The main purpose of this study was to examine and describe college students&rsquo / and graduates&rsquo / perceptions of the received and expected levels of employability skills and qualities clustered into the domains of communication, mathematics, quantitative, foreign language, technology, teamworking, learning, problem-solving, adaptability, and personal qualities during college training, and also to assess college educators&rsquo / and employers&rsquo / perceptions regarding the importance level of identified employability skills and qualities for graduates&rsquo / entry, success and productivity in workplaces. In this study, data were gathered through three distinct questionnaires whose frame and content were developed by utilizing a survey with 218 students, 54 graduates, 26 educators and 16 employers. The setting was Cappadocia Vocational College campus and several towns in Nevsehir where workplaces of external partners of the college are located. Descriptive and inferential statistics were utilized to analyze the results of this study. Frequencies were tabulated to determine significant associations and mean scores were calculated to assess the identified variables. Paired and independent samples t-tests were utilized to explore the differences between the perceptions of students, graduates and educators. The responses of employers were tabulated within itself due to low number of participants. The findings of indicated that students and graduates perceived college training to have little or moderate impact on employability skill acquisition / however, besides student population, employers and educators perceived employability skills to be of medium or high importance for graduates&rsquo / effective job performance and productivity of workplaces.

Health care administration programs have transitioned to using the competency approach to better prepare graduates for workplace success. The responsibility of preparing graduates lies with the program faculty, yet little is known about faculty perceptions of the competency approach. The purpose of this cross-sectional study was to assess the perceptions of graduate-level health care administration faculty about the competency approach, the approach's effect on graduate preparedness, and employer expectations. Adult learning theory and the theory of self-efficacy were used as the theoretical foundations for the study. Faculty demographics related to personal information, workplace/teaching experience, and program information served as the independent variables, while survey item perception ratings were the dependent variables. Nonprobability sampling of graduate-level health care administration faculty (n = 151) was used and data were collected using an online survey developed by the author. Descriptive statistics, independent samples t tests, correlation analyses, and multiple linear regressions were used to examine and describe faculty perceptions. Findings indicated that faculty generally support the use of the competency approach and that it effectively prepares graduates. Teaching in a CAHME-accredited program predicted perceptions about the approach adequately addressing employer expectations (β = .343, p < .05). Issues including need for standardization and use for accreditation versus educational purposes were identified. Social change implications include contributing to professional development efforts for faculty and improving the quality of health care administration graduates and the future leadership of the industry.