Self-perceived employability, well-being and institutional embeddedness of accounting students

Abstract

Purpose: This study investigates the associations between financial accounting students’ self-perceived graduate employability, well-being and institutional embeddedness in a higher education institution.

Design/methodology/approach: Financial accounting students (N = 102) participated in a cross-sectional survey. Three measuring instruments were administered: the Self-Perceived Graduate Employability Scale, the Mental Health Continuum – Short Form and the adapted Global Job Embeddedness Scale.

Findings/results: The results highlight the strategic role of employability perceptions – particularly internal perceived employability and university commitment – in promoting key aspects of financial accounting student well-being and embeddedness. Internal perceived employability predicted both psychological and social well-being, while university commitment emerged as a robust predictor of social and emotional well-being and university embeddedness.

Practical implications: Enhancing financial accounting students’ perceived internal employability and strengthening their commitment to the university can significantly improve their psychological, social and emotional well-being. These factors also support greater university embeddedness, highlighting their value for individual development and institutional retention strategies.

Originality/value: Initiatives aimed at enhancing students’ confidence in their employability and strengthening their commitment to the institution may yield broad individual well-being and institutional benefits. Investing in employability could be vital for universities seeking to foster the well-being and embeddedness of financial accounting students within the institution.