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Graduate Skill Gaps in Applied Higher Education: A Triadic Analysis from a Work-Based Learning Perspective

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Title: Graduate Skill Gaps in Applied Higher Education: A Triadic Analysis from a Work-Based Learning Perspective
Language: English
Authors: Thanh Phuong Nguyen (ORCID 0000-0003-1190-0103)
Source: Higher Education, Skills and Work-based Learning. 2026 16(3):677-692.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Work Based Learning, Employment Potential, Job Skills, College Faculty, Employers, Student Attitudes, Teacher Attitudes, Employer Attitudes, Soft Skills, Digital Literacy, Foreign Countries, Undergraduate Students
Geographic Terms: Vietnam
DOI: 10.1108/HESWBL-01-2026-0063
ISSN: 2042-3896
Abstract: Purpose: This paper investigates graduate skill gaps from a work-based learning (WBL) perspective by examining triadic differences in how students, lecturers and employers perceive employability skills in an applied university context. Design/methodology/approach: A convergent mixed-methods design was employed, integrating survey data from 537 stakeholders (341 students, 102 lecturers and 94 employers) with thematic analysis of qualitative responses. Findings: Significant misalignments exist: lecturers rated students' technical skills highest, while students overestimated their soft skills. While quantitative data showed no significant gap in digital skills, qualitative insights revealed a "digital-readiness paradox" where employers expressed deep concerns about graduates' ability to handle data-driven and AI-integrated workflows. Research limitations/implications: The study is limited to a single applied institution. Future research should involve longitudinal tracking of graduates to measure the actual performance-perception gap. Practical implications: Universities must shift from generic digital literacy to "AI-readiness" and strengthen WBL through industry-led simulations and authentic assessments. Originality/value: This study advances the employability literature by adopting a unique triadic analytical framework to contrast the perceptions of students, lecturers and employers. While prior research (e.g. Nguyen, 2024) has focused on individual agency, this paper unearths the "digital-AI readiness gap" -- a latent misalignment in data-driven workflows often missed by standard surveys. By integrating mixed-methods data within an emerging Southeast Asian context, the study provides a strategic roadmap for recalibrating work-based learning to meet the shifting technological demands of the 2025-2030 labor market.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506118
Database: ERIC
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  Data: Graduate Skill Gaps in Applied Higher Education: A Triadic Analysis from a Work-Based Learning Perspective
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  Data: <searchLink fieldCode="AR" term="%22Thanh+Phuong+Nguyen%22">Thanh Phuong Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1190-0103">0000-0003-1190-0103</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2026 16(3):677-692.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Employers%22">Employers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Employer+Attitudes%22">Employer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Soft+Skills%22">Soft Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/HESWBL-01-2026-0063
– Name: ISSN
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  Data: 2042-3896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This paper investigates graduate skill gaps from a work-based learning (WBL) perspective by examining triadic differences in how students, lecturers and employers perceive employability skills in an applied university context. Design/methodology/approach: A convergent mixed-methods design was employed, integrating survey data from 537 stakeholders (341 students, 102 lecturers and 94 employers) with thematic analysis of qualitative responses. Findings: Significant misalignments exist: lecturers rated students' technical skills highest, while students overestimated their soft skills. While quantitative data showed no significant gap in digital skills, qualitative insights revealed a "digital-readiness paradox" where employers expressed deep concerns about graduates' ability to handle data-driven and AI-integrated workflows. Research limitations/implications: The study is limited to a single applied institution. Future research should involve longitudinal tracking of graduates to measure the actual performance-perception gap. Practical implications: Universities must shift from generic digital literacy to "AI-readiness" and strengthen WBL through industry-led simulations and authentic assessments. Originality/value: This study advances the employability literature by adopting a unique triadic analytical framework to contrast the perceptions of students, lecturers and employers. While prior research (e.g. Nguyen, 2024) has focused on individual agency, this paper unearths the "digital-AI readiness gap" -- a latent misalignment in data-driven workflows often missed by standard surveys. By integrating mixed-methods data within an emerging Southeast Asian context, the study provides a strategic roadmap for recalibrating work-based learning to meet the shifting technological demands of the 2025-2030 labor market.
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    Subjects:
      – SubjectFull: Work Based Learning
        Type: general
      – SubjectFull: Employment Potential
        Type: general
      – SubjectFull: Job Skills
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      – SubjectFull: College Faculty
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      – SubjectFull: Employers
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Employer Attitudes
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      – SubjectFull: Soft Skills
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Vietnam
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      – TitleFull: Graduate Skill Gaps in Applied Higher Education: A Triadic Analysis from a Work-Based Learning Perspective
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