Journal of Entrepreneurial Strategies in Agriculture

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Gholami H, Ghasemi J, Afzali Goroh A. (2020). The Analysis of Agricultural Students' Employability: A case from Agriculture and Natural Resources University College, University of Tehran. J Entrepreneurial Strategies Agric. 7(13), 114-126. doi:10.52547/jea.7.13.114
URL: http://jea.sanru.ac.ir/article-1-228-en.html

Addressing students’ employability by agricultural colleges has been highlighted due to dramatic changes in agricultural graduates’ labor market in recent years. Thus, this study was conducted to measure the agricultural students’ employability (N= 715) and its correlation with some variables in agriculture and natural resources university college, University of Tehran. Sample size was determined via Cochran formula (n=190). Sample were accessed through stratified proportional sampling. Data were collected via a questionnaire, validity of which was confirmed by a panel of experts and its reliability was examined by computing Cronbach’s alpha. Data were analyzed using SPSS₂₀ software. Results revealed that agricultural students' employability skills mean score was 3.3 from 5 which was inferred as moderately higher than average. Students were weaker in work and life experience (mean core= 2.72) and degree subject knowledge and skills (mean core= 2.81). Furthermore, perceived importance of employability skills development, agricultural experience, being interested in the field of study, non- agricultural experience, assignment of responsibilities in childhood by family were significantly correlated with student's employability. Male students reported higher scores in all employability components i.e experience (work & life); degree subject knowledge, understanding and skills; generic skills; emotional intelligence and overall employability mean scores. These differences were significant except for generic skills and emotional intelligence. Generally, it is recomeneded to integrate employability in agricultral collges educational programs. This integration should be gender-sentive for considering female students' weakness in most of emaployability components.