童敏君

劉寶存

教育學院

教育學博士學位課程(中文學制)

博士

2020

Research on Framework Construction and Assessment of Business English Graduates’ Employability in Higher Vocational Colleges

Research on Framework Construction and Assessment of Business English Graduates’ Employability in Higher Vocational Colleges

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Employability; Business English Graduates; Assessment; Higher Vocational Colleges

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Employability is a key factor in achieving long-term competitiveness for a corporation and career growth for an individual. Employability has increasingly become an important indicator of the competency of employees in the workplace and the quality of college students’ education.
The employability model has also become an important analytical framework for studying the ever-changing relationship between human resource management, higher education and the job market. At present, the demand for business English graduates is increasing. However, there is a skill gap between their educational readiness and the recruitment requirements. To solve this problem, a model of employability for business English graduates is urgently needed.
Based on the theory of Human Capital, Person-environment Fit, McClelland’ Competency Theory and Iceberg Model, this study adopted Mixed Methods research and carried out the research design according to the exploratory sequence design, which combined qualitative research and quantitative research. The first step was to draft the interview outline based on the previous research. After the in-depth interview, encoded and analyzed the interview data, and constructed an initial employability framework. Finally, drew up the questionnaire according to the coding results of the interview data. Six experts were invited to verify the face validity and content validity. After that, a pilot test was performed to test the reliability and validity of the questionnaire, and SPSS 22 and AMOS 21were used to conduct item analysis and factor analysis. After the validation, the formal assessment was carried out by purposive sampling, and SPSS 22 was used to analyze the quantitative data. In the qualitative research, 21 stakeholders were interviewed, and a framework of 3 dimensions, 9 categories and 41 themes were obtained. After the face and content validity test, a revised framework of 3 dimensions, 9 categories and 46 themes were obtained. In the quantitative research, 394 effective participants were recruited in the pilot test. After EFA and CFA, a model of 3 dimensions and 10 sub-dimensions was constructed, and a 46-item scale of employability for business English graduates was developed. In the assessment, 483 effective participants were recruited from different types of colleges in Fujian province. The results are as follows:
Firstly, the employability of business English graduates is multi-dimensional, with 3 dimensions—professional knowledge, generic competencies and career management; 10 sub-dimensions—English language skills, foreign trade competencies, computer & internet application skills, social skills, learning & development, personal traits, thinking ability, work ethics, career identity & planning, and service awareness; and 46 items.
Secondly, the employability of business English graduates reaches the standard of talent training and meets the requirements of employers, among which English language skills just basically meet the requirements and needs further strengthening.
Thirdly, there is gender difference in the employability of business English graduates, which mainly lies in English language skills and foreign trade competencies.
Fourthly, there is difference in the employability of business English graduates from different places of origin, which mainly lies in work ethics.
Fifthly, there is difference in the employability of business English graduates from different types of colleges, mainly lies in foreign trade competencies, learning & development, and work ethics.
This study reconfirms the previous view that employability is multi-dimensional and measurable, which is the outcome of higher education. It also shows that HEPs should embed employability skills into the curriculum and try to cultivate multi-dimensional competences of students.
Based on the results, this thesis proposed some suggestions: On curriculum setting, the courses for business English majors in higher vocational colleges should include four modules¬¬—language knowledge and skills module, foreign trade knowledge and skills module, humanistic quality module and professional quality module; On teaching, there are some knowledges or skills that should be strengthened—English language skills, foreign trade operation, professional ethics, general education and humanistic quality. It is also suggested that some reform should be conducted in computer teaching, and learning and development ability and other abilities should be improved during teaching; On career counseling, colleges should guide students to understand and plan their career orientation by every means; On teaching staff, it is necessary to have a certain proportion of dual-qualified teachers, invite outstanding and experienced staff in foreign trade to be part-time teachers and release teachers from non-teaching trifles; On the integration of industry and education, enterprises, society and colleges should work together to establish fruitful practice and training bases for business English majors, both on and off campus, compile textbooks and training manuals, so as to carry out better college-enterprise cooperation.

2022

英文

312

Acknowledgements I
Abstract III
List of Figures XII
List of Tables XIV
List of Abbreviations XVIII
Chapter One Introduction 1
1.1 Research Background 1
1.1.1 Employability Has Attracted Worldwide Attention 1
1.1.2 Foreign Trade Practitioners Are in Great Demand in Economic Globalization 6
1.1.3 The Cultivation and Employment Status of Business English Majors Need to Be Improved 9
1.1.4 Research on Employability of Business English Graduates Is in Urgent Need 12
1.2 Statement of the Problem 15
1.3 Purpose of the Research 17
1.4 Research Questions 18
1.5 Significance of the Research 18
1.5.1 Theoretical Significance 18
1.5.2 Practical Significance 20
1.6 Term Definition 21
1.6.1 Higher Vocational Education 21
1.6.2 Higher Vocational College 21
1.6.3 Business English Major 22
1.6.4 Graduates 23
1.6.5 Employability 23
Chapter Two Literature Review 25
2.1 The Concept of Employability 27
2.1.1 Employability Defined by Different Countries and Institutions 28
2.1.2 Definitions of Employability by Different Scholars 30
2.2 The Framework of Employability and the Requirements of Competences for Business English Graduates 33
2.2.1 The Framework of Employability 33
2.2.2 Generic Competences in Employability 42
2.2.3 Requirements of Competences for Business English Graduates 48
2.3 Assessment of Employability and the Status Quo of Employment and Employability of Business English Graduates 62
2.3.1 Assessment of Employability 62
2.3.2 Status Quo of Employment and Employability of Business English Graduates 67
2.4 Employability and Higher Education 71
2.5 Summary of Literature Review 74
Chapter Three Research Design and Methodology 80
3.1 Research Design 80
3.1.1 Selection of Research Methods 80
3.1.2 Research Ideas and Procedures 85
3.2 Data Collection and Analysis Methods 89
3.2.1 Qualitative Research 89
3.2.2 Quantitative Research 94
3.3 Theoretical Basis of This Study 97
3.3.1 Human Capital Theory 97
3.3.2 Person-Environment Fit Theory 101
3.3.3 Competency Theory and Iceberg Model 104
3.4 Research Hypothesis 107
3.5 Research Ethics 108
Chapter Four Competence Framework of Employability for Business English Graduates 110
4.1 Research Objectives 110
4.2 Research Methods 110
4.2.1 Data Collection Methods 110
4.2.2 Participants 111
4.2.3 Research Tools and Materials 113
4.3 Data Analysis Methods 113
4.3.1 Collation of Interview Data 113
4.3.2 Coding Requirements for Interview Data 114
4.3.3 The Specific Coding Process of Interview Data 115
4.4 Construction of the Employability Framework for Business English Graduates 144
4.5 Findings in the Qualitative Research 148
4.5.1 Components of Employability 148
4.5.2 Comparison of the Word Cloud of Different Stakeholders’ Interview Data 162
4.5.3 Current Status of Business English Teaching 165
4.6 Summary of This Chapter 179
Chapter Five Development of the Employability Questionnaire for Business English Graduates 183
5.1 Compilation of the Questionnaire 183
5.1.1 Purpose of Questionnaire Compilation 183
5.1.2 Principles of Questionnaire Compilation 183
5.1.3 Draft of the Questionnaire 184
5.1.4 Evaluation of the Face Validity and Content Validity of the Questionnaire Draft 188
5.1.5 Formation of the Employability Questionnaire for Business English Graduates 191
5.2 Validation of the Employability Questionnaire for Business English Graduates 191
5.2.1 Participants 192
5.2.2 Implementation Process of Pilot Study 192
5.2.3 Data Analysis 193
5.3 Summary of This Chapter 225
Chapter Six Status Quo of the Employability of Business English Graduates 228
6.1 Research Objectives 228
6.2 Participants 229
6.3 Assessment of the Employability of Business English Graduates 230
6.3.1 The Overall Level of Employability of Business English Graduates (Test of Hypothesis 2) 230
6.3.2 Gender Differences in Employability of Business English Graduates (Test of Hypothesis 3) 233
6.3.3 Difference in the Employability of Graduates from Different Places of Origin (Test of Hypothesis 4) 237
6.3.4 Difference in the Employability of Graduates from Different Institutions (Test of Hypothesis 5) 239
6.4 Discussion and Summary of This Chapter 244
6.4.1 Overall Situation of the Assessment Results 244
6.4.2 Comparative Analysis of Employability of Graduates in Different Genders 244
6.4.3 Comparative Analysis of Employability of Graduates from Different Student Origins 245
6.4.4 Comparative Analysis of Employability of Graduates from Different Institutions 245
6.4.5 Summary of This Chapter 246
Chapter Seven Conclusion, Discussion and Suggestions 247
7.1 Research Conclusion 247
7.2 Discussion 250
7.2.1 Employability is Multi-dimensional and Measurable 250
7.2.2 Employability is the Outcome of Higher Education 253
7.2.3 The Cultivation of Business English Majors Should Be Multi-dimensional 255
7.3 Suggestions for Improving the Employability of Business English Graduates 258
7.3.1 Suggestions for Curriculum Setting 258
7.3.2 Suggestions for Teaching 260
7.3.3 Suggestions for Career Counseling 265
7.3.4 Suggestions for Teaching Staff Construction 266
7.3.5 Suggestions for the Integration of Industry and Education 267
7.4 Contributions, Limitations and Suggestions for Future Research 268
7.4.1 Contributions of This Study 268
7.4.2 Innovations of This Study 268
7.4.3 Limitations of This Study 269
7.4.4 Suggestions for Future Research 269
Bibliography 270
Appendices 295

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