| Title: |
The Influence of Work-Integrated Learning Programs on the Sustainable Transition of Graduates to the Labor Market |
| Language: |
English |
| Authors: |
Bijin Philip (ORCID 0000-0003-4551-1878); Geethu Anna Mathew; Roshen Therese Sebastian |
| Source: |
Higher Education, Skills and Work-based Learning. 2025 15(6):1244-1262. |
| 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: |
19 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Foreign Countries; College Graduates; Work Based Learning; Employment Potential; Job Satisfaction; Student Adjustment; Social Networks; Skill Development |
| Geographic Terms: |
India |
| DOI: |
10.1108/HESWBL-03-2025-0123 |
| ISSN: |
2042-3896 |
| Abstract: |
Purpose: This study aims to shed light on how work-integrated learning programs (WILP) affect graduate employability, job satisfaction and students' adaptability to sustainable career transitions in comparison to participants who were not part of WILP. Through a validated model, this study also attempted to map the relationships among employability, job satisfaction, industry engagement and networking and skill enhancement under the auspices of WILP. Design/methodology/approach: In order to assess the study's objectives, the researchers used structural equation modeling to analyze the quantitative data. Purposive and snowball sampling methods were used to gather primary data from 490 participants, of whom 295 were WIL participants and 195 were non-WIL participants who were recent graduates. Using regression analysis, structural equation modeling (SEM) and exploratory factor analysis (EFA), the objectives have been proved and the model validated. Findings: The findings of this study show that WIL graduates (M = 4.20 and SD = 0.60) and non-WIL graduates (M = 3.65 and SD = 0.65) had a statistically significant difference in career satisfaction. In every dependent variable, WIL participants outperform non-participants. According to SEM, WIL plays a crucial role in deciding students' professional success by indirectly influencing career satisfaction through skill development, exposure to the industry, and self-confidence, all of which improve employability. The model displays good fit indices (CFI = 0.95, TLI = 0.94 and RMSEA = 0.04), affirming its strength and validity. Practical implications: Academicians, policymakers and organizations can rely on the suggestions of this study to enhance graduates' employability and satisfaction. The results specify that WIL should be designed to cater to the industry demands, which in turn results in job readiness. Social implications: The study signifies the role of WIL in expediting positive career transitions, which in turn results in augmenting employability and raising economic stability. It advocates the broader-level application of WIL initiatives to link educational outcomes with industry demands. Originality/value: This study reinforces the existing literature by suggesting an advanced model that connects numerous features of WIL programs and their impact on career success. It can be considered one of the few researchers to empirically prove the links between these variables using structural equation modeling (SEM). |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1491599 |
| Database: |
ERIC |