Enhancing Objective and Subjective Career Outcomes for Graduates in Italy: Perceived Employability and University Support

Introduction

Providing employment and sustainable careers for university students is at the heart of EU and national employment strategies, with expectations that higher education should contribute to national economic growth and prepare graduates for a successful transition into the labor market (Anderson & Tomlinson, 2021). Moreover, the recent crisis caused by the COVID-19 pandemic has added to the structural problems that affect the labor market for graduates, making it still more relevant for universities to equip their students with the resources required for them to succeed in their university-to-work transition (Lopez-Minguens et al., 2021; Pereira et al., 2020).

Given this situation, growing attention has focused on perceived employability (PE) and student’s perception of their chances of obtaining and maintaining employment after graduation (Vanhercke et al., 2014; Qenani et al., 2014). More specifically, PE represents a critical resource for students, especially in turbulent times, to gain or retain employment and to develop a sustainable career over time (Clarke, 2018; Fugate et al., 2004; Monteiro et al., 2021; van Harten et al., 2022). The underlying assumption is that individuals act and behave based on their perceptions rather than their actual abilities (Qenani et al., 2014). Indeed, students who perceive themselves to be more employable in the labor market have proven to make more effective decisions about their development and career perspectives during both studies and work experience, that finally can help them to reach higher professional success (Forrier et al., 2015; Vanhercke et al., 2014). Consequently, PE could be decisive in reaching career-related goals.

Despite this, empirical evidence of the relationship between students’ PE and their subsequent career outcomes is surprisingly scarce (Caricati et al., 2016). For this reason, the principal aim of the study presented in this chapter is to explore how PE among undergraduate students relates to their prospective career outcomes.

Furthermore, the literature does not sufficiently investigate the role played by universities in supporting the PE of their students. In fact, the current body of research on PE in higher education mainly focuses on individual determinants (e.g., Berntson et al., 2006; Qenani et al., 2014), revealing that different dimensions of individual human, social and psychological capital contribute to predicting students’ PE. However, PE results from both individual and contextual factors (Forreir & Sels, 2003), where the latter concerns the opportunities for development and professional growth offered in specific environments (university, employer, labor market, etc.). Previous studies have explored the role of universities in enhancing PE through the development of skills, abilities and personal resources, which could be critical for students’ prospective employability and employment chances. For example, empirical works highlighted the importance of work-integrated learning and extracurricular activities (Jackson & Wilton, 2017), university career and placement services (Donald & Hughes, 2023; Donald et al., 2019; Padgett & Donald, 2023), and the support received from the teaching staff (Álvarez-González et al., 2017; Petruziello et al., 2022a).