Abstract
Access to higher education has been the subject of considerable debate among policy
makers and academicians. But the concept lacks empirical evidence regarding its
impact upon students and societal outcomes. This study provides empirical answer
to the research question: how do access to higher education and teachers’ support
relate to graduates’ self-perceived employability and psychological wellbeing?
The data were collected from 520 students of bachelors and master’s programs in
rural campuses of an oldest University of Pakistan and analyzed through Structural
Equation Modelling (SEM) using AMOS and SPSS software. Results reveal that
access to higher education and teachers support are positively related with selfperceived employability of graduating student with little or no difference among
gender. Whereas, teachers support also contributes to psychological wellbeing of
the students. The impact of access to higher education on psychological wellbeing
was insignificant. This study provides implications for universities, policy makers,
and human resource management professionals regarding enhancement of graduate
employability.
Haroon Bakari, Ahmed Imran Hunjra. (2018) Access to Higher Education: The Source of Graduate Employability and Wellbeing, Journal of Education and Educational Development, volume 5, 5.2.
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