The impact of self-directed learning on employability: Insights from construction and architecture students in Vietnam
Date Published:
25/07/2025
Online Published:
25/07/2025
Section:
Business Administration, Marketing, Commerce, and Tourism
Main Article Content
Abstract
This study examines the influence of self-directed learning (SDL) on the employability of architecture and construction students in Vietnam. Using data from 463 participants and Structural Equation Modeling (SEM), it analyzes four SDL dimensions: learning motivation, self-management, cooperative learning, and information quality. Results show that learning motivation, self-management, and especially cooperative learning significantly enhance employability. However, information quality does not exhibit a direct effect. The study introduces Expectations from Self (EFS) reflecting psychological capital as a new variable. EFS positively moderates the impact of cooperative learning but unexpectedly weakens the influence of information quality on employability. These findings suggest that students with higher self-expectations benefit more from collaborative learning, while those with lower EFS rely more on information quality. The study contributes to employability theory by integrating EFS and underscores the importance of embedding SDL and personalized support into curriculum design to better prepare graduates for complex labor market demands.
Keywords
Cooperative Learning; Employability; Higher Education; Self-Directed Learning; Student Motivation
Article Details
Field of Economic (JEL Codes)
D83 - Search • Learning • Information and Knowledge • Communication • Belief • Unawareness - Information, Knowledge, and Uncertainty, F61 - Microeconomic Impacts - Economic Impacts of Globalization, J24 - Human Capital • Skills • Occupational Choice • Labor Productivity - Demand and Supply of Labor, M12 - Personnel Management • Executives; Executive Compensation - Business Administration, M51 - Firm Employment Decisions • Promotions - Personnel Economics
References
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Dacre Pool, L., & Sewell, P. (2007). The key to employability: Developing a practical model of graduate employability. Education + Training, 49(4), 277-289. https://doi.org/10.1108/00400910710754435
Dawson, J. F. (2014). Moderation in management research: What, why, when, and how. Journal of business and psychology, 29(1), 1-19. https://doi.org/10.1007/s10869-013-9308-7
Douglass, C., & Morris, S. R. (2014). Student perspectives on self-directed learning. Journal of the Scholarship of Teaching and Learning, 14(1), 13-25. https://doi.org/10.14434/josotl.v14i1.3202
Du Toit-Brits, C. (2015). Endowing self-directed learning in learning environments: Interrelated connection between students’ environments and self-directed preparedness. Journal of Educational Studies, Special issue 1, 32–52. https://hdl.handle.net/10520/EJC187880
Falk, A. (2012). Enhancing the Team Experience in Service Learning Courses. Commitment, 18, 1-16. https://scholarworks.merrimack.edu/soe_facpub/1/
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
Freudenberg, B. M. Brimble and Cameron, C. (2011). WIL and generic skill development: The development of Business students' generic skills through Work-Integrated Learning, Asia- Pacific Journal of Cooperative Education, 12(2), 79-93. SSRN: https://ssrn.com/abstract=1851169
Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blended learning environments. International Journal of Educational Technology in Higher Education, 16(1), 1-22. https://doi.org/10.1186/s41239-019-0177-8
Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250-279. https://doi.org/10.1016/0030-5073(76)90016-7
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24. https://doi.org/10.1108/EBR-11-2018-0203
Harvey, L. (2005). Embedding and integrating employability. New Directions for Institutional Research, 128, 13-28. https://doi.org/10.1002/ir.160
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115–135. https://doi.org/10.1007/s11747-014-0403-8
Iwasiw, C. L. (1987). The role of the teacher in self-directed learning. Nurse Education Today, 7(5), 222-227. https://doi.org/10.1016/0260-6917(87)90005-0
Knight, P.T. and Yorke, M., (2003). Assessment, Learning and Employability. Berkshire, England: The Higher Education Academy, McGraw-Hill.
Knowles, M., (1975). Self-directed Learning: A Guide for Teachers and Learners. Follett, Chicago, IL.
Kreber, C. (2006). Setting the context: The climate of university teaching and learning. New Directions for Higher Education, 133, 5–11. https://doi.org/10.1002/he.224
Leary, H., Walker, A., Lefler, M., & Kuo, Y. C. (2019). Self‐directed learning in problem‐based learning: A literature review. The Wiley Handbook of Problem‐Based Learning, 181-198. https://doi.org/10.1002/9781119173243.ch8
Lemmetty, S., & Collin, K. (2020). Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work. Vocations and Learning, 13(1), 47-70. https://doi.org/10.1007/s12186-019-09229-w
Loeng, S. (2020). Self‐directed learning: A core concept in adult education. Education Research International, 1, 3816132. https://doi.org/10.1155/2020/3816132
Louws, M. L., Meirink, J. A., Van Veen, K., & Van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171-183. https://doi.org/10.1016/j.tate.2017.04.004
Macaskill, A., & Denovan, A. (2013). Developing autonomous learning in first year university students using perspectives from positive psychology. Studies in Higher Education, 38(1), 124-142. https://doi.org/10.1080/03075079.2011.566325
Maina, J. J. and Daful, C. K. (2017). Do they measure up? Architecture Graduates' Perception of Acquired Skills, Employers' Expectations and what is obtained. Journal of Research in National Development, 5(1), 153-161.
Matsouka, K., & Mihail, D. M. (2016). Graduates’ employability: What do graduates and employers think? Industry and Higher Education, 30(5), 321-326. https://doi.org/10.1177/0950422216663719
Mok, M. M. C., Cheng, Y. C., Leung, S. O., Shan, P. W. J., Moore, P., & Kennedy, K. (2007). Self-directed learning as a key approach to the effectiveness of education: A comparison among Mainland China, Hong Kong, Macau, and Taiwan. In T. Townsend (Ed.), International Handbook of School Effectiveness and Improvement (417–435). Springer.
Morris, T. H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student-centred learning: a conceptual comparison. Pedagogy, Culture & Society, 1-20. https://doi.org/10.1080/14681366.2023.2282439
Morshidi, M. I., Chew, P. K., & Suárez, L. (2024). The higher education expectation scale: development and testing. Higher Education Research & Development, 43(2), 377-391. https://doi.org/10.1080/07294360.2023.2228222
OECD (2000). Motivating students for lifelong learning. Paris: OECD Publishing. https://read.oecd-ilibrary.org/education/motivating-students-for-lifelong-learning_9789264181830-en#page16
Okolie, U. C., Nwajiuba, C. A., Binuomote, M. O., Ehiobuche, C., Igu, N. C. N., & Ajoke, O. S. (2020). Career training with mentoring programs in higher education: Facilitating career development and employability of graduates. Education + Training, 62(3), 214-234. https://doi.org/10.1108/ET-04-2019-0071
Oliver, B. (2015). Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies. Journal of Teaching and Learning for Graduate Employability, 6(1), 56–65. https://doi.org/10.21153/jtlge2015vol6no1art573
Oluwatayo, A., Opoko, A., Ezema, I., & Irohma, O. (2016). How do students perceive their employability readiness: The case of architecture students. In 3rd International Conference on African Development Issues (CU-ICADI) (pp. 193–195). Covenant University Press. Retrieved from http://eprints.covenantuniversity.edu.ng/6655/
O’Shea, E. (2003). Self-directed learning in nurse education: A review of the literature. Journal of Advanced Nursing, 43(1), 62-88. https://doi.org/10.1046/j.1365-2648.2003.02673.x
Osmani, M., Weerakkody, V., Hindi, N. M., Al-Esmail, R., Eldabi, T., Kapoor, K., & Irani, Z. (2015). Identifying the trends and impact of graduate attributes on employability: A literature review. Tertiary Education and Management, 21(4), 367-379. https://doi.org/10.1080/13583883.2015.1114139
Pinder, C. C. (2014). Work motivation in organizational behavior. Psychology Press. https://doi.org/10.4324/9781315734606
Rahmat, M., Ahmad, K., Idris, S., & Zainal, N. F. A. (2012). Relationship between employability and graduates’ skill. Procedia-Social and Behavioral Sciences, 59, 591-597. https://doi.org/10.1016/j.sbspro.2012.09.313
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3), 847512. https://doi.org/10.5688/ajpe847512
Rogers, C. R., & Freiberg, H. J. (1994). Freedom to learn. Merrill/Macmillan College Publishing Co.
Saad, M. S. M., Robani, A., Jano, Z., & Majid, I. A. (2013). Employers’ perception on engineering, information and communication technology (ICT) students’ employability skills. Global Journal of Engineering Education, 15(1), 42-47.
Salleh, R., Yusoff, M. A. M., Harun, H., & Memon, M. A. (2016). Gauging industry's perspectives on soft skills of graduate architects: Importance vs. Satisfaction. Global Business & Management Research, 7(2), 55–67. https://api.semanticscholar.org/CorpusID:117685744
Savage, S., Davis, R., & Miller, E. (2009) Exploring graduate transition from university to the workplace: employer, academic and graduate perspectives. In Zillante, G (Ed.) Proceedings of the 34th Australasian Universities Building Educators Conference. School of Natural and Built Environments, University of South Australia, Australia, 1-18. https://eprints.qut.edu.au/20645/
Shannon, S. (2012). “I wish for more than I ever get": Employers’ perspectives on employability attributes of architecture graduates. Creative Education, 3(6), 1016-1023. https://doi.org/10.4236/ce.2012.36150
Shum, B.S., & Crick, R. D. (2016). Learning Analytics for 21st Century Competencies. Journal of Learning Analytics, 3(2), 6-21. https://doi.org/10.18608/jla.2016.32.2
Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in Digital Networks–ICT literacy: A novel assessment of students' 21st century skills, Computers & Education, 109, 11-37. https://api.semanticscholar.org/CorpusID:206931301
Silén, C., & Uhlin, L. (2008). Self-directed learning: A learning issue for students and faculty! Teaching in Higher Education, 13(4), 461-475. https://doi.org/10.1080/13562510802169756
Spencer, J. A., & Jordan, R. K. (1999). Learner-centred approaches in medical education. BMJ, 318(7193), 1280-1283. https://doi.org/10.1136/bmj.318.7193.1280
Suhaili, P., Ahmad, E., & Ainah, M. J. A. (2015). Soft skills construct for architecture graduates in accordance with industry requirements. International Journal of Humanities, Arts and Social Sciences, 1(3), 119-123. http://doi: 10.20469/ijhss.20002-3
Suleman, F. (2018). The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options. Higher Education, 76, 263-278. https://doi.org/10.1007/s10734-017-0207-0
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 72-85. https://doi.org/10.14742/ajet.3451
Tekkol, İ. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in Psychology, 9, 410879. https://doi.org/10.3389/fpsyg.2018.00410
Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59(4), 338-352. https://doi.org/10.1108/ET-05-2016-0090
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How to Cite
Vo, A. T., & Nguyen , C. D. H. (2025). The impact of self-directed learning on employability: Insights from construction and architecture students in Vietnam. Journal of Finance - Marketing Research, 3(2), 65-80. https://doi.org/10.52932/jfmr.v3i2e.776