Volume 12 - Issue 61
/ January 2023
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http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.61.01.18
How to Cite:
Alshammari, S.A. (2023). Impact of communication competencies, job requirements and Academic performance on students' career
development at the University of Hail, Saudi Arabia. Amazonia Investiga, 12(61), 173-183.
https://doi.org/10.34069/AI/2023.61.01.18
Impact of communication competencies, job requirements and
Academic performance on students' career development at the
University of Hail, Saudi Arabia
Received: January 12, 2023 Accepted: February 28, 2023
Written by:
Serhan Abdullah Alshammari77
https://orcid.org/0009-0005-5468-2128
Abstract
Among the strategic competencies that will
provide value to university students over the
course of their career development plan are those
that are relevant to both the needs of employers
and the success of students in the classroom. This
study aims to examine how students'
communication skills, job requirements, and
academic performance at the University of Hail,
Saudi Arabia, affect their professional career
development. An online survey was used to
obtain the data collected for this study, which
was then analysed with SPSS version 25 using
multiple linear regression, making it a
quantitative study. 210 students from Saudi
Arabia's University of Hail were randomly
selected to participate in this study's sample.
Findings indicate that two of the three
independent variables significantly affect the
dependent variable. Therefore, a student's career
development is significantly impacted by both
job requirements and students’ academic
performance, while communication
competencies are not.
Key word: communication competencies, job
requirements, Students Academic performance,
career development, University of Hail, Saudi
Arabia.
SPSS
.
Introduction
An enormous amount of educational
development is currently being carried out in
order to realise the Kingdom of Saudi Arabia's
lofty 2030 vision (Jenkins, 2023; Nurunnabi,
77
Department of Management and Information Systems, college of Business Administration, University of Ha'il, Hail, Saudi Arabia.
2017). The strategy, which was first set in 2016,
aimed to reduce the country's reliance on oil
imported from other countries while
simultaneously making private investments in
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the source of a key driver of economic expansion
and job creation (Moshashai et al., 2020). A
prosperous and progressive vision is envisioned,
one in which people play a central role in driving
both economic development and social progress.
The Saudi government established a variety of
programmes and national strategic plans for the
universities to put the vision into reality and
bring the country closer to its aims (Jenkins,
2023; Faqihi & Al-Ababneh, 2022; Nurunnabi,
2017). These were made to aid the country in
accomplishing its objectives and realising its
vision. Therefore, to prepare Saudi Arabian
graduates for this new era of rapid change and
innovation, it is essential to foresee the
communication skills, job requirements, and
academic programmes they will need to develop.
This massive societal and economic shift, along
with the rapid development of new technologies
and the arrival of the fourth industrial revolution,
has set the stage for an era when it will be
essential to deal with unprecedented rates of
change and innovation.
However, there is much disagreement among
policymakers, business leaders, and academics
regarding the future of the labour market and
how it will be affected by the rapid changes
brought on by technological breakthroughs
(Acemoglu & Restrepo, 2020; Arntz et al., 2019).
The advances that are being fuelled in fields such
as the Internet of Things (IoT), artificial
intelligence (AI), cloud computing, and big data
are what are fueling the fourth industrial
revolution. These developments, along with
others, will make it possible to develop new
career paths in the future (Kurt, 2019). As an
order, companies must invest in their employees'
competency development in preparation for the
next industrial revolution. It is widely
acknowledged that the academic programmes
that students enrol in, as well as their ability to
communicate effectively and satisfy the
requirements of their competencies, are major
factors in a country's economic success.
Levesque-Bristol et al., (2019) have studied
student career development with the aim of
developing future-planning models and visions
for the field. In addition to expanding the
significance of the students' career development
as a strategic component of policy development
at the national and organisational levels that can
be evaluated using the numerous published
papers and technical reports available in the
literature. Nghiem et al., (2023) conducted a
study on the competencies that college students
need to develop to successfully navigate the ever-
shifting landscape of the business world.
Similarly, Petruzziello et al., (2023) investigated
disparities in skill-set requirements for future
career development and found that employers'
wage levels were significantly correlated with
the level of employees' cognitive and social
talents. Touahmia et al., (2020) and
Sonnenschein & Ferguson (2020) have examined
the communication skills, professional needs,
and academic programmes available in Saudi
Arabia's universities. Despite the fact that there
is an ever-growing body of research dedicated to
the topic of the jobs of the future (Autor, 2019;
Howcroft & Taylor, 2022). Universities in Saudi
Arabia are currently being driven by the Saudi
Vision 2030 within the context of a national
momentum. The Saudi Ministry of Education is
investing in this line of inquiry to better
understand the skills, knowledge, and attitudes
students will need in the workplace and in the
classroom in the future (Jenkins, 2023;
Moshashai et al., 2020). The funding is intended
to facilitate strategic responses and close the gap
between the demand for and supply of
appropriate talent.
Therefore, this research aims to provide insights
into the future communication competencies, job
requirements, and academic programmes that
Saudi Arabian universities will need to
implement to meet the demands of the new
labour market. The study's goal is to build a
theoretical foundation for anticipating the skills,
knowledge, and abilities in communication that
will be needed in the workforce and in
educational settings. This forecasting will be
grounded in an analysis of the Saudi Vision 2030
objectives, with the sole aim of educating Saudi
universities and other relevant policymakers on
how to prioritise educational and training
investments for maximum return on human
capital development. Furthermore, the study's
findings are expected to have significant
implications for the Saudi government,
businesses, and academics as they work to
address the skills gap that has emerged as a result
of labour market shifts.
Literature Review
Effect of Communication Competencies on
Students' Career Development (SCD)
Competition among enterprises has intensified
with the advent of globalisation (Abels &
Bieling, 2022), and advances in information
technology have altered the very character of
work itself (Rantšo, 2022). There are two
primary effects that these alterations will have on
both graduates and universities. Graduates, for
instance, anticipate that the degree programmes
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they choose at their various universities will
adequately prepare them for the world of work,
while employers, for their part, anticipate that
graduates will make a seamless transition to
effective performance in their respective
professions upon graduation. According to
Deveci & Wyatt (2022), universities list
interpersonal and Communication Competencies
as the most important qualities for graduates to
possess. Furthermore, Deveci & Wyatt (2022)
and Prada et al., (2022) claim that effective
communication is essential for achieving one's
professional goals.
Because of this discrepancy, it is clear that the
literature fails to accurately reflect the gap
between graduates' ability levels and the
requirements of effective corporate
communication. For instance, Goulart et al.,
(2022) observe that the skills taught in written
communication are often different from those
necessary in the industry. Additionally, they
believe that it is impossible to develop
transferable communication skills that can be
used in any work setting, as the specific skills
required for written communication vary from
business to business. Communication is one of
the graduates' least developed skills, but
Siddique et al., (2022) argue that the graduates'
written communication skills are not nearly as
terrible as is typically believed. Despite the fact
that Siddique et al., (2022) concluded that
improving written communication and
interpersonal skills was a study of the curriculum
for the relevant course, he observed that
graduates lacked these skills. In order to keep
education relevant to the needs of the labour
field, they call for the inclusion of
communication skills within the curriculum at all
levels. As many authors have stressed,
establishing an evaluation of the use of
communication skills is crucial to informing and
enabling successful teaching and learning in
higher education.
For instance, several studies in Saudi Arabia
have focused on the significance of developing
communication skills and how universities view
the attributes of recent graduates. However, the
views of graduates, and particularly Saudi
Arabian graduates, have received very little
research attention (Alharbi, 2022). Graduates'
perspectives and reflections on their use of the
attributes of excellent communication skills,
which should be taught in higher institutions, are
important to study because of the disagreement
between various stakeholders regarding the
manifestation of these attributes in the workplace
(Alharbi, 2022; Sheerah et al., 2022; Bhatti et al.,
2022).
Similarly, it's vital to examine the effects of
utilising this crucial graduate attribute upon entry
into the Saudi Arabian labour market, along with
the varying needs of employers in this area. Betti
et al., (2022) insist that universities put more
emphasis on helping students develop their "soft
skills" rather than just their "hard skills," since
the former is not enough to get a good job on its
own. It's true that there's a lot of disagreement
over which specific skills are necessary, but
nobody disputes the value of being able to
communicate effectively. Research shows that
excellent communication is either a top priority
for organisations when hiring recent college
graduates or is highly regarded as one of the most
important skills for workers in general. Although
studies have highlighted the importance of
verbal, written, and interpersonal skills,
AlKhamaiseh (2022) have shown that employers
typically place a higher priority on one skill set
than the others. For instance, Priyadarshini
(2022) argues that communication is an
important interpersonal skill and states that oral
communication skills which are arguably the
most important skill, is always consider to be the
ability to articulate and present ideas to a wide
audience. Because of this, the following
hypothesis is offered for consideration:
H1: There is a significant relationship between
Communication Skills and students' career
development at the University of Hail, Saudi
Arabia.
Effect of Job requirement on Students' Career
Development (SCD)
Siddique et al., (2022) have been published in the
graduate job requirements literature, and they
focus on the topic of preparing students for the
job market. Some of these studies relied on
questionnaires in order to determine if students'
coursework prepared them for entry-level jobs
(Braun & Brachem, 2015). Other graduates have
employed a variety of studies, including student
work, focus groups, and interviews with business
professionals. In an even more substantial corpus
of research, Weligamage & Siengthai (2003)
have drawn on a wide variety of primary and
secondary sources to make their suggestions for
the change of graduate job requirements.
Pefanis Schlee & Harich (2010) and Venable
(2010) have also been conducted to learn how the
Internet and other technologies have altered the
traditional steps for getting a job after college.
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Despite a variety of studies indicating an increase
in the quantitative character of professions,
studies of basic job requirements have found that
university graduates typically lack the
quantitative skills required for the workplace.
Importantly, Schlee & Karns (2017) and Pefanis
Schlee & Harich (2010) have suggested
strategies for improving students' quantitative
abilities in a wide variety of ways. However,
Gray et al., (2005) discovered that quantitative
skills are valued more highly by companies. The
biggest challenge in meeting this primary
criterion is that many students seem to have
chosen the area due to a lack of quantitative skills
and, as a result, eschew instruction that is
numerically focused whenever practicable.
Therefore, if university students realise the
significance of analytical skills in the business
sector, they may feel forced to develop their
quantitative analysis skills. This leads to the
following speculation:,
H2: There is a significant relationship between
Job requirement and students' career
development at the University of Hail, Saudi
Arabia.
Effect of Student academic performance
(SAP) on Students' Career Development
(SCD)
Student academic performance (SAP) is the most
prevalent indication of achievement in the
context of professional development, and it is
one of the most important criteria in determining
how successful graduates were in their
educational pursuits (Özlen & Arnaut, 2013).
When it comes to career advancement in the
workforce, a student's academic success is one of
the most important factors to take into
consideration. Douglas & Gammie, (2019)
pointed out that, Qualifications, technical skills,
and non-technical skills are some of the other
aspects of the student's future profession that are
taken into consideration during the process of
career development. Thus, according to
Ganyaupfu, (2013), the academic achievement of
students is a valuable predictor for companies to
use in the early stages of selection when they are
trying to decide whether or not to recruit an
individual.
Gamlath, (2022); Harrington, (2022): Lent et al.,
(1986) and has discovered a connection between
the academic success of university students and
the way in which they go about developing their
careers. A strong association between students'
anxieties about their future careers and their
academic performance was discovered in a study
that was carried out by El Ansari et al., (2017)
among undergraduates in Finland. The grade
point averages (GPAs) of the students were
calculated three times throughout the course of
the academic year to provide the basis for the
data used in that study. In the meantime, Ahmad
et al., (2016) investigated the connection
between the education that students receive at
Yamen University's hospitality and tourism
programmes and the preparations they make for
their future careers. In accordance with the
findings of the study, the extent to which a
student's academic performance and career-
preparation behaviours influence the student's
learning and professional behaviour is
significant.
In other words, a student's performance in the
classroom was a factor in the ability they
possessed to make choices concerning their
future careers. However, earlier research
conducted by Basri et al., 2018 and Salem et al.,
2013) have demonstrated that there is only a
tenuous connection between students' academic
success and the advancement of their careers in
Saudi Arabia. According to the findings,
university students who have a better degree of
academic success also have a higher level of
occupational uncertainty and are more likely to
be nervous and unsure about their future career
development. Because the majority of them have
not decided what they want to do with their lives
in the future, they are typically more interested in
the variety of professional paths open to them.
When it comes to making judgements about their
future careers, these students have a stronger
sense of the need to investigate both potential
careers and themselves. Conversely, students
who have a lower overall academic achievement
level are more likely to be anxious about
choosing a future profession. Because of their
poor academic achievement, individuals are
more likely to seek the advice and direction of
professionals in order to boost their sense of self-
worth and confidence during the process of
recruiting and selection. This underlines how
important it is to recognise and appreciate the
connection between a student's academic success
and the progression of their career (see the
conceptual model in Fig. 1). Given this, the
following hypothesis is proposed for
consideration:
H3: There is a significant relationship between
Student academic performance (SAP) and
students' career development at the University of
Hail, Saudi Arabia.
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As a result, this paper delves into the reasons for
and benefits of good communication skills, as
well as their relevance to various professions and
educational paths. The literature review delves
into the most up-to-date topic of professional
development. The literature further confirms the
use of communication skills to conform to
modern occupational standards and take part in
educational programs, which provided the
impetus for these lines of thought. The argument
that it is important to pay attention to the
importance of communication skills, job
requirements, and academic programmes at
universities is supported by this paper.
In addition to this, this paper also makes an
argument in favour of expanded accessibility to
resources in the areas of graduates’
communication skills, job requirements, and
academic programmes geared towards enhancing
students' career development. In this paper, we
consider the viability of several approaches to
fostering better communication skills, job
requirements, and academic programme
requirements for graduates of universities in
Saudi Arabia; the usefulness of communication
skills, job requirements, and academic
programme requirements to universities; and the
further development of communication skills,
job requirements, and academic programme
requirements. One primary goal of this study is
to gain insight into the processes by which
students at the University of Hail feel about the
importance of employability characteristics,
including communication skills, job
requirements, and academic programmes, as well
as the development of these skills there.
Conceptual framework and Hypothesis
In regard to the previous research that has been
conducted, this study makes a recommendation
for a research conceptual model that has a total
of four variables, of which one is a dependent
variable and the other three are independent
variables. As a result, the model serves as a
foundation around which the survey can be built
(Figure 1).
Figure 1. Conceptual framework Designed as compiled by the authors
Methodology
The questionnaires used to collect the data for
this study were administered online through
Google and sent over WhatsApp to several
distinct student groups at the University of Hail
in Saudi Arabia. And this technique has allowed
for a more comprehensive collection of
responses. The measurement scales for the
variables of the study communication
competencies (CCP), job requirements (JRQ),
student academic performance (SAP), and career
development (CDV) Were adapted from studies
of previous research. To determine the degree to
which respondents disagree or agree with the
various statements presented in the various
sections of the questionnaire, each of the
statements was presented on a 5-point Likert
scale (ranging from strongly disagree to strongly
agree). To this end, a total of 210 respondents
participated in the online survey that was
conducted by Google, and multiple regression
analysis was carried out on the data using SPSS
version 25.
Results
In the model summary seen in Table 1, the R
value, which is considered to be the correlation
coefficient, is shown to have a high value of
77.1% between students' academic performance
(SAP) and job requirement (JRQ). This means
that multicollinearity does not exist, indicating
that the results are sufficiently good to proceed
with further analysis.
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Table 1.
Correlation (The results of the analysis are from SPSS)
CCP
JRQ
SAPS
CDV
CCP
Pearson Correlation
1
Sig. (2-tailed)
N
210
JRQ
Pearson Correlation
**
.617
1
Sig. (2-tailed)
.000
N
210
210
SAPS
Pearson Correlation
**
.648
**
.777
1
Sig. (2-tailed)
.000
.000
N
210
210
210
CDV
Pearson Correlation
**
.512
**
.708
**
.627
1
Sig. (2-tailed)
.000
.000
.000
N
210
210
210
210
**. Correlation is significant at the 0.01 level (2-tailed). Communication Competencies (CCP), Job Requirement (JRQ), Students Academic Performance
(SAPS) and Career Development (CDV)
The next step, which comes after the results of
the correlation assumption test have been
carried out and the overall results show that the
regression model satisfies the assumptions, is to
analyse and interpret the multiple regression
model. This step follows the completion of the
correlation assumption test results. The
multiple regression model in this study was to
examine the effect of the independent variables
Communication Competencies (CCP), Job
Requirements (JRQ), and Student Academic
Performance (SAP) on students Career
Development (CDV).
Table 2.
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the
Estimate
1
a
.721
.520
.513
.71700
a. Predictors: (Constant), SAPS, CCP, JRQ
The coefficient of determination, often known as
R square, is a statistical measure that can be used
to assess how well the independent variables
were selected for their ability to predict the
dependent variable. It gives an explanation of
how much variance there is in the dependent
variable, which in this case is career development
(CD), based on the regression line. When the
value is higher, the regression line provides a
more accurate description of the data. Table 2
displays that the regression model has a
coefficient of determination of 52 percent (R
square). This reveals that a change of one unit in
each of the independent variables is responsible
for explaining 52% of the variance in career
development (CD) among college students in
Saudi Arabia. From the output display of the
summary model shown in table 2, we may infer
the following. First, the modified coefficient of
determination is 0.513. This value indicates that
the association between the three variables in the
regression model is stronger as the adjusted R
square increases. Secondly, it is possible to draw
the conclusion that 72.1% of the students Career
Development (CDV) variables can be explained
by independent variables. These independent
variables include communication competencies
(CCP), job requirements (JRQ), and student
academic performance (SAP). This means that,
other variables that are not accounted for in the
model can account for the remaining 27.9% of
the variance in the data.
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Table 3.
Coefficientsa (The results of the analysis are from SPSS)
Model
Unstandardized Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
-.474
.317
-1.496
.136
CCP
.110
.093
.077
1.177
.240
JRQ
.707
.104
.537
6.790
.000
SAPS
.223
.114
.160
1.957
.002
a. Dependent Variable: CDV
Table 3 displays the regression equation
depicting the partial relationship between the
independent variable and the dependent variable.
On the basis of the equation, the following may
be deduced concerning the correlation amongst
the three dependent variables: The value of the
constant is -0.474, which indicates that if there is
no change in the communication competencies
(CCP), job requirements (JRQ), or student
academic performance (SAP), then there will be
no change in the career development (CDV),
which is currently -0.474. The value of the
Communication Competencies (CC) coefficient
is 0.110, which also indicates that if performance
of the Career Development (CDV) will increases
by 0.11%, then communication competencies
(CCP) will equally increases by 1%, and it is
assumed that the Job Requirement (JRQ),
Student Academic Performance (SAP), and the
constant are all 0. This demonstrates that
communication competencies (CCP) and career
development (CDV) of Saudi university students
have a positive relationship with one another. If
the level of job requirement (JRQ) increases by
1%, then it is assumed that job requirement
(JRQ) and the constant are both 0, and the
performance of the Career Development (CDV)
programme at the University of Hail increases by
0.70.7%. This is because the regression
coefficient of job requirements (JRQ) is 0.707.
This demonstrates that the job requirements
(JRQ) at the University of Hail contribute more
positively to career development (CDV) than
communication competencies (CCP) and student
academic performance (SAP). Similarly, the
regression coefficient of student academic
performance (SAP) is 0.223, which indicates that
it is assumed that student academic performance
(SAP) will improve by 0.22.3% at the University
of Hail if the level of job requirement (JRQ)
increases by 1%, and the constant is 0. This also
demonstrates that the student academic
performance (SAP) at the University of Hail
makes a significant contribution to the student’s
career development (CDV).
Discussion
H1: There is a significant relationship between
Communication competencies and students'
career development at the University of Hail,
Saudi Arabia.
The coefficient table 3 reveals that the value of
communication competencies (CCS) is .077,
whereas the value that is significantly different is
0.240. The value of significance for the
communication competences (CCS) was
determined to be 0.01 < 0.05, in accordance with
the findings. It is possible to draw the conclusion
that the regression coefficient of the
communication competencies CCS is greater
than 0.1 and, as a result, is regarded as being
statistically insignificant. This indicates that the
regression coefficient for the communication
competencies (CCS) has no meaningful effect on
a student's career development (CDV) at the
University of Hail, Saudi Arabia. Therefore, we
cannot accept Hypothesis 1. As a consequence,
the findings of this study are consistent with the
findings of a study that was carried out by
Fahmi, I., & Ali, H. (2022), which demonstrated
that the communication skills that are taught in
universities need to be effective in order for
students' career development to be improved and
for it to have a positive impact on the
organisations that they work for.
H2: There is a significant relationship between
Job requirement and students' career
development at the University of Hail, Saudi
Arabia.
From the coefficient table 3, the value of job
requirement (JRQ) is 0.53, while the significant
value is 0.00. And going by the results obtained
for the job requirement (JRQ), the value of
significance is 0.001 < 0.05. It can be concluded
that the regression coefficient of the job
requirement (JRQ) is < 0.05 and therefore is
considered significant. This means that the
regression coefficient on the job requirement
(JQR) has a significant effect on student’s career
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development (CDV) in Saudi Arabia. Therefore,
we accept the second hypothesis. Consistent with
prior research by Sharf (2016) and McDow &
Zabrucky (2015), this study found that job
qualifications are very helpful to students in
advancing their careers and gaining entry into
more efficient and better organisations.
H3: There is a significant relationship between
Student academic performance (SAP) and
students' career development at the University of
Hail, Saudi Arabia.
The coefficient table 3, reveals that the value of
student academic performance (SAP) is 0.16,
whereas the value that constitutes statistical
significance is 0.05. In addition, based on the
results that were gathered for the Student
Academic Performance (SAP), the value of
significance is found to be 0.001 < 0.05.
Additionally, one might draw the conclusion that
the regression coefficient of the student academic
performance (SAP) is less than < 0.05 and is
hence regarded as significant.
This further bolsters the conclusion that the
regression coefficient of student academic
performance (SAP) has a significant effect on
student’s career development (CDV) in Saudi
Arabia. Therefore, Hypothesis 3 is equally
accepted. The findings of this study are in line
with those of studies by Kuftyak (2022), which
demonstrated that the academic performance of
students has a significant correlation with the
career development of university students.
Practical Implications
This study examined how a student's career
development in Saudi Arabia is affected by their
communication skills (CCS), job requirements
(JQR), and academic performance (CVD). The
population were student from the University of
Hail. Results from the study have backed up most
of the hypotheses, proving that the proposed
conceptual model has practical application.
According to the results of this study, both male
and female students are interested in advancing
their professional careers. Hence, both male and
female students should be encouraged to use
career development as a tool to help them prepare
for the competitive job market and high
expectations of modern employers. One of the
most potent and significant drivers of economic
expansion and development is career
development, because it contributes to economic
growth and stability.
Career development in Saudi Arabia is fraught
with difficulties as a result of the country's
rapidly evolving information and communication
infrastructure. Understanding how many factors
affect students' career development is crucial for
assisting them in advancing their professions.
This could be accomplished by ensuring that
students have access to the factors that support
them and assisting them in overcoming
challenges. A student's perception of his or her
future career can thus be trained and shaped. In a
nutshell, the results of this study may be of
interest to policymakers and university
administrators in Saudi Arabian universities.
People can think more clearly about career
development with the aid of this comprehensive
model and the results of this study. With this,
college sttudnts have a better chance of achieving
success in their careers and contributing to the
nation's overall development. Youth should be
encouraged to help the Saudi Kingdom achieve
its goals by being given good work because they
are considered potential employees of the future.
The field of human resources will thus expand
among young people in Saudi Arabia as a whole
by highlighting the factors that affect how
students' careers develop. The results would also
provide colleges with exciting new data on how
to best assist young people in establishing their
professional career in the future.
Conclusion
Students' career paths at Saudi Arabia's
University of Hail were investigated to determine
the impact of factors, such as students’
communication skills, job requirements, and
academic performance. Thus, this study was
about how students at the University of Hail,
Saudi Arabia, develop their careers in a setting
and with a population that have a lot in common.
The study found that job requirement (JQR) and
student academic performance (SAP)
measurements have a big effect on how Saudi
Arabian students' careers develop. Even among
students, statistical data show a strong link
between job requirements (JQR) and student
academic performance (SAP) and how students'
careers develop. The results of this study are very
important because they help government
agencies learn more about how to help young
college students learn and understand more about
there career path.
This study, like many others, has some
weaknesses that the authors are aware of so that
they can be addressed in future studies. This
study examines how CCS, JQR, and SAP affect
the student's career development and how they
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affect that development. Instead of focusing on
the individual components of a student's
communication competencies (CCS), job
requirements (JQR), and academic performance
(SAP), it examines how they affect the general
student's career performance (CVD). As a result,
this study proposes that future research on career
development (CVD) in universities should think
about incorporating CVD and its impacts.
Second, it was hypothesised in this study that
college students had less background knowledge
in career development (CVD). Therefore, to
better understand how communication skills
(CCS), job needs (JQR), and academic thinking
(SAP) affect a student's career performance, we
recommend that future studies at Hail University
look at students from institutions other than Hail
University (CVD). Third, there is only one Saudi
Arabian public university included in the study's
sample. To further test and generalise the study's
findings, it is recommended that future research
expand the sample size to include universities
outside of Saudi Arabia with varied cultural
backgrounds, as well as public and private
universities in Saudi Arabia. There were no
moderators or mediators in this study, which is
the fourth caveat. We therefore think that future
studies should test the mediating or moderating
variables.
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