Exploring Employability Competence of Traditional and Non-Traditional Students

Abstract

This study examined whether there were significant differences between traditional and non-traditional students and gender on six experts-based employability competencies. The study was anchored on social cognitive theory and obtained data from 405 students using simple random sampling and analyzed using an independent T-test. The study established significant differences between traditional and non-traditional students on employability competencies—emotional regulation, lifelong learning, and efficacy beliefs—but not in social competence, metacognitive and oral and written communication. Significant differences were also observed based on gender with emotional regulation, lifelong learning and oral communication but not in social competence, meta cognitive and oral, and written communication. The study established the fact that employability competencies are not universal but contextual and provides the bases for HEIs in emerging economies to re-examine curriculum to prepare students for the world of work.