Purpose: The purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability.Design/methodology/approach: This research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability.Findings: Based on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL.Originality/value: As a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach.

Purpose: Embedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the antecedents of internal and external perceived employability. The research attempts to test a theoretical model examining the relationships among human capital, work values, career self-management, internal perceived employability and external perceived employability.Design/methodology/approach: Data were collected from 588 students who have internship experience from two self-financing higher education institutions in Hong Kong. We adopted structural equation modelling (SEM) to test the proposed research hypotheses.Findings: Results support the idea that human capital and intrinsic work values are significant antecedents of perceived employability. Furthermore, this relationship is fully mediated by career self-management. The implications of the findings for understanding the process through which psychological variables affect an individual's perceived employability are discussed.Originality/value: Previous studies have extensively examined the effectiveness of WIL in increasing graduates' employability. However, unclear focus has been given to examine psychological attributes, such as human capital, work values and career self-management in WIL. In addition, few researchers have empirically examined the linkages among human capital, work values, career self-management and employability through internships or WIL experiences. Therefore, to bridge these gaps, the present study examines the effect of human capital, work values and career self-management on students' perceived employability when gaining internships or WIL experiences in a higher education setting.

Purpose: Artificial intelligence (AI) has been used in the workplace for years. There are compulsory or elective AI courses in some universities for students to enroll in. With the wide adoption of AI in many industries now, employers also expect students to make good use of AI to enhance their work productivity and efficiency. Hence, the purpose of this study is to examine the relationship between AI literacy and perceived student employability. Design/methodology/approach: The purposive sampling method was used in a higher educational institution in Hong Kong. About 208 valid responses were obtained from university students. Partial least square structured equation modeling was used in the analysis. Findings: It was found that acceptance of using AI could be determined by perceived usefulness of AI and trust in AI. Attitude toward AI could be influenced by acceptance of using AI. Attitude toward AI is also found to be associated with AI literacy, which affects internal and external employability. Students with more perceived AI knowledge could find it easier to get jobs. Originality/value: This study contributes to a better understanding of the relationship between perceived AI literacy and employability. Higher education should also consider how to prepare students for a new generation of jobs with AI competence as requirements by reassessing their curricula.

With the rapidly aging population, Aging in Place (AIP) assumes an increasingly pivotal role, as it aligns with SDG 3 (Good Health and Well-being) and Environmental, Social, and Governance (ESG) principles. Despite the contributions of AIP, there is a dearth of studies investigating the corresponding needs and well-being of older adults from psychological and sociocultural perspectives. This study aimed to investigate older adults’ needs, beliefs, behaviors, well-being, as well as perceived challenges and opportunities pertaining to AIP. Adopting a qualitative design, in-depth semi-structured interviews were conducted with 41 older adults on an individual basis. Through thematic analysis, a theoretical framework with reference to Self-Determination Theory (SDT) and Social Cognitive Theory (SCT) was established. Findings reveal that the psychological needs of autonomy, competence, relatedness, and dignity are conducive to well-being and decision making. Fear of being a burden to others emerges as a dominant sociocultural construct. This research extends SDT by incorporating the need for dignity as an overarching factor intersecting with SDT needs. Fulfilling psychological needs, honoring cultural beliefs, and aligning with SDG3 and ESG principles are crucial to the successful implementation of AIP. AIP policies should not only consider older adults’ practical needs but also their psychological needs, thereby fostering an age-friendly environment through sustainable development.