Institutional Contexts as Predictors of Transferable Skills Development among Pakistani Undergraduates
DOI:
https://doi.org/10.62843/jssr.v6i1.684Keywords:
Transferable Skills Development, Institutional Context Factors, Different Universities, Departments, Year of Study, Place of ResidenceAbstract
Across the globe, universities emphasize transferable skills development and equip learners with the multidimensional capabilities needed to navigate contemporary workplace demands. Transferable skills are defined as generic skills or cross‑contextual proficiencies that include communication, problem‑solving, analytical, critical, creative and innovative thinking, teamwork, interpersonal, and self‑directed learning skills. This study aims to assess institutional context variables as predictors of transferable skills development among undergraduates. A causal‑comparative research design was employed. Using a stratified random sampling technique, 597 undergraduates enrolled in three public sector universities of Sindh province, Pakistan completed the survey questionnaires. Descriptive findings indicate that learners demonstrated below‑average levels of transferable skills in analytical and critical skills, teamwork and interpersonal skills, academic communication skills, creative thinking and innovation skills, and self‑directed learning skills. Furthermore, institutional factors such as university context, departmental affiliation, year of study, and residential status emerged as significant predictors of transferable skills development among undergraduates. Learners registered in the University of Sindh showed relatively higher levels of transferable skills compared to students enrolled in GC University Hyderabad and Shah Abdul Latif University, Khairpur. Students belonging to Education programs also exhibited greater transferable skills than learners in Natural Sciences, Arts, Commerce, Social Sciences, and Computer‑related disciplines, highlighting the importance of pedagogical orientation and curriculum design. Year‑wise academic progress further revealed that sophomores reported superior transferable skill sets compared to freshmen, juniors, and seniors. Additionally, out‑of‑campus learners displayed a greater extent of transferable skills than hostel residents. For policy implications, universities should set national benchmarks and initiate targeted interventions to ensure continuous skill advancement.
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