The relationship between employability skills and career adaptability: a case of undergraduate students of the United Arab Emirates

Abstract

Purpose

The purpose of this study is to examine the psychometric properties of the Career Adapt-Abilities Scale (CAAS-Arabic form) and investigates the relationship between Emirati students' employability skills and their career adaptability in the workplace, against the backdrop of the Fourth Industrial Revolution (IR 4.0).

Design/methodology/approach

A survey was conducted of 420 full-time, working and part-time students in their final year in the United Arab Emirates (UAEs).

Findings

As hypothesized, career adaptability is positively related to the employability skills of complex problem-solving, critical thinking, creativity, people management and coordinating with others, even when controlling for demographic characteristics.

Practical implications

Consistent with career construction theory, this study presents evidence of the instrumental role of skills required for IR 4.0 in managing career resources and subjective career success. Understanding the relationship between IR 4.0 skills and career adaptability offers valuable insights for academia and policymakers on formulating strategies and action plans to continually update Emirati students' transferable skills. It is also crucial for long-term success in human capital sustainability under the Emiratization policy.

Originality/value

This study is a preliminary step toward clarifying the complex mechanism through which career adaptability relates to career outcomes and sustaining employability. Concentrating on UAE undergraduates, this study elucidates the relationship between employability skills and career adaptability, and advocates more research employing boundary conditions that might limit their effects on adapting behaviors.

Citation

Khalid, K. and Ahmad, A.M. (2021), "The relationship between employability skills and career adaptability: a case of undergraduate students of the United Arab Emirates", Higher Education, Skills and Work-Based Learning, Vol. 11 No. 5, pp. 1035-1054. https://doi.org/10.1108/HESWBL-08-2020-0175