Students’ and lecturers’ perceptions of employability skill development: A mixed-methods study in Vietnamese higher education

Abstract

Graduate employability is often discussed as a curriculum goal, but students and lecturers may not experience the same learning environment in the same way. This mixed-methods study examines whether student-lecturer perception gaps exist in employability skills development at an anonymised Vietnamese university. Survey data were collected from 486 students and 93 lecturers, and semi-structured interviews were conducted with 45 students and 8 lecturers. The survey compared perceptions across six domains, namely problem-solving and adaptability, human skills, ICT skills, personal organisation and time management, leadership, and communication. The findings show that both groups generally evaluated employability skills development positively, but significant gaps appeared in five of the six domains and in the overall career preparation rating. Lecturers rated problem-solving and adaptability, ICT skills, communication, and overall career preparation more positively than students, while students rated human skills and time management more positively. Interview data suggest that these gaps were shaped by different understandings of practical learning, the visibility of skill development, and the balance between lecturer support and student autonomy. The study argues that employability activities need to be made more visible, meaningful, and connected to students’ future professional lives.