Contributing Factors to Job Preparedness among Undergraduate Students: A Rapid Review
Bibliographic record
Abstract
Undergraduate students, who are responsible for equipping themselves with the university's guidance, possess a mutual vision in getting well for job preparedness.However, the endeavours are not promising for obtaining employment.This study seeks to develop a solid body of information regarding the elements that contribute to work preparation among undergraduate students through a comprehensive and efficient evaluation of existing literature.A rapid literature review method was employed in selecting the ten relevant articles.The process involved searching articles from two databases using specific keywords.The screening process involved the exclusion criteria, which encompassed studies that focused solely on evaluating the effectiveness of a particular job-related training and samples that were not undergraduate students.The results revealed that the papers were authored by researchers from the United States, China, Australia, Canada, and the United Kingdom.The relevant factors discovered were categorised as either environmental, personal, or a combination of both.However, personal factors have received greater emphasis.The findings revealed that it is crucial to encourage individuals' ideas and motives, which are essential for ensuring mental well-being.In addition, the environmental aspects were portrayed as resources, providing opportunities for students to adequately prepare for their profession.However, the degree to which students are job-prepared heavily relies on their awareness of the knowledge they have acquired, enabling them to be self-assured and accountable to both themselves and society.Therefore, it is recommended that universities provide additional programmes that not only prioritise education but also aim to raise awareness of their capabilities.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.003 |
| Bibliometrics | 0.013 | 0.011 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".