anlamlı bir fark bulunamamıştır.Sonuç olarak, istihdam edilebilirlikteki beceri ve değer uyumsuzluklarını azaltmak için üniversite müfredatlarının işveren beklentileri doğrultusunda güncellenmesi, kariyer merkezlerinin öğrencilerin farkındalığını artıracak programlar sunması ve işverenlerin gençlerin potansiyelini doğru bir şekilde değerlendirebilecek insan kaynakları politikaları geliştirmesi önerilmektedir.

Anahtar Kelimeler

• İstihdam Edilebilirlik
• İşveren Beklentileri
• Öğrenci Algısı
• Psikolojik Sözleşme

PERCEPTUAL DIFFERENCES IN EMPLOYABILITY: A COMPARATIVE ANALYSIS OF UNIVERSITY STUDENTS AND EMPLOYER EXPECTATIONS

Öz

This study comparatively examines the perceptions and expectations of university students and employers regarding employability. Advancements in every area have increased competition in the labor market, making it essential for graduates to possess not only technical knowledge but also multidimensional skills such as lifelong learning, problem-solving, communication, teamwork, and adaptability to change. The aim of the study is to identify the perceptual differences between students and employers and to develop recommendations for the higher education-employment relationship. The study was conducted with 219 students enrolled in the Faculty of Economics and Administrative Sciences and the Faculty of Engineering at Gaziantep University, as well as 105 employers involved in the recruitment process in small and medium-sized enterprises located in Gaziantep. Within the scope of the quantitative research method, the survey technique was employed; for data collection, the Psychological Contract and Recruitment Criteria scales were administered to employers, and the Employer Attractiveness and Employability Perception scales were administered to students. The findings indicate that there are significant differences in five thematic dimensions (professional development and advancement, work commitment and contribution, employment readiness, authority and compliance, and personal goal and sense of power). The largest difference emerged in the “employment readiness” dimension, where students rated their own competencies lower compared to employer expectations. In the “Work Commitment and Contribution” dimension, employer expectations were also significantly higher than those of students. In contrast, no significant difference was found between the two groups in the “Professional Development and Advancement” dimension.In conclusion, in order to reduce skill and value mismatches in employability, it is recommended that university curricula be updated in line with employer expectations, that career centers offer programs to increase students’ awareness, and that employers develop human resources policies that can accurately assess the potential of young people.

Anahtar Kelimeler

• Employability
• Employer Expectations
• Student Perception
• Psychological Contract

Kaynakça

1. Archer, W., & Davison, J. (2008). Graduate employability: What do employers think and want? CIHE. https://www.voced.edu.au/content/ngv:25673
2. Ardıç, K., & Gündoğmuş, E. (2016). Bireylerin kişilik özelliklerinin işveren çekiciliği algısına etkisi. İş'te Davranış Dergisi, 1(1), 1-14. https://dergipark.org.tr/en/download/article-file/260288
3. Batistic, S. and Tymon, A. (2017), Networking behaviour, graduate employability: a social capital perspective. Education + Training, 59(4), 374-388. https://doi.org/10.1108/ET-06-2016-0100
4. Behle, H. (2020). Students’ and graduates’ employability. A framework to classify and measure employability gain. Policy Reviews in Higher Education, 4(1), 105-130. https://doi.org/10.1080/23322969.2020.1712662
5. Brewer, L. (2013). Enhancing youth employability: a guide to core work skills. International Labour Organisation. Switzerland. http://coilink.org/20.500.12592/59zw62d
6. 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
7. Bridgstock, R., & Jackson, D. (2019). Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters. Journal of Higher Education Policy and Management, 41(5), 468-484. https://doi.org/10.1080/1360080X.2019.1646378
8. Byrne, C. (2020). What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment. Studies in Higher Education, 47(1), 159-176. https://doi.org/10.1080/03075079.2020.1735329

9. Carter, D., Minhas, W. and Al Hafidh, G. (2025), Exploring employability skills in UAE higher education programs using a self-assessment matrix. Journal of Applied Research in Higher Education, Vol. 17 No. 1, pp. 495-509. https://doi.org/10.1108/JARHE-05-2024-0220
10. Cinel, M. O., & Karaman, G. (2023). Fason üretim yapan tekstil işletmelerinde insan kaynakları yönetiminde eğilimler. İşletme Ekonomi ve Yönetim Araştırmaları Dergisi, 6(1), 99-117. https://dergipark.org.tr/en/pub/baybem/article/1226512
11. Clarke, M. (2008), Understanding and managing employability in changing career contexts. Journal of European Industrial Training, Vol. 32(4), 258-284. https://doi.org/10.1108/03090590810871379
12. Clarke, M. (2017). Rethinking graduate employability: the role of capital, individual attributes and context. Studies in Higher Education, 43(11), 1923-1937. https://doi.org/10.1080/03075079.2017.1294152
13. Conroy, D., Benson, C., Thapar, N., Airth, V., & Codesal, N. P. (2024). Understanding viewpoints of employability: an ecological systems theory analysis based on three stakeholder groups. International Journal for Educational and Vocational Guidance, 1-24. https://doi.org/10.1007/s10775-024-09697-0
14. Çınar, E., & Seçer, B. (2023). Üniversite eğitiminde istihdam edilebilirlik: Türkiye'de en çok öğrenciye sahip üniversitelerin politika ve stratejilerinin analizi. Journal of Management & Labor/Yönetim ve Çalışma Dergisi, 7(1), 131-154. https://www.researchgate.net/publication/377983844
15. De Vos, A., De Hauw, S., & Van der Heijden, B. I. (2011). Competency development and career success: The mediating role of employability. Journal of vocational behavior, 79(2), 438-447. https://doi.org/10.1016/j.jvb.2011.05.010
16. Dench, S. (1997). Changing skill needs: what makes people employable? Industrial and Commercial Training, 29(6), 190-193. https://doi.org/10.1108/00197859710177477
17. 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
18. Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65(1), 14-38. https://doi.org/10.1016/j.jvb.2003.10.005
19. Gerçek, M. (2018). Yöneticiler için psikolojik sözleşme ölçeği: bir ölçek geliştirme, geçerlilik ve güvenilirlik çalışması. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 18(4), 193-212. https://doi.org/10.18037/ausbd.552712
20. Harvey, L. (2001). Defining and measuring employability. Quality in Higher Education, 7(2), 97-109. https://doi.org/10.1080/13538320120059990
21. Heijde, C. M. V. D., & Van Der Heijden, B. I. (2006). A competence‐based and multidimensional operationalization and measurement of employability. Human Resource Management, 45(3), 449-476. https://doi.org/10.1002/hrm.20119
22. Hillage, J., & Pollard, E. (1998). Employability: developing a framework for policy analysis. DfEE. ISBN: 0 85522 889 X.
23. Hofstede, G. (1983). Culture’s Consequences: International Differences in Work Related Values. Organization Studies, 4(4), 390-391. https://doi.org/10.1177/017084068300400409
24. Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial And Organizational Psychology, 6(1), 3-16. https://doi.org/10.1111/iops.12001
25. Jackson, D. (2014). Factors influencing job attainment in recent graduates: Evidence from Australia. Higher Education, 68(1), 135-153. https://doi.org/10.1007/s10734-013-9696-7
26. Jackson, D. (2016). Modelling graduate skill transfer from university to the workplace. Journal of Education and Work, 29(2), 199-231. https://doi.org/10.1080/13639080.2014.907486
27. Jackson, D., & Wilton, N. (2016). Career choice status among undergraduates and the influence of career management competencies and perceived employability. Journal of Education and Work, 30(5), 552-569. https://doi.org/10.1080/13639080.2016.1255314
28. Jackson, D., Rowbottom, D., Ferns, S., & McLaren, D. (2016). Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities. Studies in Continuing Education, 39(1), 35-51. https://doi.org/10.1080/0158037X.2016.1228624
29. Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of applied Psychology, 86(1), 80-92. https://doi.org/10.1037/0021-9010.86.1.80
30. Judge, T. A., & Bretz, R. D. (1992). Effects of work values on job choice decisions. Journal of Applied Psychology, 77(3), 261-271. https://doi.org/10.1037/0021-9010.77.3.261
31. Jung, J., Wang, Y., & Sanchez Barrioluengo, M. (2024). A scoping review on graduate employability in an era of ‘Technological Unemployment.’ Higher Education Research & Development, 43(3), 542-562. https://doi.org/10.1080/07294360.2023.2292660
32. Kulcsár, V., Dobrean, A., & Gati, I. (2020). Challenges and difficulties in career decision making: Their causes, and their effects on the process and the decision. Journal of Vocational Behavior, 116, 103346. https://doi.org/10.1016/j.jvb.2019.103346
33. Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623-626. https://doi.org/10.2466/pr0.1995.76.2.623
34. Mason, C.M., Burns, S.M. & Bester, E.A. (2022), "Supporting students' employability through structured, event-based engagement with employers", Education + Training, 4(5), 598-618. https://doi.org/10.1108/ET-04-2021-0145
35. McMurray, S., Dutton, M., McQuaid, R., & Richard, A. (2016). Employer demands from business graduates. Education+ Training, 58(1), 112-132. https://doi.org/10.1108/ET-02-2014-0017
36. Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89. https://doi.org/10.1016/1053-4822(91)90011-Z
37. Morrison, E. W., & Robinson, S. L. (1997). When employees feel betrayed: A model of how psychological contract violation develops. Academy of management Review, 22(1), 226-256. https://doi.org/10.5465/amr.1997.9707180265
38. Ng, E. S. W., Schweitzer, L., & Lyons, S. T. (2010). New generation, great expectations: A field study of the millennial generation. Journal of Business and Psychology, 25(2), 281-292. https://doi.org/10.1007/s10869-010-9159-4
39. Ng, P. M., Chan, J. K., Wut, T. M., Lo, M. F., & Szeto, I. (2021). What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions. Education+ Training, 63(6), 852-871 https://doi.org/10.1108/ET-08-2020-0231
40. Nicolescu, L. & Nicolescu, C. (2019), "Using PLS-SEM to build an employability confidence model for higher education recipients in the field of business studies", Kybernetes, 48(9), 1965-1988. https://doi.org/10.1108/K-04-2018-0165
41. Peeters, E., Nelissen, J., De Cuyper, N., Forrier, A., Verbruggen, M., & De Witte, H. (2017). Employability Capital: A Conceptual Framework Tested Through Expert Analysis. Journal of Career Development, 46(2), 79-93. https://doi.org/10.1177/0894845317731865
42. 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. https://doi.org/10.1080/03075079.2019.1623770
43. Rothwell, A., Herbert, I., & Rothwell, F. (2008). Self-perceived employability: Construction and initial validation of a scale for university students. Journal of vocational behavior, 73(1), 1-12. https://doi.org/10.1016/j.jvb.2007.12.001
44. Rowe, A. D., & Zegwaard, K. E. (2017). Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning. Asia-Pacific Journal of Cooperative Education, 18(2), 87-99. https://researchcommons.waikato.ac.nz/server/api/core/bitstreams/d76b1f4d-2284-42e5-9392-81bfa4770611/content
45. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. http://dx.doi.org/10.1006/ceps.1999.1020
46. Sarkar, M., Overton, T., Thompson, C., & Rayner, G. (2016). Graduate employability: Views of recent science graduates and employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48. https://openjournals.library.sydney.edu.au/CAL/article/view/11043
47. Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational And Psychological Measurement, 66(4), 701-716. https://doi.org/10.1177/0013164405282471
48. Singh, P., Thambusamy, R., Ramly, A., Abdullah, I. H., & Mahmud, Z. (2013). Perception differential between employers and instructors on the importance of employability skills. Procedia-Social and Behavioral Sciences, 90, 616-625. https://doi.org/10.1016/j.sbspro.2013.07.133
49. Succi, C., & Canovi, M. (2019). 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
50. Tomlinson, M. (2008). The degree is not enough: Students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49-61. https://doi.org/10.1080/01425690701737457
51. Tomlinson, M. (2017), Forms of graduate capital and their relationship to graduate employability. Education + Training, Vol. 59 No. 4, pp. 338-352. https://doi.org/10.1108/ET-05-2016-0090
52. Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: a review of the higher education literature. Studies in higher education, 37(3), 365-384. https://doi.org/10.1080/03075079.2010.521237
53. Twenge, J. M. (2010). A review of the empirical evidence on generational differences in work attitudes. Journal of Business and Psychology, 25(2), 201-210. https://doi.org/10.1007/s10869-010-9165-6
54. Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 36(5), 1117-1142. https://doi.org/10.1177/0149206309352246
55. Tymon, A. (2011). The student perspective on employability. Studies in Higher Education, 38(6), 841-856. https://doi.org/10.1080/03075079.2011.604408
56. Urkia-Basterra, I., Imaz Agirre, A. and Álvarez-Huerta, P. (2025), "Soft skills development in work-based learning: a systematic literature review", Higher Education, Skills and Work-Based Learning. https://doi.org/10.1108/HESWBL-11-2024-0348
57. Wen, Z., & Ye, Y. (2024). Work values, perceived employability and rural employment intention among Chinese college students: the mediating effect of protean career orientation. Asia Pacific Journal of Education, 1-17. https://doi.org/10.1080/02188791.2024.2364659
58. Wong, B., Chiu, Y. L. T., Copsey-Blake, M., & Nikolopoulou, M. (2022). A mapping of graduate attributes: What can we expect from UK university students?. Higher Education Research & Development, 41(4), 1340-1355. https://doi.org/10.1080/07294360.2021.1882405
59. Yorke, M (2006). Employability in Higher Education: What It Is, What It Is Not. Higher Education Academy, York. https://www.advance-he.ac.uk/knowledge-hub/employability-higher-education-what-it-what-it-not
60. Yorke, M., & Knight, P. T. (2006). Embedding employability into the curriculum, Learning and employability series, no. 1, Higher Education Academy, York. https://www.advance-he.ac.uk/knowledge-hub/embedding-employability-curriculum