From Classroom To Career: A Proposed Model For Increasing Employability Through Industry Partnerships And Practical Learning

Abstract

In this study, a coherent model is proposed that will utilize Social Learning Theory (SLT) for strengthening graduate employability backed by quantitative research through surveys to test the hypotheses. This study let’s all academic institutions collaborate with industries in order to have a transition from classroom towards career. The study identifies important factors including work-integrated learning (WIL) opportunities, industry advisory board involvement, capstone projects, entrepreneurship programs, and research collaboration. The problem addressed is an existing gap between educational outcomes and evolving market demands, leading to a more concerted alignment of academic programs in tune with industry needs. The main objectives of this study are to clarify how these educational strategies influence essential skills and competencies enhancing employability. Important variables include student involvement in WIL, mentorship by industry practitioners, collaborative learning in capstone projects, participation in entrepreneurship initiatives, and involvement in research collaborations. The study hypothesizes that the more these activities are engaged with, the more positive employability and skills development outcomes for graduates will arise. Using Social Learning Theory as a principal theoretical orientation, the study sets forth a quantitative approach to surveying employability outcomes and hypothesizing results. This seeks to offer empirical evidence for how the principles of SLT can be sustainably adopted into education. Implications from this study then apply to educational institutions, policymakers, and employers to highlight the need for collaborative involvement in adequately preparing graduates for the workforce. By facilitating environments for observational learning, mentorship, and hands-on experience, educational institutions are better able to equip students for the labor market's challenges. Future directions in research will focus on attempting empirical verification of the proposed model concerning the particular contribution of research collaborations to employability. Longitudinal studies will help recognize the permanence of educational strategies on graduates' career successes. This study intends to significantly contribute to the debate on improving graduate employability through uniquely designed educational premises that are well-anchored in Social Learning Theory.

Keywords: Social Learning Theory, graduate employability, work-integrated learning, industry engagement, capstone projects, entrepreneurship programs, research collaborations, skill development.