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Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors.

Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: Practical Wisdom, Interpersonal Capabilities, Personal Attributes and Organisational Acumen. The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness.

176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with Practical Wisdom the highest scoring domain (91%, SD8) and Personal Attributes the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95%CI 0 to 5)].

All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of Personal Attributes and those with psychological symptoms.

This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce.

The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students.

This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale.

Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy.

Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy.

The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.

The purpose of this paper is to focus on graduate work-readiness challenges in three Asia Pacific economies (Malaysia, Indonesia and Australia), and the roles of three main stakeholders (government, employers and industry) in the process. The intention of the paper is to design a stakeholder-oriented HRM model to address the identified graduate work-readiness challenges.

A qualitative triangulation method comprising interviews and focus groups was used with participant samples for each country – Australia (19), Indonesia (19) and Malaysia (15). Stakeholder-oriented HRM theory underpins the conceptual framework for the paper.

All three countries are currently experiencing difficulties attracting graduates with the required portfolio of qualifications, skills and personal capabilities. The reported effects include: constraints on national economic growth, future production structures, and long-term socio-economic development. Based on a review of the work-readiness and stakeholder-oriented HRM theory literature, it is posited that graduate work-readiness challenges can be effectively addressed by HR professionals in partnership with other key stakeholders.

The study sought the input of only three stakeholder groups for ascertaining graduate work readiness challenges, there is a strong case to include other groups including students/parents and secondary schools.

Bridging the graduate skills gap between government, employers and educational institutions is an important area in which HR professionals can contribute by reducing the mismatch between demand and supply through influencing and balancing the interests and goals of key stakeholders.

This study makes a contribution to the extant literature as it explores the role of HR professionals in relation to a multiple stakeholder strategy to address these challenges in the less-explored Asia Pacific region.

The purpose of this paper is to conceptualise graduate work-readiness (GWR) and to develop a scale to measure it.

The methodology entailed the compilation of a literature review and the conduct of qualitative interviews and a focus group to generate items. This study used the “resource-based view” approach to conceptualise a multi-dimensional–“work-readiness integrated competence model (WRICM)”–consisting of four main factors (namely, intellectual, personality, meta-skill and job-specific resources), with a further ten sub-dimensions. Further, a series of tests were performed to assess its reliability and validity.

A final 53-item WRICM scale covering four dimensions and ten sub-dimensions of GWR was developed based on the perceptions of 362 HR professionals and managers from seven Asia-Pacific countries. The ten sub-dimensions covering 53 work-readiness skills reflect the perceptions of stakeholders regarding the work-readiness of graduates. The scale was found to be psychometrically sound for measuring GWR.

Though the WRICM model is based on the inputs of different stakeholders of GWR (employers, educators, policy makers and graduates), the development of the WRICM scale is based on the perspectives of industry/employers only.

The WRICM model has implications for education, industry, professional associations, policy makers and for graduates. These stakeholders can adapt this scale in assessing the work-readiness of graduates in different streams of education.

The authors believe that the WRICM model is the first multi-dimensional construct that is based on a sound theory and from the inputs from graduate work-readiness stakeholders from seven Asia-Pacific countries.

The paper aims to examine the degree of changes in action readiness and mindset for the IT offshore outsourcing (offshoring) practice of a number of leading finance and insurance organisations. In particular, the article investigates the action readiness (the state, condition or quality of being ready) and mindset (habits, opinions or perceptions which affect a person's attitudes) of organisations for IT offshoring.

The research method applied has explorative research characteristics and consisted of two phases. The first phase included conducting interviews with project managers of 12 organisations in home and offshore countries and the second phase was concerned with an in‐depth analysis of projects in three organisations. By adopting a process research approach, the research takes into account the dynamics of IT offshoring projects in terms of five essential aspects, i.e. the way of working culture, method use, IT activities, IT governance, and knowledge sharing.

The findings indicate that to a greater extent organisations have realised readiness for method use and the mindset for IT activities, and that the overall improvements regarding these aspects have been modest in the last two years. On the other hand, the mindset for dealing with cultural difference has increased while readiness for flexible working, tracking of requirements change, efficient division of work, and systematic communication is still inadequate.

As the findings are concerned with a small sample and particular industries, they are limited in nature. More research is needed to update the findings in other industries with a larger sample. This would help in achieving stronger external validity.

The model used in this research can help organisations in identifying how well they are prepared for or have improved IT offshoring practice in terms of five essential aspects. Based on the degree of readiness and mindset at hand, they can make use of the findings related to particular aspects. In this respect, the findings may provide valuable insights for practitioners.

Most IT offshoring studies employ a variance research strategy, by which cause‐effect relationships among dependent, independent, and mediating factors essential to the subject matter are studied. As an alternative to this strategy, this research adopts a process research approach, which is concerned with the dynamics of IT offshoring practice, which takes into account the emergent and on‐the‐fly nature of IT projects. Such dynamics are examined in terms of two conceptual levels, i.e. action readiness (ability, condition of being readiness) and mindset (opinions, perceptions). These levels, which are often employed as a separate focus in existing studies, are found to be useful in closing the gap between action readiness and mindset for IT offshoring.

It is widely reported that there is a competence deficit between graduating from Australian higher education (HE) and becoming work ready and that the deficit is becoming more pronounced. The purpose of this paper is to examine the work readiness competencies of Australian HE and vocational education (VE) graduates. The reported competence deficits, the causes of these deficits and the potential strategies to overcome these deficits are discussed.

A qualitative, inductive research design was used to examine Australian graduates’ work readiness competence, potential deficits, their causes and possible solutions to gain some preliminary insights and help shape future research. A multiple case design was used comprising key stakeholders’ in-depth interviews and focus group discussions. In-depth semi-structured interviews and focus group discussions were conducted to gain insights from the key stakeholders.

The stakeholders reported that the Australian VE and HE sectors do not sufficiently prepare graduates in terms of their work readiness skills. Self-management skills, communication (written and expression), team-work skills, cognitive skills, system thinking and innovation and creativity were the main work readiness competency deficits reported by the stakeholders.

The research has its limitations in terms of the limited sample and time frame, and the absence of input from graduates. The results of the study indicate the deteriorating state of the Australian graduate labour market and emphasise that an integrated approach is urgently required from all stakeholders to facilitate the transition and reduce the time taken from graduation to employment.

The focus of the study is located in the Australian labour market in terms of the competencies that reportedly are present upon graduation and the competencies that employers are looking for on recruitment. The requisite competency list and the deficits are examined through the lens of four stakeholder groups; government representatives, industry representatives and VE and HE representatives.

Changes in the workplace have raised serious concerns about the future of work and the effectiveness of undergraduate academic programs to sufficiently prepare students for business. The purpose of this paper is to address this concern by exploring how internship employment (placement) is implicated in the young business graduates’ employability prospects.

This research explored the students’ perceptions regarding their degree of “work readiness” after completing an internship program. The concept of “work readiness” is conceptualized in terms of role clarity, ability and motivation. An institution of higher education in Greece provided the sampling frame for this research. Online survey data have been used.

Students who attend internship programs assessed positively all aspects of the work readiness construct. They knew what it was expected by employers from them to do at work. They were able to effectively apply basic academic skills, high-order skills and professional skills required by employers on the job and placed greater importance to the intrinsic rewards than the extrinsic ones.

This is an exploratory study and is designed as a foundation for future empirical studies. Further research could examine the dimensions of the work readiness concept in other geographic contexts and validate the scale measurement with larger samples.

The integration of scattered pieces of literature on graduates’ employability through the lenses of “work readiness” is a novel theoretical approach to explore the effectiveness of internship programs on employability prospects in the Greek context.

Emerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia, conceptualises, measures and compares key facets of dispositional readiness of university students in two post-Soviet nations for digitalised work.

Survey data, addressing technology attitudes and personal–cultural orientations (PCO), were collected by project teams at universities in Ukraine and Latvia and delivered to the authors for analysis. The authors defined three characteristics of digitalised work, conceptually positioned five of the measured constructs as readiness factors and generated readiness profiles for the two national student cohorts. Investigation of significant differences between the groups was conducted using an Independent Samples T-Test. A composite profile was produced for comparing the overall dispositional readiness of both groups for digitalised work.

The factor-level profiles showed similar patterns of dispositional alignment and misalignment with digitalised work. For example, technology optimism and learning interest were reported by large percentages of Ukrainians and Latvians and tolerance for unstructured work by small percentages. However, significant differences were found in group levels of technology optimism, technology anxiety, ambiguity intolerance and empowered decision-making. In each case, the Ukrainian profile appeared more strongly aligned with the target.

The global digitalisation of work requires students, educators, human resource professionals and business leaders to rethink workforce readiness assessment and adapt (re)training programs. Technology enthusiasm and learning interest should be regarded as crucial measurable attitudes motivating technical skills development. Also, cultural orientations should be positioned alongside personality traits and digital skills as factors shaping successful human–computer interaction.

This study initiates a new sociotechnical and cross-cultural trajectory of technology readiness research from data generated in two post-Soviet contexts. Moreover, it positions several measurable dispositions as factors influencing student readiness for digitalised work.

The purpose of this paper to aim at exploring the links between employees’ perceptions of distributive, procedural and interactional justice on one hand and innovation climate and readiness to innovate on the other hand. The role of innovation climate in predicting readiness to innovate is also examined. Further, the study attempts to test the mediating role of innovation climate in justice-readiness to innovate relationship.

This paper aims at exploring the links between employees’ perceptions of distributive, procedural and interactional justice on one hand and innovation climate and readiness to innovate on the other hand. The role of innovation climate in predicting readiness to innovate is also examined. Further, the study attempts to test the mediating role of innovation climate in justice-readiness to innovate relationship.

The findings revealed that perception of justice played a key role in employees’ perception of innovation climate. Innovation climate was found to be positively and significantly related to readiness to innovate. Employees’ readiness to try new ways of doing things and question the existing habits of the work tended to show significant and positive relationship to organizational justice. Innovation climate played a significant yet a partial role in mediating the link between justice and readiness to innovate.

The sample represented only governmental sector and only one emirate of the UAE's seven emirates. The implications of the findings for researchers together with some future guidelines are discussed in the paper.

The paper provides practitioners with some advice about understanding and managing justice and innovation.

The paper is the first study in the UAE and the Middle East that examines the links between justice, innovation climate and readiness to innovate.

This study intends to advance the research on the relationship between high-performance work systems (HPWS) and change readiness by examining the mediating role of positive employee outcomes. Therefore, the streams of strategic human resource management (SHRM) and change management are studied in the context of digital transformation in the post-COVID-19 pandemic scenario.

Primary responses from 409 Information Technology (IT) employees were analysed to investigate the mediating relationship between HPWS, positive employee outcomes and employee readiness to change. Researchers used statistical techniques to analyse the data, such as confirmatory factor analysis, correlations, regression and bootstrapping. In addition, sequential mediation was examined using “PROCESS Macro” and syntax for SPSS.

Results of the study revealed that implementation of HPWS through extensive training and development, performance-based appraisal and compensation, participation in decision-making, flexible work arrangements and rigorous recruitment and staffing results in enhanced employee-level outcomes. Thereby conclusively impacting their readiness to change for digital transformations.

This study revisits the elements of HPWS in the post-pandemic work-from-anywhere (WFA) scenario. Thus, it provides adequate indications that investment in designing bundles of change-oriented human resource (HR) practices amplifies the chances of success of a change initiative by creating a favourable mindset and attitude among IT employees in India.

This study is among the earliest to link two major streams of SHRM and change management by establishing HPWS as an essential antecedent of a change-related outcome by introducing multiple mediators in the sequence. This sequence provides new insights for enhancing the probability of organisational change directives succeeding.