Understanding Graduate Employment Lag and Strategic Responses in Applied Universities: A Case Study of Henan Province, China DOI:

Abstract

Background and Aim: In the context of higher education, the concept of "slow employment" among college graduates has gained increasing attention. This phenomenon refers to the trend where students delay actively seeking employment after graduation, often choosing instead to retake postgraduate entrance exams, prepare for civil service examinations, or intentionally postpone entering the workforce as a transitional period. This study focuses specifically on application-oriented universities in Henan Province, China, providing a clear and targeted research scope. By analyzing the underlying theories and key influencing factors, the study aims to offer actionable countermeasures to address this growing trend. From the perspective of higher education marketing, understanding "slow employment" is vital for universities to effectively communicate their career support services and graduate outcomes. Addressing this challenge is essential for institutions to enhance their value proposition to prospective students and their families, ensuring alignment between educational offerings and future career opportunities.

Materials and Methods: This study reviews existing literature on "slow employment," clarifies related concepts, and employs a qualitative research approach. Specifically, the research includes in-depth interviews and thematic analysis to investigate the factors influencing graduates' "slow employment" tendencies. The interviewees consist of recent graduates from application-oriented universities in Henan Province, China, who are either experiencing "slow employment" themselves or are actively involved in the job-seeking process. Including these participants ensures that the study captures diverse perspectives and provides a comprehensive understanding of the phenomenon.

Results: The study identifies key factors contributing to "slow employment," including career uncertainty, a competitive job market, parental and societal expectations, viewing "slow employment" as a phase for self-improvement, and financial support from parents reducing the urgency to work. Gender differences were noted, with female graduates more influenced by societal expectations and male graduates prioritizing income stability. These insights are valuable for higher education institutions to develop targeted strategies. For example, universities can address career uncertainty by promoting career counseling, internships, and alumni success stories, while also engaging parents by emphasizing the long-term career readiness of graduates.

Conclusion: Based on the findings, the study recommends targeted interventions such as career guidance programs, mentorship initiatives, and policy adjustments to reduce graduates' dependency on exams. Additionally, strengthening university-employer collaborations is proposed to better align graduates' skills with market demands, enabling smoother transitions into the workforce. These recommendations are not only practical but also highly relevant to higher education marketing. By implementing these strategies, universities can enhance their brand image and perceived value, showcasing a commitment to graduate success. Highlighting successful employer collaborations and robust career support services can serve as a strong differentiator in a competitive market. Furthermore, these strategies enable applied universities to improve both their "product" (educational experience and graduate outcomes) and "promotion" (effectively communicating these benefits to prospective students and parents).