The team conducted their review with methodological rigour drawn from established scoping review frameworks, searching two of the largest multidisciplinary databases in science, Scopus and Web of Science, for studies published between 2008 and 2024. Predefined search terms and filtering criteria were applied to an initial pool of candidate records, and the screening funnel ultimately yielded nineteen eligible articles for detailed analysis. Alongside qualitative synthesis, the authors performed a bibliometric investigation to chart where, when and how the field has developed. Their conclusion is striking: despite growing institutional interest, the direct relationship between perceived employability and student satisfaction remains underexplored, with far more attention paid to the antecedents of employability itself than to its downstream consequences for how students judge their educational experience.

Perceived employability, as the review’s underlying literature makes clear, is a psycho-social construct rather than a simple measure of job placement. Pioneering work in vocational psychology, notably the influential 2004 formulation by Fugate and colleagues, framed employability as a constellation of dimensions including career identity, personal adaptability, and social and human capital. Later refinements distinguished between objective employability, the actual position a graduate holds in the labour market, and subjective or perceived employability, the individual’s own appraisal of their chances. Rothwell and colleagues built the first validated scale specifically for university students in 2008, and subsequent psychometric work, including scale development for young adults and studies linking resource-based employability to perceived employability, has consolidated measurement practice. It is this subjective appraisal that the reviewed studies treat as a potential driver of satisfaction.

Student satisfaction, for its part, carries a deep intellectual lineage in services marketing. Classic models of customer satisfaction, such as the expectancy-disconfirmation paradigm formalised in early 1980s research on consumer behaviour, treat satisfaction as the outcome of a comparison between prior expectations and perceived performance. When universities began adopting this framework, satisfaction became a proxy for educational quality, a predictor of retention, and an antecedent of loyalty and positive word of mouth. Meta-analytic work published in 2017 confirmed the construct’s centrality, aggregating evidence across dozens of studies of higher education. The new review situates the employability-satisfaction nexus within this marketing tradition, arguing that for fee-paying students, the promise of future employment functions as a core service attribute against which the whole university experience is judged.

What did the nineteen studies actually show? The review reports that most previous research, especially studies employing causal models, generally finds that perceived employability affects student satisfaction. In structural equation models and regression-based designs, students who believed their programmes had equipped them for the labour market reported consistently higher satisfaction with their institutions. The evidence spans diverse educational contexts, from hospitality programmes where internship satisfaction and enhanced employability rose together, to tourism higher education where graduate satisfaction and loyalty were modelled as functions of employability, to technical-vocational institutions in Brazil where employability figured among the antecedents and consequents of satisfaction, and to polytechnic settings where perceived employability operated alongside service quality and perceived value in pursuit of student satisfaction.

The theoretical foundations of this body of work, the review finds, are drawn largely from psychological frameworks, with human capital theory and the psycho-social employability tradition providing the dominant conceptual scaffolding. Studies of undergraduates’ self-perceived employability traced the construct to human capital assets, career ownership and access to careers advice, while research on university-to-work transitions interrogated whether employability is best understood as a position, a possession or a process. Other strands examined how student-faculty interaction influences graduate outcomes through behavioural, emotional and cognitive engagement, and how self-regulatory processes such as career calling mediate between personal dispositions and perceived employability on one side and life satisfaction on the other. This psychological anchoring distinguishes the field from purely marketing-driven satisfaction research and gives the employability-satisfaction link its distinctive explanatory texture.

The review’s bibliometric mapping also reveals the disciplinary geography of the conversation. Discussions surrounding the relationship are diverse but predominantly situated within the field of graduate employability management, a space where career development scholars, education economists and higher education researchers converge. Contributions from the Middle East, China, Spain, Portugal, Turkey, Nigeria and Indonesia sit alongside a strong cluster of studies from the United Kingdom and other European contexts, reflecting the globalisation of the student-as-customer debate. Research on employability models for higher education, including systematic literature reviews of the field published in recent years, confirms that satisfaction is typically treated as a consequence rather than a focus, reinforcing the reviewers’ assessment that the direct pathway deserves dedicated empirical attention.

The practical implications are considerable. If perceived employability reliably shapes satisfaction, then universities have a service-management lever that extends well beyond lecture quality and campus amenities. Curriculum design that embeds work-integrated learning, internships and volunteering has been shown in the reviewed literature to influence both satisfaction and employability simultaneously, suggesting a mutually reinforcing loop. Interventions designed to improve student employability, such as structured employability programmes tested with university students, and models linking employability confidence to study choices, indicate that institutions can actively shape the belief system that feeds satisfaction. The review’s authors argue that educational institutions and policymakers should integrate the employability-satisfaction nexus into their service management practices, recognising it explicitly in the provision of educational services rather than treating career outcomes as an afterthought to the student experience.

There are caveats worth registering. A corpus of nineteen articles, however carefully assembled, cannot settle questions of causal direction or cultural generalisability, and the reviewers themselves note that the direct relationship remains underexplored, which is precisely why the mapping exercise was undertaken. Satisfaction is a notoriously context-dependent construct, sensitive to fee regimes, expectation formation and institutional image, and perceived employability is measured with heterogeneous instruments across the included studies. The authors suggest that future research should test the relationship directly, across more educational settings and with stronger longitudinal and comparative designs, to consolidate the causal picture that the existing causal models only begin to sketch.

Even with those limits, the study arrives at a propitious moment. Higher education systems everywhere face demographic pressure, sceptical consumers and government metrics that increasingly reward graduate outcomes. If the subjective sense of being employable is one of the strongest psychological currencies a university can offer its students, then satisfaction surveys, national student polls and institutional reputation indices are, at least in part, measuring how believable that promise feels. By consolidating sixteen years of scattered evidence into a single map, Ghozi and colleagues have given researchers a clear agenda and given university leaders a data-driven reminder that the job market looms large in every lecture hall, shaping how students judge not just their futures, but the institutions preparing them for it.

Subject of Research: The relationship between perceived employability and student satisfaction in higher education, examined through a scoping review of studies published between 2008 and 2024.

Article Title: Mapping the relationship between perceived employability and student satisfaction in higher education: a scoping review

Article References: Ghozi, S., Utami, H. N., Kusumawati, A., & Yulianto, E. (2026). Mapping the relationship between perceived employability and student satisfaction in higher education: a scoping review. SN Social Sciences, 6(9), Article 416. https://doi.org/10.1007/s43545-026-01704-1

Image Credits: AI Generated

DOI: 10.1007/s43545-026-01704-1

Keywords: perceived employability, student satisfaction, higher education, scoping review, graduate employability, student experience, services marketing, psycho-social construct, bibliometrics, educational service quality, career development, university management