Key Stakeholder Perspectives on the Employability Skills of Business Graduates in Saudi Arabia

: A Qualitative Study.

Abstract

Saudi Arabia’s Vision 2030 is an ambitious programme designed to convert the country’s oil-based economy into a knowledge-based economy. Human capital is a crucial component of this, and the employability skills of young Saudi business students plays a vital role in achieving the Vision’s objectives. However, many graduates lack the necessary skills required by employers. This study, therefore, was conducted with the aim of developing a deeper understanding of the factors affecting the employability of business students in Saudi Arabia.
The study analysed the perceptions of three major stakeholders – academics, students, and employers – from several Saudi universities. Three theories were adopted, namely institutional theory, experiential learning theory, and situated learning theory. A qualitative method was applied and purposive sampling was used to select thirty-eight of the participants who provided the richest body of information directly related to the phenomenon of employability skills. Face-to-face interviews were carried out and the participant responses thematically analysed in order to identify common themes.
Findings revealed a number of themes to explain the low employability of Saudi business students. Crucial skills for business graduates found lacking in these subjects included communication skills, functional competencies, technology-related skills, interpersonal competencies, and personal attributes. Impeding factors were found to be outdated curricula; lack of collaboration between academia and industry; outdated, theory-heavy teaching methods; lack of practical knowledge and workplace know-how; low faculty–student ratio; poor admission quality; low motivation for student self-development; lack of recognition for the efforts of academics; lack of resources in universities; and the use of Arabic instead of English as the means of instruction. Suggestions for addressing the skills gap included the addition of industry-relevant elective courses, more experiential learning opportunities, and stronger collaboration between academia and the industry.

Date of Award	2023
Original language	English
Awarding Institution	University of Dundee
Supervisor	Lissa Monk (Supervisor) & Gizella Marton (Supervisor)