Graduate employability study finds career-connected learning and real-world experience are priorities for college graduates

Peer-reviewed article by University of Phoenix scholars identifies curriculum-career alignment, critical thinking, and experiential learning and mentorship as strategies graduates associate with career readiness.

PHOENIX, Sept. 16, 2026 /PRNewswire/ -- University of Phoenix College of Doctoral Studies scholars affiliated with the Center for Educational and Instructional Technology Research (CEITR) have published a peer-reviewed study examining how higher education institutions can support graduate employability as workplace skill demands continue to change.

Published in the International Journal of Innovative Business Strategies, as the article, "Graduate Employability in a Changing World," the mixed-methods study draws on the perspectives of 380 graduates of U.S. colleges and universities and found strong agreement that employability is supported when academic learning is intentionally connected to careers, practical applications and opportunities to develop adaptable skills.

Among 11 employability strategies evaluated by respondents, connecting curriculum to careers received the highest rating, followed by teaching critical thinking and adaptability, incorporating real-world applications and encouraging internships or employment. The researchers found that graduates especially associated employability development with practices delivered through faculty instruction, advising and mentoring.

"Our findings suggest graduates value career relevance when it is built throughout the educational experience," said Rheanna Reed, DM, lead author and research fellow in the Center for Educational and Instructional Technology Research (CEITR) at University of Phoenix College of Doctoral Studies. "Connecting learning to careers, creating opportunities to apply knowledge and helping learners develop adaptability can make career readiness a more intentional part of higher education."

Graduates emphasize experiential learning and practical skill development

Open-ended responses reinforced the quantitative findings. Among 306 graduates responding to a question about employability best practices, experiential learning was the most frequently cited strategy, appearing in 77 responses. Other frequently identified practices included skill development, mentorship and networking, and curriculum-career alignment.

The study also identified barriers that may make employability opportunities harder to access. Among 292 respondents answering a question about challenges, time constraints and competing responsibilities were cited most frequently. Labor market and financial constraints were also identified.

The researchers conclude that higher education institutions can support employability by integrating career relevance across curricula, expanding access to experiential learning, strengthening mentoring and networking opportunities, and encouraging self-directed learning and continuous skill development.

The authors note that the study reflects graduates' self-reported perceptions and does not directly measure the effectiveness of particular institutional practices or establish causal relationships. Its cross-sectional design and panel-based sample also limit the extent to which findings can be generalized.

The authors previously presented study findings in a session titled, "Graduate career readiness and employability: Global issues in education and research," at the London International Conference on Education, November 3-5, 2025, and at the University of Phoenix College of Doctoral Studies' Knowledge Without Boundaries Summit in October 2025.

About the authors

The authors are affiliates of the Center for Educational and Instructional Technology Research (CEITR), housed within the University of Phoenix College of Doctoral Studies, which supports scholarly research and collaboration on topics related to teaching and learning, online and in-person education, educational technology strategies, and educational policies, practices and theories.

Rheanna Reed, DM, is a research fellow with the CEITR and serves as Faculty Quality Assurance Manager at the University. She has worked in higher education since 2006 and conducts research focused on instructional quality, faculty support, student success and graduate employability. She earned her Doctor of Management in Organizational Leadership from University of Phoenix.

Louise Underdahl, Ph.D. is a doctoral instructor in the University of Phoenix College of Doctoral Studies and a research fellow with CEITR. Her scholarship examines graduate employability, career development, mentorship, worker autonomy and human-AI collaboration. Underdahl has taught at University of Phoenix since 2004 and earned her doctorate from the University of Southern California.

Nicole Gulley, Ed.D., is a University of Phoenix College of Doctoral Studies alumna affiliated with CEITR. Her research interests include student retention and graduate employability, and she has contributed to University research examining nontraditional online student retention as well as employer needs, graduate skills and curriculum design.

Shawishi Haynes, Ph.D., Ed.D., serves as a University Research Methodologist in the University of Phoenix College of Doctoral Studies and is affiliated with CEITR. Haynes has more than 30 years of healthcare leadership experience and has been faculty at University of Phoenix since 2008, serving in multiple academic and leadership capacities. Her research interests include graduate employability, student retention, healthcare workforce challenges, and alignment between academic preparation and evolving workforce needs.

Mar Navarro, Ph.D., is a University Research Methodologist in the University of Phoenix College of Doctoral Studies and a CEITR research fellow. Her research focuses on cognition and cognitive ergonomics, including how people learn, understand and process information, with particular interests in online teaching and learning, student retention and graduate employability.

The full article, "Graduate Employability in a Changing World," is available in the International Journal of Innovative Business Strategies, 11(1), at https://infonomics-society.org/ijibs/published-papers/volume-11-2025/.

About the College of Doctoral Studies

University of Phoenix's College of Doctoral Studies focuses on today's challenging business and organizational needs, from addressing critical social issues to developing solutions to accelerate community building and industry growth. The College's research program is built around the Scholar, Practitioner, Leader Model which puts students in the center of the Doctoral Education Ecosystem® with experts, resources and tools to help prepare them to be a leader in their organization, industry and community. Through this program, students and researchers work with organizations to conduct research that can be applied in the workplace in real time.

About University of Phoenix 

University of Phoenix is Built for Real Life. 50 Years Strong. The University innovates to help working adults enhance their careers and develop skills in a rapidly changing world through flexible online learning, relevant courses, academic AI pillars, and skills-mapped curriculum for associate, bachelor's and master's degree programs. Active students and alumni have access to Career Services for Life^® resources including career guidance and tools. For more information, visit phoenix.edu.

SOURCE University of Phoenix