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 |
| 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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