Proposing a systematic framework for channelized job search: The role of goal orientation

Abstract

Channelized job search powered by perceived employability could help graduates to successfully launch a sustainable career and navigate the job market effectively. The paper develops novel ways to improve the job search process by detailing the interlinking mechanism between perceived employability and active job search. The authors also enquired about the intervening role played by preparatory job search and job search learning goal orientation. For this purpose, cross-sectional data of 317 management graduates in India were collected and Structural Equation Modelling (SEM) was conducted on the data using IBM Amos. The study found that enhanced perceived employability had a major impact on active job search behaviour. It was also found that it is through job search learning goal orientation and preparatory job search behaviour that perceived employability is associated with an active job search. The study has theoretical and practical implications. Theoretically, it links the theory of planned job search behaviour to employability research. Practically, it provides guidelines for universities and career counsellors on how to help students with their job searching. This is one of the first studies to look into the sequential mechanism through which employability perceptions impact active job searching.

Keywords

Perceived employability job search learning goal orientation job search behaviour preparatory job search behaviour

Higher education institutions should nurture self-esteem and passion in students who are entering the job market, in addition to equipping them with knowledge and skills (Rajaram, 2021). Business schools, being a training ground for management education, are expected to act, in theory, as a source of supply of managers to employers (Ng and Burke, 2006). Job search and job attainment are difficult tasks (Wang and Moffatt, 2008; Wang and Yan., 2018), to the extent that employability has become a major worry for prospective graduates (Berntson, 2008; Kang et al., 2019) and even for policy makers (Yizhong et al., 2017). In order to address this issue, many universities have started to implement strategies for increasing the employability of young graduates by improving their competence, motivation and interests. However, many institutions continue to be criticized for not doing enough on the employability front, thereby failing to address the haphazard transition of individuals from college to industry (Boffo et al., 2017) and leaving the hapless graduates to fend for themselves. For management graduate students, job search behaviour starts well before they join a management school, when they determine their career goals and engage in preparatory job search behaviours (Van Hooft and Noordzij, 2009). Part of the role of a management institute is to channelize the job search process, to generate more confidence in the individual and to assist him or her to become market-ready. One way to attain this is by enhancing their perceived employability (PE).

Employability refers to our chances of getting employment (Brentson, 2008). Sanders and De Grip (2004, p. 76) have defined employability as “the capacity and the willingness to be and to remain attractive in the labour market, by anticipating changes in tasks and work environment and reacting to these changes in a proactive way”. Berntson (2008) defined PE as the individual’s perception of their chance of gaining a job in the internal and/or external labour market. Thus, it is the result of an appraisal of one’s chances of gaining new employment (Rothwell and Arnold, 2007). Often, the real probability of getting a job may not be high, but the perception of high employability itself is important since perceptions can affect behaviour and can have a bearing on health and wellbeing. On the other hand, individuals with low perceived employability are likely to be hesitant to become actively involved in job search (Zakkariya and Nimmi, 2020).

Job search is a self-regulated activity that starts with identifying a job-related goal, and is taken forward through learning goal orientation and performance goal orientation. Individuals who are learning goal oriented improve their competencies by acquiring new skills. Performance goal orientation is related to the ultimate demonstration of competencies gained through learning goal orientation (Dweck and Leggett, 1988). Learning goal orientation helps people to see failures as feedback, since those who have it believe, by definition, that attributes can be improved through learning (Molden and Dweck, 2006). Job search learning goal orientation (JSLGO) is found to be related to self-regulatory factors like self-efficacy and goal commitment. (Noordzij et al., 2013). Comparatively novice graduates in the job market rely on their goal orientation for a better job search (Cable and Turban, 2001).

Job search behaviour (JSB), which is an important predictor of job attainment and employment status (Kanfer et al., 2001), is defined as “a purposive, a voluntary pattern of action that begins with the identification and commitment to pursuing an employment goal” (Kanfer et al., 2001: p. 838). It can be classified into preparatory job search behaviour and active job search behaviour (Blau, 1994). During the preparatory phase, potential jobs are identified through information gathering (Blau, 1994). Active job search refers to the actual job search that takes place by posting resumes, attending interviews, etc (Wang et al., 2017). Active job search behaviour is related to greater search effort, higher perceived employability (Chen and Lim, 2012) and success in employment and earnings (Linnehan and Blau, 1998).

Prior studies have looked into the concurrent model of job search behaviour (Onyishi et al., 2015; Zakkariya and Nimmi, 2020), in which preparatory job search and active job search behaviours occur simultaneously. But a better explanation could be given by a systematic model (Barber et al., 1994). This study provides a systematic framework based on planned behaviour to explain better the job search process. The study relies on a cross-sectional research design to unearth the relationship between perceived employability and job search behaviour. Even though causality could not be rendered from the study (due to the limitation of cross-sectional design), the extent to which the variables are correlated could be ascertained.

This work suggests a framework which will help universities and business schools to assist students in job search and job attainment. Job search is associated with many failures and frustrations; planned behaviour adopted by job seekers with the help of educators can help them to set realistic goals, develop plans, and monitor and analyse progress to accomplish their employment goals (Van Hooft et al., 2013). The framework should also equip career scholars and career counsellors to help job seekers search for jobs in a better manner. In summary, this study addresses the following questions:

1. How do employability perceptions affect active job search?

2. Does JSLGO play a crucial role in determining job search behaviour?

3. Is the association between employability perceptions and active job search behaviour sequentially mediated by JSLGO and preparatory job search behaviour?

Context of study

Looking at the distribution of active young people among world nations, India is reaping a very promising demographic dividend of 28 – very young compared to Europe or other developed nations in Asia. In order to cater to India’s huge working population, job creation and career development assistance need to be systematically formulated and implemented at the national level as well as in universities. The central government has introduced many plans, such as the National Career Service (NCS) Project of the Ministry of Labour and Employment which aims to provide employment-related services like job matching, career counselling, information dissemination, internships, etc. The services are available free of cost for everyone, including jobseekers, employers and trainers (Govt of India, Ministry of Labour and Employment, 2022). However, higher education institutions continue to be the main training ground for future employees, and the difference between what is taught in higher education and what new-age employers require continues to be a matter of concern (Khare, 2014). At the same time, educated unemployment seems to be a major issue in India, especially in urban areas. A lack of understanding regarding required skills and the unavailability of goal orientation could be reasons for the high rates of educated unemployment (Mamgain and Tiwari 2016). A clear systematic framework explaining the job search process in line with their skillset could help graduates to seize opportunities and secure jobs that accord with their preferences.

Literature review and hypothesis development

Perceived employability

Employability means much more than just having the skills required to perform a job role; it is related to having a professional identity and the academic qualifications that will improve the chances of gaining employment (Cavanagh et al., 2015). There are different approaches to explaining employability at the individual level, such as the competence-based approach, dispositional employability and perceived employability (Nimmi, et al., 2020). Perceived employability is the psychology-related variant of employability and is built under the assumption that competencies, dispositions and other external factors contribute to the formation of perceptions in an individual (Berntson, 2008). Perceived employability can be defined as the individual’s subjective perception of their ability to obtain and to continue in a job, and to shift to a new job if the situation so demands (Alvarez, et al., 2017). The development of perceived employability has been explained within the framework of human capital theory (Kim et al., 2015), Social Cognitive Career Theory (SCCT) (Chou and Shen, 2012; Qenani et al., 2014), career construction theory (De Guzmán and Choi, 2013) and self-regulation theory (Zakkariya and Nimmi, 2020; da Motta and Turban, 2014). The development of employability (perceived employability) is the aim of management education. Enhanced employability perception serves as a good starting point for an effective job search. Further, successful transition requires a channelized job search process, which is guided by job search learning goal orientation.

Job search learning goal orientation behaviour

Goal orientation is an overarching concept related to a person’s motives for undertaking a task (da Motta and Turban, 2014). It is a rather stable personality trait, a specific situational state, and a factor that provides the context in experimental manipulations (DeShon and Gillespie, 2005; Noordzij et al., 2013; Van Hooft and Noordzij, 2009). We have treated it, in our study, as a quasi-trait, which nonetheless can be influenced by situational factors (Payne et al., 2007; Van Hooft and Noordzij, 2009). The goal striving phase is connected to how individuals aim to achieve goals through the effective management of thoughts, efforts and emotions (Lord et al., 2010). A crucial factor that affects this phase is LGO (Noordzij et al., 2013) – this is especially true in the case of tasks that are quite complex (Noordzij et al., 2013), and hence is of particular benefit during the job search process since job search is a complex, unstructured and stressful task (Noordzij et al., 2013; Creed et al., 2009). In fact, Noordzij et al. (2013), using a quasi-experiment conducted among job seekers who were already employed, established that LGO training could lead to increased self-regulation and job search effectiveness. Individuals with high LGO have an inclination towards challenging and risky behaviour while undertaking tasks (Maden, 2015). Self-regulation theory can be used to explain how an individual tries to reduce the incongruity between current and desired states from a ‘goal’ point of view (Zakkariya and Nimmi, 2020). One of the main goals of graduates is to obtain a preferred job, and striving for this goal triggers and sets in motion the job search process.

Job search behaviour - preparatory and active

Many people undertake job search activities virtually throughout their working lives – for example, when they graduate from college, lose a job or are looking for better prospects (Van Hooft et al., 2021). Job search is about identifying attractive opportunities and gathering information about alternatives to make a meaningful comparison (Kanfer et al., 2001) which in turn helps the individual to progress towards attaining their career goals. Job search behaviour can be defined in terms of its intensity, content and the persistence with which it is undertaken (Kanfer et al., 2001). The amount of time and effort spent on collecting information about job opportunities and on applying to the suitable ones is a defining factor in a job search (Wanberg et al., 2020). Job search is a learning process for job seekers in general, although it is particularly so for new labour market entrants, on whom our study is focused. They are looking for their first full-time job and are hence required to learn how to sail through the unchartered waters of job seeking, which is essentially an unstructured process (da Motta and Turban, 2014). For obvious reasons this can be a turning point in their life since it has a bearing on future employment and lifestyle. Many scholars propose job search as a goal-oriented, motivational and self-regulated process (Nimmi and Zakkariya, 2020; Van Hooft et al., 2021; Wanberg,et al., 2020).

The pattern and quality of tasks undertaken as part of a job search can be called the content of the job search (Wanberg, et al., 2020). There are two activities, which are supposedly sequential but are not necessarily so in practice, that form part of the broader concept of job search: preparatory activities and the active job search (Blau, 1994). Preparing a resume on one’s own or with the help of a job consultant, upskilling oneself, reading a book on how to effectively face an interview panel, etc. are examples of preparatory job search behaviour. Submitting a job application, attending interviews, etc., are part of an active job search (Blau, 1994) which arguably is the more important of the two. Although it is towards the end of the job search period that active job search takes precedence, thereby making the preparatory job search and active job search activities look sequential, in practice many active job seekers fall back into a preparatory mode as and when they feel a necessity to do so. Nonetheless, the vigour displayed during the active job search is a stronger predictor of landing a job than the efforts put in during the preparatory phase (Wanberg et al., 2020).

Hypothesis development

The impact of perceived employability on channelized job search is supported by Goal Orientation theory (Dweck, 1986) and the Theory of Planned Job Search Behaviour (Van Hooft, 2018), which essentially is the Theory of Planned Behaviour applied to a job search context by researchers who study the interactions between job search attitude, intentions, job search behaviours, etc. According to the Theory of Planned Action, which has been developed from the Theory of Reasoned Action, particular beliefs influence behaviour perceptions and actual behaviour (Ajzen and Fishbein, 1975).

When employability perception is high, goal orientation will be channelized in line with the professional interests and abilities of the job seeker. Van Hooft’s (2018) Theory of Planned Job Search Behaviour, which integrates motivational and self-regulatory aspects of job search, encompasses the main mechanisms that are part of the job search process. Job search is a difficult and complex task and hence motivation is essential for maintaining the continuity of job search activities. Heightened perceived employability creates a sense of direction and confidence among job seekers (Ahmed et al., 2019), thus augmenting JSLGO which is situational in nature (Zakkariya and Nimmi, 2020). And thus we propose that perceived employability is positively associated with JSLGO:

• H1: Perceived Employability is associated with JSLGO.

Goal orientation reflects why a person pursues a goal, and several studies indicate that in both academic and work contexts individuals with higher learning goal orientation report more effective self-regulation processes (da Motta Veiga and Turban, 2014). The goal striving phase of JSLGO determines how individuals function to reach their goals. Focused goal orientation can channelize behaviour through the preparatory phase and ultimately culminate in active involvement. Van Hooft and Noordzij (2009), through their experimental study, have validated the importance of situational goal orientation in job seeking. According to Goal Orientation Theory, job seekers who have high LGO aim to reach their goals by putting time and effort into skill development and learning and then moving on to active search. Therefore, based on the theoretical explanation given, we propose the following hypothesis:

• H2: JSLGO is associated with preparatory job search behaviour.

Based on the sequential model proposed by Barber et al. (1994), job search follows a logical sequence of stages in which “search activities change sequentially and systematically over the duration of search” (p.742). Accordingly, job search starts from a preparatory phase, which involves steps to understand the different openings available in the market and preparing a resume in line with one’s skillset and job market needs. These steps are followed by active involvement in activities such as attending seminars, job fairs and interviews (Saks and Ashforth, 2000). Prior studies have produced contradictory findings on the antecedents of job search behaviour, preparatory and active. Some studies have validated that preparatory job search behaviour and active job search behaviour can happen simultaneously and can have different antecedents (Chen and Lim, 2012; Onyishi et al., 2015; Zakkariya and Nimmi, 2020). Furthermore, no studies have looked into the possible explanation of job search behaviour based on the sequential model and hence we propose:

• H3: Preparatory job search behaviour is associated with active job search behaviour.

Fernandez Valera et al. (2020) argue that job search behaviours are dependent on previously formed intentions. Since job search intentions can be affected by employability perceptions (Zakkariya and Nimmi, 2020), we may argue that employability perceptions form a solid basis on which the job search process is founded. In this context we propose that employability perceptions (i.e. perceptions of the ability to enter a profession of interest) function as stimuli which influence the channelized job search behaviour of students, while Goal Orientation Theory acts as a framework for students’ engagement with job search activities (Kaplan and Maehr, 2007). Goal orientation, which is a situated orientation for action, focuses on why and how people try to achieve, and on the purpose of achievement behaviour (Anderman and Maehr, 1994; Kaplan and Maehr, 2007). As proposed earlier, goal orientation could intensify job search. So, based on the above propositions and reasoning we propose:

• H4: The impact of perceived employability and active job search behaviour is mediated successively by JSLGO and preparatory job search behaviour.

A conceptual model is proposed based on the hypothesis developed – see Figure 1.

Figure 1.

Conceptual model.

Method

Participants and procedure

The respondents in this study were final-year management students pursuing an MBA in Kerala, India, studying in six accredited management colleges. A survey research design was used in the data collection. The sampling unit selected was comprised of final-year students in the fourth (final) semester of a Master’s programme and included both male and female students. Since perceived employability was conceptualized mainly on the basis of students’ assessment and reactions, they were the main source of information.

Data were collected in written form: a printout of the survey questionnaire was distributed among students in their classrooms, ensuring one hundred per cent participation. The researcher collected data directly from the respondents. The purpose of the research was clearly mentioned in the covering letter distributed with the questionnaire. The researcher assured respondents of the confidentiality of the data and informed them that there were no right or wrong answers for the questions. 319 management students, 104 male and 215 female, participated in the study. Their ages were between 21 and 32 (average age = 23 years old, SD = 1.47). 59 respondents had some kind of previous work experience.

Measures

The characteristics of variables associated with the research problem consisted of various abstract concepts. The conversion of these into a quantitative form by using an appropriate measurement scale was an important task. A 5-point Likert scale was used, with options are ranging from 1 (strongly disagree) to 5 (strongly agree).

Perceived employability

An adapted version of the subscale of the self-perceived employability scale (Chen and Lim, 2012; Onyishi et al., 2015) was used to measure perceived employability. This scale was initially developed by Rothwell and Arnold (2007). Perceived employability was assessed through the six items and the scale was adapted to make it suitable for gauging the perceived employability of the particular target group (management students). A job aspirant was assessed based on their skills, abilities and job market perceptions. Items rated included “The skills and abilities I possess are what employers are looking for” and “There is generally a strong demand in the job market for people like me at present”. The Cronbach’s α reliability of the perceived employability items used was 0.70.

Job search behaviour

To assess job search behaviour among the management students a modified version of Chen and Lim’s (2012) and Blau’s (1994) two-dimensional measure of job search behaviour was used. The two major components of job search behaviour were measured separately. The scale was upgraded by using the latest methods of job search by incorporating into the questionnaire the dependence on computers and the Internet for job searches. The respondents expressed how often they had used each strategy in the last three months using the five-point scale.

Preparatory job search behaviour

Six items were used to assess preparatory job search behaviour, including “In the last three months, I have spoken with previous employers or business acquaintances about possible job leads” and “In the last three months, I have used the Internet to locate job openings”. The Cronbach’s α reliability coefficient for preparatory job search was 0.826. Preparatory job search behaviour indicates the level of preparedness demonstrated by the applicant prior to actively becoming involved in job search.

Active job search behaviour

Eight items were used to evaluate active job search behaviour, which indicates vigorously applicants are seeking employment. Sample items included “In the last three months, I have posted my resume on recruitment websites” and “In the last three months, I have sent my resume to potential employers”. A high level of active job search activities is indicated by high scores. The Cronbach’s α reliability coefficient for active job search behaviour was 0.893.

Job search learning goal orientation. The four-item scale of Noordzij et al. (2013) was used to measure JSLGO. The results capture the respondents’ level of understanding about the job search process and the extent to which they have framed a goal (finding employment) in their mind. Sample items included ‘I want to try to understand all procedures and activities in searching and applying for jobs’ and ‘I want to learn as much as possible about searching and applying for jobs'. The Cronbach’s α reliability coefficient for JSLGO was 0.874.

Data analysis

To identify the mechanism underlying the association between perceived employability and active and preparatory job search behaviour using JSLGO as the proposed mediator, a mediation model with two dependent variables within the SEM framework was employed. The model (Preacher and Hayes, 2008) was used to assess the direct, indirect and total effect of standardized coefficients. A conventional statistical test of mediation under the assumption of standard normal distribution of the estimated standard error tends to be underpowered (Preacher and Hayes, 2008), indicating that the distribution of an indirect effect estimator is not always reasonable or symmetrical but mostly positively skewed. Confidence intervals (CIs) of the indirect effect estimators were created empirically using bootstrapping procedures, a non-parametric resampling approach that does not assume normality, to address this issue.

Results

Table 1 presents the correlations and reliability estimates (Cronbach’s alphas) for all the study variables.

Table 1.

Correlations and reliability estimates for study variables.

Variable	PE	JSLGO	JSBa	JSBp	Cronbach
PE	1				0.70
JSLGO	0.282**	1			0.87
Job search behaviour – active	0.204**	0.220**	1		0.89
Job search behaviour – preparatory	0.289**	0.390**	0.587**	1	0.82

Note: N = 319. ** Correlation is significant at the 0.01 level (2-tailed). PE = perceived employability; JSBa = active job search behaviour; JSBp = preparatory job search behaviour preparatory (JSBp); JSLGO = job search learning goal orientation.

Measurement model

Table 2 shows that the multivariate normality assumption of the variables under study was not seriously violated, with the absolute values of skewness and kurtosis being less than 3 and 10, respectively (Kline, 2005). Amos 24.0 was used to undertake all of the structural equation modelling analyses. The construct validity of our latent variables was assessed using confirmatory factor analysis before finalizing the scales for hypothesis testing. The researchers correlated the errors for two items from the active job search behaviour scale because these items tapped into similar ideas: “In the last three months, I have attended company recruitment talks” and “In the last three months, I have attended career exhibitions and job fairs”. The hypothesized measurement model was tested with the four latent factors (perceived employability, active job search behaviour, preparatory job search behaviour and JSLGO) for the sample set. This model fits the data well (χ² = 295.78, d.f. = 145, p < 0.001, standardized root mean square residual (SRMR) = 0.042, comparative fit index (CFI) = 0.944, Tucker-Lewis index (TLI) = 0.935, and root mean square error of approximation (RMSEA) = 0.057 [90% CI = 0.048:0.066]). All items loaded significantly and in the expected direction on their respective latent factors at the 0.001 level. The measurement model also had good validity with good convergent validity (AVE > 0.5) and discriminant validity. The values are given in Table 3. All standardized paths were significant, with paths having a value above 0.50 (Batistic and Tymon, 2017). After confirming that the measurement model fitted the data reasonably well, the structural model with the proposed mediator was executed using Amos software.

Table 2.

Descriptive statistics of latent variables.

Variable	Minimum	Maximum	Mean	Std. Deviation	Skewness	Kurtosis
PE	2.17	5.00	3.6217	0.51420	−0.102	0.009
JSLGO	2.25	5.00	4.1685	0.57839	−0.391	−0.053
JSBa	1.00	5.00	3.5995	0.74590	−0.275	0.162
JSBp	1.67	5.00	3.8245	0.60383	−0.631	0.537

Note: PE = perceived employability; JSBa = active job search behaviour; JSBp = preparatory job search behaviour preparatory (JSBp); JSLGO = job search learning goal orientation.

Table 3.

Validity and reliability.

Construct	CR	MSV	AVE
PE	0.712	0.158	0.500
JSLGO	0.877	0.255	0.641
JSBa	0.892	0.373	0.515
JSBp	0.789	0.373	0.500

Note: PE = perceived employability; JSBa = active job search behaviour; JSBp = preparatory job search behaviour preparatory (JSBp); JSLGO = job search learning goal orientation.

We estimated all path coefficients simultaneously in the structural model analysis. The advantage of this approach was that we could isolate the indirect effect of the mediator (Van Jaarsveld et al., 2010). The final structural equation model showed a good fit (χ² = 367.16, d.f. = 146, p < 0.001, CFI = 0.919, TLI = 0.905, and RMSEA = 0.069 [90% CI = 0.067:0.084]).

We used an analytical approach prescribed by Preacher and Hayes (2008) to test the mediation hypotheses. This approach directly tests the indirect effect between the predictor and the criterion variables through the mediator via a bootstrapping procedure (Efron and Tibshirani, 1994). We provide estimates of the direct and indirect effects in Table 4.

Table 4.

Path coefficients.

Variables	JSLGO	JSBp	JSBa
PE	0.34**		0.27**
JSLGO		0.49**
JSBp			0.59**
Indirect effect of PE on JSBa is 0.10**

Note: PE = perceived employability; JSBa = active job search behaviour; JSBp = preparatory job search behaviour preparatory (JSBp); JSLGO = job search learning goal orientation. ** Significant at 5%.

From the results of the analysis, it is clear that hypotheses 1, 2 and 3 are accepted. Perceived employability is associated with JSLGO (beta = 0.34**). JSLGO is associated with preparatory job search behaviour (beta = 0.49**). A strong association between preparatory job search behaviour and active job search behaviour (0.59**) was also found. Further, using the two mediators (JSLGO first, then preparatory job search behaviour), serial mediation was assessed and the indirect effect is 0.10**, substantiating the mediating effect. So, Hypothesis 4 is also accepted.

Discussion and implications

The results of this study may be of interest for university faculty, students, public administration and researchers. We have explored the relationship between perceived employability, job search learning goal orientation, preparatory job search behaviour and active job search behaviour. We examined data collected from 319 management students, who were in the final year of a Master’s programme. The hypothesis stating a direct and indirect relationship is accepted, thus explaining the mechanism connecting perceived employability and active job search behaviour.

The study’s major theoretical contribution is that it extends the discussion on the Theory of Planned Job Search Behaviour to employability research. Drawing on the Theory of Planned Behaviour, the Theory of Planned Job Search Behaviour and Goal Orientation Theory, the study examines the final year students’ perceived employability and job search behaviour through JSLGO. Past research has suggested that learning goal orientation will benefit job seekers by improving their self-regulation processes (Zakkariya and Nimmi, 2020).

On a practical front, the study provides further support for job seekers who have well laid plans for obtaining employment outcomes. The results suggest that individuals who perceive that they possess a high level of employability (which can be obtained through high-quality higher education) are more self-assured of their capacity to undertake the job search process well, and often have a positive approach and a strong will to look for a job and put effort into job search activities.

Given the tight labour market conditions, management graduates in India should adopt an effective job search strategy to meet their employment goals (Khare 2014; Mamgain and Tiwari 2016). This can also affect the perceived employability of students in the long run (De Battisti et al., 2016). Students need to be aware that a high level of perceived employability is conducive to the development of JSLGO, which in turn can influence their engagement in job search behaviour, both preparatory and active. Additionally, it is important for those students who have low perceived employability to be encouraged by faculty and higher education institutions to develop skills and knowledge. Individuals perform better when they have a specific goal to achieve, as explained by goal-setting theory (Locke et al., 1981). In the specific instance of job search, those who have specific goals are likely to undertake persistent job search activities and are likely to engage in other behaviours that improve their chances of obtaining better job search related outcomes (Van Den Hee et al., 2020). Making job seekers explore the explicit and tangible reasons behind their job search can increase motivation from within, which can be further enhanced by making them concentrate on what they are learning along the way rather than on the results of their previous job search (Noordzij et al., 2013). This will help them to handle rejections with minimum negative impact, owing to the belief that the failures are taking them closer and closer to success (da Motta Veiga and Turban, 2014).

The findings of this study contribute to job search research, particularly in the area of job search learning goal orientation, which has often been neglected. (Zikic and Saks, 2009). More research is needed to identify external factors that may influence students’ planned behaviour in the job search process.

Limitations and scope for further research

Further studies could look into using multi-wave design, investigating how the events unfold in a sequential manner. The impact of inculcating JSLGO among students could be further examined through an experimental research design. The self-reporting bias could be overcome by including the perceptions of evaluators (mentors).

Conclusion

Many recent studies related to job search have relied on self-regulation theories, thereby viewing job search as a highly autonomous goal-directed process. This study is based on the Theory of Planned Behaviour, which is derived from the Theory of Reasoned Action. Job seekers plan and intensify their job search to achieve their goal of getting a job. The results clearly highlight the need for higher education institutions to improve learning goal behaviour and perceived employability among management students. Moreover, we suggest further research on how differences between subjects studied may affect self-regulation processes.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Lishin Moothery Joshy

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