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RESEARCH ARTICLE
Measuring the mediating role of quality
education for ensuring employability skills: An
analysis of higher education student
perception in Bangladesh
Khandakar Kamrul Hasan
1,2☯
, Shadia SharminID
1,3☯
, A. T. M. Fahimul IslamID
1☯
*,
Hissan Khandakar
4☯
, Abdul Hasib Siddique
5☯
, Ariful Hoque Shuhan
5☯
, Mobashwer
A. Khandaker
6☯
1Department of Educational Leadership, Policy and Technology Studies, The University of Alabama,
Tuscaloosa, Alabama, United States of America, 2Department of Business Administration, University of
Scholars, Banani, Dhaka, Bangladesh, 3Faculty of Business Studies, Bangladesh University of
Professionals (BUP), Mirpur Cantonment, Dhaka, Bangladesh, 4Cambridge Assessment International
Education A Level, British Council, Nilkhet, Dhaka, Bangladesh, 5Department of Electrical and Electronics
Engineering, University of Scholars, Banani, Dhaka, Bangladesh, 6Office of the Registrar, University of
Scholars, Banani, Dhaka, Bangladesh
☯These authors contributed equally to this work.
*fahim.islam619@gmail.com
Abstract
The present study employs a quantitative approach to measure the student perception of
the direct and mediating effect of quality education for ensuring employability skills in higher
education students of Bangladesh. The study was conducted on 154 undergraduate and
graduate students at a Private University in Bangladesh, through a cross-sectional survey
using a structured data questionnaire. The multilevel measurement and structural model,
which was based on the constructs of quality education, employability skills of students,
course structure, institutional policy, and physical aspects, was analysed using Partial Least
Squares modelling with SmartPLS 4. The aim was to identify the employability skills that are
present among higher education students in Bangladesh through student perception and
explore the mediating role of quality education in shaping these skills. The findings suggest
a significant gap between the skills taught in private universities, and the industry require-
ments of Bangladesh, which highlights the urgency for administrators and policy-makers to
act fast. physical aspects have a positive influence on quality education and employability
skills, but course structure and policy show less direct impact. Moreover, quality education
is a crucial mediator for only the factors that match a direct effect. This proves that higher
education students in Bangladesh may not have acquired the technical knowledge required
by the industry. However, the present study was conducted on undergraduate and graduate
students at a single private university, thus acknowledging the need to diversify the popula-
tion sample in future studies for enhanced generalizability. The implications of these results
extend to educational policymakers, institutions, and stakeholders, therefore emphasizing
the need for curriculum enhancement, industry-academia collaboration, and policy reforms.
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OPEN ACCESS
Citation: Hasan KK, Sharmin S, Islam ATMF,
Khandakar H, Siddique AH, Shuhan AH, et al.
(2024) Measuring the mediating role of quality
education for ensuring employability skills: An
analysis of higher education student perception in
Bangladesh. PLoS ONE 19(10): e0310815. https://
doi.org/10.1371/journal.pone.0310815
Editor: Sandro Vieira Soares, Universidade do Sul
de Santa Catarina, BRAZIL
Received: May 29, 2024
Accepted: September 4, 2024
Published: October 7, 2024
Copyright: ©2024 Hasan et al. This is an open
access article distributed under the terms of the
Creative Commons Attribution License, which
permits unrestricted use, distribution, and
reproduction in any medium, provided the original
author and source are credited.
Data Availability Statement: All relevant data are
within the manuscript and its Supporting
information files.
Funding: Internal Grant provided by the University
of Scholars, Dhaka, Bangladesh.
Competing interests: The authors have declared
that no competing interests exist.
Introduction
There are currently 54 Public Universities and 112 Private Universities in Bangladesh [1,2].
Even though Public Universities are considered some of the most prestigious institutions in
the country, only 202,421 seats are available each year, and a further 266,625 are available each
year from Private Universities [3]. The rest of the prospective students attend National Univer-
sities, with around 1,268,322 seats yearly [3]. Around 1,034,328 Students who passed the
Higher Secondary Certificate Examinations in 2022 must be accommodated in these seats [4].
Despite the proliferation of private universities, there is a growing concern that the education
they offer may need to be aligned with the needs of employers, leading to a skills gap among
graduates. This misalignment poses a significant challenge for the students, educational insti-
tutions, and policymakers responsible for shaping the country’s future workforce [5].
The exploration of employability skills among higher education students in Bangladesh has
only recently garnered scholarly interest [6–8]. The National Education Policy 2010 (NEP-
2010) stressed the importance of aligning education with labor market demands [9]. However,
the effectiveness of this policy remains questionable. As noted by [10], several stakeholders
have struggled to maintain educational standards as per NEP-2010. In addition [8], observed
that the quality of education significantly influences students’ employability skills, stating that
the "Bangladeshi education system is old-fashioned with no accommodation for skill dynam-
ics, technology, and the labour market." This is juxtaposed with findings from other contexts,
such as [11], which identified student over-confidence as a major barrier to employability
skills, underscoring the disparity within Bangladeshi HEIs. Despite these insights, the current
study’s scope is limited, with data derived from a single school, thus not fully achieving the
goal of identifying the employability skills across the higher education spectrum in
Bangladesh.
Nevertheless, the inquiry persists: Do the graduates of these private universities possess suf-
ficient readiness for the labour market? This research paper explores this critical issue through
a quantitative study utilising a structured questionnaire and cross-sectional data sampling to
collect data about students’ perceptions of quality education in their institutions. A compre-
hensive literature review showcases how different institutions provide quality education to
their students to ensure employability skills. Moreover, the direct relationship between Quality
Education and Employability Skills of Students will also be discussed. The primary research
problem this study aims to address is the factors determining university students’ Quality Edu-
cation and its influence.
The study is necessary due to its quantitative insights into the impact of quality education
on higher education (HE) students. This study aims to contribute to ongoing efforts to
improve the quality of education and develop employability skills among individuals. This
study’s findings can be a substantial resource for educational institutions, policymakers, and
other relevant stakeholders actively changing Bangladesh’s education trajectory.
Research questions
The objectives of the study are as follows:
• The purpose of this study is to examine the factors determining university students’ Quality
Education (QE) by investigating the relationship between Course Structure (CS), Institu-
tional Policy (Pol), and Physical Aspects (PA) to ensure Employability Skills of Students (ES)
in higher education.
• To explore the influence of Quality Education (QE) as a mediator in the relationship
between exogenous and endogenous factors.
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Literature review
In alignment with the principles of Student-Centered Learning (SCL), this approach aims to
assess the educational experience from the students’ perspectives comprehensively. SCL is a
pedagogical approach that places students at the core of the learning process, emphasising
active participation, collaboration, critical thinking, and self-directed learning [12]. Since SCL
is a complex learning process, students must be thoroughly supported in the motivational, cog-
nitive, and social aspects. Interestingly, this is precisely the approach that must be taken by
institutions to provide quality education to ensure employability skills by encouraging both
soft and hard skills, as well as collaboration. The constructs of Quality Education, Physical
Aspect, Course Structure and Institutional Policy have been developed to assess the quality of
education that is being provided by the private university sector of Bangladesh, which itself has
been adapted from the SERVQUAL instrument put forward by [13]. The research variables
used for this paper have been identified based on the adaptation of [14], shown in Table 1.
Course structure (CS) and its relationship with quality education (QE)
Various aims and agendas are established at the international, national, and regional levels to
guarantee education provision. A comprehensive education should possess the capacity to
impart fundamental knowledge and competencies necessary for the advancement of individu-
als. It should aid in cultivating positive habits and values and fostering logical, critical, and
autonomous thinking abilities. Furthermore, it should serve as a catalyst to inspire and unleash
individuals’ potential, creativity, and curiosity, encouraging them to explore and uncover
novel knowledge for the betterment of humanity and the global community [19]. Nonetheless,
the learning problem remains pervasive in contemporary times, with over 250 million children
of school age worldwide failing to acquire fundamental quantifiable competencies, such as
reading and numeracy. Half of these children had received formal education for at least four
years. The presence of substandard education that hinders the achievement of fundamental
Table 1. Identification of research variables.
Constructs Meaning Level of
Measurement
Role Sample Indicators Source
Employability Skills
of Students
This construct encompasses skills like collaboration, respectful
engagement, constructive feedback, adept technology use, goal
attainment, and self-directed multitasking.
Individual
(Students)
Dependent • Number of collaborative
projects participated in
• Use of technology in
coursework.
[11]
Quality Education A measure of the institution’s professionalism and skill development
offerings, essential for students’ careers. It involves active student
participation and rigorous assessment across diverse courses.
Institutional Mediating • Variety of courses
offered.
• Student engagement in
institutional activities.
[15]
Course Structure Courses designed to meet industry requirements, fostering
communication skills and teamwork among students.
Institutional Independent • Alignment with industry
needs.
• Team-based project
components
[16]
Institutional Policy The degree to which the institution provides financial aid and student
assistantship opportunities.
Institutional Independent • Percentage of students
receiving financial aid.
• Number of assistantship
positions available.
[17]
Physical Aspects The aesthetic appeal of the campus, availability of facilities, support
services, and overall student safety on campus.
Institutional Independent • Campus safety reports.
• Availability of
recreational facilities.
[18]
https://doi.org/10.1371/journal.pone.0310815.t001
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learning objectives is seen in many countries and areas, including Arab and African nations, as
well as affluent OECD (Organization for Economic Co-operation and Development) countries
[19]. Research conducted on an award-winning instructor in the United States has determined
that aligning course structure with its intended goal is crucial. The study also emphasises the
significance of a conceptual framework that centres on online course design, evaluation and
assessment, and facilitation. Furthermore, the study suggests reviewing relevant literature in
the context of this framework [20]. Thus, the following hypothesis is posited:
•H1: Student perception of course structure positively affects the employability skills of higher
education students.
Institutional policy (POL) and its relationship with quality education (QE)
According to [21], enhancing graduate employability and developing competencies globally
require robust innovation and collaborative practices inside higher education institutions.
Nevertheless, the investigation’s outcomes suggest a significant gap must be addressed in
higher education institutions’ adoption of sustainable policies on this subject matter.
The National Education Policy 2010 (NEP-2010) in Bangladesh acknowledged aligning
education with the labour market requirements. It underscored the significance of this align-
ment of imparting skills and competencies to enhance employability [9]. Nevertheless, the effi-
cacy of the policy raises concerns, as highlighted by [10], due to the inability of several
stakeholders to uphold educational standards under the NEP-2010. Consequently, numerous
individuals with university qualifications need help securing employment opportunities. The
employers assert that graduates lack the necessary skill sets.
The investigation of methodologies employed in quality assessments and the corresponding
critiques holds significance for several stakeholders within higher education, encompassing
policymakers tasked with reviewing assessment outcomes [17]. There is a growing demand to
hold policymakers accountable among other stakeholders “for greater public transparency of
assessment results” [22,23]. The prevailing climatic conditions have consequently given rise to
a commensurate requirement for increased and enhanced knowledge about evaluation meth-
odologies and alternative options for assessing quality. Institutional investments in assessments
encompass allocating faculty and administrative time and resources to develop, administer,
and disseminate results. This continuous gathering of information about program experiences
and effectiveness plays a crucial role in providing the requisite context for interpreting the
findings of new studies and guiding policy changes at the institutional or program level [14].
A past researcher [17] opined that the most remarkable advancement in quality assessments
has been achieved in "evaluating student experiences and outcomes because the measures offer
more than a description of incoming students’ talents and abilities." Nevertheless, further
research is required to explore other methods of evaluating the effectiveness of educational initia-
tives beyond relying just on student feedback. This is crucial for facilitating comparisons across
different institutions, establishing a connection between present-day programs and their long-
term consequences, and informing legislative efforts. Thus, the following hypothesis is posited:
•H2: Student perception of institutional policy positively affects the employability skills of
higher education students.
Physical aspects (PA) and its relationship with quality education (QE)
Research findings substantiate that the physical dimension holds greater significance in higher
education. This is primarily due to the pivotal role played by the quality and quantity of
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resources and amenities, including workshops, laboratories, libraries, and computer and infor-
mation systems, in facilitating the learning and teaching processes. Additionally, auxiliary
facilities such as accommodations, sports centres, restaurants, and the overall environment
contribute to the overall educational experience [13,24]. In an optimal educational setting, it
is crucial to possess sufficient infrastructure to facilitate effective teaching and learning [25].
Numerous studies have demonstrated that the absence and insufficiency of these amenities sig-
nificantly impact the academic outcomes of both students and instructors inside tertiary edu-
cational establishments [26].
Previous research on primary and secondary educational institutions has consistently dem-
onstrated the significance of the physical campus environment in facilitating effective teaching
and learning. These studies have further substantiated the existence of strong positive associa-
tions between the quality of school amenities and students’ academic performance [27–29].
According to [30], past researchers had to adopt a post-occupancy evaluation (POE) approach
to assess the quality of the HEI campus and services. A comprehensive POE technique employs
only a handful of methods, such as facilities management (FM) performance against func-
tional, financial, technical, and behavioural criteria, that are uniquely adapted to evaluating the
performance of educational facilities [31,32]. Thus, the following hypothesis is posited:
•H3: Student perception of physical aspects positively affects the employability skills of higher
education students.
Quality education (QE) and its relationship with employability skills of
students (ES)
Education increases production and income, boosting wealth; however, identifying acceptable
education indicators and settings is challenging for developing countries to establish a quality
evaluation system, which is why several views and reasoning frameworks are needed to evalu-
ate educational policies to encourage education in poor nations and worldwide [33].
Undoubtedly, quality education is essential for developing individuals and the nation.
While there is a considerable amount of literature on the importance of employability skills
and quality education [5,8], there needs to be more research focusing on private universities
in Bangladesh. Most existing studies either concentrate on public universities or provide a gen-
eralised overview without diving into the intricacies of the private education sector. In addi-
tion, there is a need for more scholarly investigations that utilise a theme analysis methodology
to examine the experiences and perspectives of students concerning student-centred learning
(SCL) as a strategy for improving educational quality and fostering the acquisition of employ-
able skills [8]. Higher education is of the highest importance as it significantly influences the
development of employability skills among graduates [5]. As the global economy intensifies in
competitiveness, there is an unprecedented need for a highly proficient labour force [34]. Con-
sidering the increasing accessibility of information, the growing prevalence of competition,
and the ubiquitous influence of technology, the significance of learning is heightened as a pre-
requisite for active engagement in the contemporary knowledge-based economy [35]. This
phenomenon holds particularly true in developing nations such as Bangladesh, where there
has been a notable expansion in the private education industry in recent years [8].
Private institutions have become increasingly favoured among students pursuing higher
education due to their diverse selection of courses and areas of expertise. Nevertheless, the
exponential growth of these educational establishments has prompted inquiries regarding the
calibre of instruction they offer and its applicability inside the labour market [5]. Thus, the fol-
lowing hypothesis is posited:
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•H4: Student perception of Quality education positively affects the employability skills of
higher education students.
The mediating role of quality education (QE)
An alarming 2.3 million graduates are jobless in Bangladesh’s higher Education and labour
market dynamics. Moreover, 350,000 graduates enter the labour market yearly, yet 200,000
remain unemployed. This has raised the graduate unemployment rate from 32% (2015) to
47% in 2019 [36]. According to [37], the elevated level of graduate unemployment in Bangla-
desh can be ascribed to many factors. These factors encompass a diminished demand for grad-
uates within the labour market, exacerbated by a surplus of graduates, insufficient professional
competencies among graduates, inefficiencies in the educational system, and outdated curric-
ula, among others [37]. The Centre for Policy Dialogue (CPD) reports that a concerning trend
persists in which approximately 5 out of every ten graduates in Bangladesh find themselves
unemployed [7]. In contrast, India and Pakistan face a comparatively lower rate, with 3 out of
every five graduates remaining unemployed [38]. Understanding this disparity may help HEIs
ensure employability skills for graduate students.
The conversation around HE has historically been centred around the employability discus-
sion since the primary objective of HE institutions is to produce graduates who possess the
necessary skills and qualifications for the workforce [39]. The employability of university grad-
uates is a topic of significant interest among scholars, legislators, and curriculum developers
worldwide, owing to its substantial significance over the last decade [40]. The Bologna Process,
which rose to prominence due to significant concern regarding the elevated levels of unem-
ployment among graduates in certain European nations, emphasises the evaluation of HEIs
based on the employability of their graduates on par with the quality of education provided by
these HEIs [41]. However, prior literature needs to adopt the Service Quality (SERVQUAL)
Instrument, which was adapted from [13], as Quality Education (QE). Moreover, even though
evidence suggests that QE may mediate in ensuring employability skills [39–41], prior litera-
ture needs to discuss its significance. Thus, the following hypotheses are posited:
•H5: Student perception of Quality education and the mediating relationship between physi-
cal aspects and employability skills of higher education students.
•H6: Student perception of Quality education and the mediating relationship between course
structure and employability skills of higher education students.
•H7: Student perception of Quality education and the mediating relationship between institu-
tional policy and employability skills of higher education students.
Fig 1 illustrates the conceptual model for this investigation in accordance with the proposed
hypotheses, the SCL Theory, the theoretical discussion, and the empirical findings of prior
research.
Methodology
Ethics statement
The study has been approved by the Research Committee at the University of Scholars, Bangla-
desh, as the research is being conducted on human participants, i.e., students of a private uni-
versity. Moreover, consent from the participants were taken through Google Forms, wherein
participants were informed that every question is entirely voluntary, and that the survey does
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not collect any personally identifying information as responses will remain strictly anony-
mous. Submission of the Google Form was counted as participant consent.
Sample and data collection
The study has been carried out at the University of Scholars, Dhaka. The respondents are stu-
dents pursuing bachelor’s and master’s programs in the Department of Business Administra-
tion and have at least minimum employability experience in part-time or full-time jobs,
respectively. The Google Form was disseminated and data from students was collected, start-
ing from 1
st
December 2023, until 31
st
December 2023, flexibly over a span of 31 days. A total
of 154 students responded. Among them, 10 data were discarded for spurious nature. The final
data considered 144 participants for further analysis. The valid 144 cases comprise 108 males
(75 per cent) and 36 females (25 per cent). According to [42], the prescribed range of 100–150
respondents for obtaining dependable results from structural equation models, the current
study’s sample size is adequate.
A cross-sectional survey of University of Scholars students was undertaken using the non-
probability purposive sampling method. A structured questionnaire was constructed to collect
responses for this study. The constructs of employability skills of students (ES), quality educa-
tion (QE), course structure (CS), institutional policy (POL), and physical aspects (PA) have a
total of 31 question items. Respondents were required to respond with the statements provided
using the seven-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree).
Prior research [43] state that power analysis is frequently suggested in the PLS-SEM litera-
ture for determining the sample size for structural equation modelling. [44] suggest that to
Fig 1. The mediating role of quality education for ensuring employability skills in higher education students.
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determine the minimal sample size, one should employ power analysis and consider the model
constructs with the greatest number of significant predictors. According to [44], the rule of
thumb established by [45] helps assess the statistical power of multiple regression models and
determine the appropriate sample size. This rule considers the path model’s complexity, a min-
imum R2 value, and 80% statistical power. A minimum sample size of 103 was necessary in the
PLS path model employed in this investigation to identify a minimum R2 value of 0.10 at a sig-
nificance level of 5% and a suggested statistical power of 80%.
Measures
From the literature, the measurement items for all constructs were adapted. The purpose of
this study is to identify the relationship among Course Structure (CS), Institutional Policy
(Pol), Physical Aspects (PA), Quality Education (QE), and Employability Skills of Students
(ES), as well as the mediating role of Quality Education (QE), the unit of analysis was at the
individual level. This study analysed all path linkages in the research model for hypothesis test-
ing. The approach utilised in this research is confirmatory factor analysis (CFA), as the con-
structs incorporated in this model have been borrowed from previous investigations. PLS has
the potential for two general applications, according to [46]: theory development or theory
confirmation. PLS generates hypotheses in the latter scenario by investigating the interrela-
tionships among variables.
Furthermore, PLS methods are frequently preferable when the phenomenon being investi-
gated is relatively novel or evolving or when the theoretical model or measures are not well-
defined [47]. Additionally [48], argue that PLS is more appropriate for developing theories
rather than for verifying them. Thus, employing the CFA method in the present investigation
is reasonable.
Results
Data analysis
The statistical method used to analyze the measurement and structural model was partial least
squares (PLS) modeling with SmartPLS 4.0.9.6 [49]. This choice was made because PLS model-
ing does not necessitate the assumption of normality, which is often absent in survey research
[50]. SPSS regression was deemed inadequate due to the complex model involving mediation,
which couldn’t be tested simultaneously. Structural equation modeling was therefore
implemented.
Prior research [43,51,52] outlined the following benefits of utilizing PLS-SEM:
• PLS-SEM can operate with a limited sample size.
• PLS-SEM evaluation of mediation is superior to regression analysis.
According to [48,51], PLS-SEM is particularly well-suited for complex models where pre-
diction is of greater importance than parameter estimation, and conditions such as sample
size, independence, or normal distribution are not satisfied. Thus, it was appropriate to employ
PLS-SEM in this investigation. The multilevel model was used for the analysis of data with a
hierarchical or cluster structure and is popular in educational research [54]. This multilevel
model is required because “Students” are generally considered a Level-2 analysis unit in educa-
tional research [55].
In adherence to the recommendations [53,54], the concern of Common Method Bias was
mitigated by conducting a comprehensive collinearity test since the data were obtained from a
single source. By employing this approach, each variable is regressed against a standard
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variable; the absence of bias from a single data source is confirmed when the VIF falls below
3.3. As the analysis produced a VIF below 3.3, single-source bias did not appear to be a signifi-
cant concern with these data.
A significant concern for the multilevel conceptual model was the potential for Omitted
Variable Bias at the individual level [55], especially since the “Student” level had no other con-
trol variables. However, as justified by [56], it is impractical to collect all requisite data since
the present study is strictly observational.
Measurement model
Based on the recommendations put forth by [57], the constructed model underwent two-step
testing. Before proceeding, the instrument’s validity and reliability were assessed on the mea-
surement model per the protocols outlined by [51,58]. Then, the developed hypothesis was
evaluated by executing the structural model.
The loadings, average variance extracted (AVE), and composite reliability (CR) for the mea-
surement model were evaluated. The CR should exceed 0.7, the loading values should exceed
0.5, and the AVE value should exceed 0.5. AVEs and CRs exceeded 0.5 and 0.7, respectively, as
shown in Table 2.
Convergent validity. The Composite Reliability (CR) values for Employability Skills of
Students (ES), Quality Education (QE), Course Structure (CS), Institutional Policy (Pol), and
Physical Aspects (PA) were 0.836, 0.857, 0.823, 0.891, 0.808 and 0.798, respectively indicated
that all items constantly measure the same construct. Furthermore, contemporary research
Table 2. Measurement of construct validity*(Source: Authors).
Construct Items Loadings CR AVE
Course Structure CS1 0.717 0.823 0.609
CS2 0.783
CS3 0.836
Employability Skills of Students ES1 0.716 0.836 0.507
ES2 0.797
ES3 0.64
ES5 0.654
ES7 0.743
Physical Aspects (PA) PA1 0.752 0.798 0.500
PA2 0.659
PA4 0.776
PA5 0.629
Institutional Policy Pol1 0.691 0.808 0.585
Pol2 0.783
Pol3 0.816
Quality Education QE1 0.742 0.857 0.500
QE2 0.75
QE3 0.777
QE4 0.667
QE5 0.643
QE7 0.652
*Note: Two items were dropped from employability skills of students (ES4, ES6), one item was dropped from physical aspects (PA3), and one item was dropped from
quality education (QE6) because of their low loadings (below 0.5).
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guarantees adequate convergent validity prior to the analysis of data. The construct measure-
ment’s ability to represent the construct is called convergent validity [44]. Positive intercorrela-
tion is anticipated among all indicators comprising a similar construct, given that they all
reflect the same construct. [43] proposed that each construct attain an average variance extrac-
tion (AVE) of at least 50% to ensure adequate convergent validity. Table 2 describes the vari-
ables that yield sufficient AVE values, such as Employability Skills of Students (0.507), Quality
Education (0.500), Course Structure (0.609), Institutional policy (0.585), and Physical Aspects
(0.500). Hence, the present investigation satisfies the criteria for convergent validity.
Discriminant validity. Discriminant validity guarantees that the constructs within com-
parable frameworks are distinct from one another [43]. To ensure adequate discriminant
validity, AVE’s square root must exceed the latent variable’s correlation [59], which are shown
in Table 3.
Structural model
Direct effect. Determination of structural model coefficients was accomplished via regres-
sion equations. When analysing structural relationships, the variance inflation factor (VIF) is
commonly employed to ascertain whether an error is attributable to collinearity [60]. There
are differing opinions among researchers regarding the optimal VIF threshold value. While
[43] suggest a threshold of 5.0 [51], argue that a lower value, no more than 3, is preferable. The
VIF value for each construct was equal to or less than three, indicating the absence of collinear-
ity issues. The statistical significance of path coefficients was assessed through the bootstrap-
ping method, with a minimal resampling of 5,000 [43]. The correlations between exogenous
and endogenous components were computed using a significance level 0.05 (p<0.05). Thus,
these results are shown in Table 4.
The direct effect of the relationship between CS and QE has not been supported in H1 (β=
0.057, T Value = 0.647, P Value = 0.518, F2 = 0.004, VIF = 2.427). The relationship between
PA and QE is supported in H3 (β= 0.389, T Value = 4.736, P Value = 0.000, F2 = 0.208,
Table 3. Discriminant validity analysis using Fornell and Lacker criterion*(Source: Authors).
Constructs CS ES PA Pol QE
CS 0.780
ES 0.546 0.712
PA 0.626 0.599 0.707
Pol 0.523 0.529 0.531 0.765
QE 0.684 0.62 0.69 0.519 0.733
*Note: The square root of AVE is denoted by the bold values on the diagonal, whereas the other values represent the correlations between constructs. To satisfy the
discriminant validity criteria, the diagonal values must be greater than the off-diagonal values.
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Table 4. Result of direct effect (path coefficient and hypothesis testing) (Source: Authors).
H Path Std. Beta t-value p-value Decision VIF F2
H1 CS ->QE 0.057 0.647 0.518 Not Supported 2.427 0.004
H2 Pol ->QE 0.092 1.195 0.232 Not Supported 1.538 0.016
H3 PA ->QE 0.389 4.736 0 Supported 2.075 0.208
H4 QE ->ES 0.612 9.557 0 Supported 1 0.597
https://doi.org/10.1371/journal.pone.0310815.t004
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VIF = 2.075). The relationship between Pol and QE is not supported in H2 (β= 0.092, T
Value = 1.195, P Value = 0.232, F2 = 0.016, VIF = 1.538). The study of the relationship between
QE and ES is supported in H4 (β= 0.612, T Value = 9.557, P Value = 0.000, F2 = 0.597,
VIF = 1.000).
Testing the mediating effect. An investigation was undertaken to determine whether QE
mediated the relationships between PA, CS, Pol and ES among students in higher education.
QE (H6: β= -0.238, t = 4.289, p = 0.000, H9: β= 0.235, t = 3.716, p = 0.000) mediated the
relationship between PA, ES and ES in higher education. QE (H6, H7) did not mediate the
relationship ES between CS and Pol. Thus, these results are shown in Table 5.
Predictive relevance analysis (R2 & Q2). The R2 value indicates the accuracy with which
the independent variables of a model predict the dependent variable [61]. The R2 cut values of
0.75, 0.50, and 0.25 were categorised by [51] as significant, moderate, and feeble, respectively.
The findings of this research demonstrate that the endogenous construct is explicable (QE:
0.650 and ES: 0.374), suggesting that the exogenous variables (PA, CS and Pol) account for
around 37% and 65% of the variance, respectively. The suitability of this research model is cer-
tified by the R-square criterion.
Exogenous constructs are observed to predict endogenous constructs when the Q2 value is
more significant than zero [44]. QE: 0.609 and ES: 0.415 indicate that the model is statistically
highly predictive. The results presented in Table 6 demonstrate that the model possesses pre-
dictive validity.
Discussion
Direct effects of constructs on quality education
This research contributes to the vital understanding of HEIs in Bangladesh and the student
perception of how administrators and policymakers shape the curricula and other features.
Prior literature has described and measured a solid direct effect of Course Structure, Physical
Aspects, Institutional Policy, Quality Education and Employability Skills of Students. The
current study has underlined similar findings as per the survey conducted on 154 students.
Physical Aspects (PA) and Quality Education (QE) have all supported a direct effect with
Quality Education (QE) and Employability Skills of Students (ES). [18] opined that the ‘tan-
gibles’ (physical aspects) of any service determined the direction of the gap between per-
ceived and experienced service. Some other items to which students agreed were "My
university offers the facilities of my choice." (44.9%), "My university offers various support
services." (46.2%), and "My university campus is attractive." (48.7%), and strongly agreed "I
Table 5. The result of the mediating effect (Source: Authors).
Hypothesis Path Std. Beta t-value p-value Decision
H5 PA ->QE ->ES 0.238 4.289 0.000 Supported
H6 CS ->QE ->ES 0.035 0.624 0.532 Not Supported
H7 Pol ->QE ->ES 0.056 1.167 0.243 Not Supported
https://doi.org/10.1371/journal.pone.0310815.t005
Table 6. Predictive relevance of the exogenous constructs (Source: Authors).
Construct R-square Q-square
ES 0.374 0.415
QE 0.650 0.609
https://doi.org/10.1371/journal.pone.0310815.t006
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feel safe within my university campus." (45.5%). Thus, the hypothesis (H3), "Student percep-
tion of physical aspects positively affects the employability skills of higher education stu-
dents”, has been proven. [15] argued that as students from diverse settings are coming to
receive education at HEIs, the administration should emphasise outcome-based teaching
and learning to decrease the gap between exceptional and slacking students. This observation
closely matches the findings of this study because, once again, the majority of respondents
agreed to the items "My university encourages professionalism and helps me foster the neces-
sary skills" (50%), “My university is reputable and has enough credibility among the aca-
demic consensus” (52.6%), “My university is preparing me for a career of my choice”
(39.1%), “The present curriculum design of my courses is coherent and clear to me” (56.4%),
“Evaluation and assessment at my Institution is rigorous” (51.3%), and “My university
actively involves students in their activities” (48.1%). Thus, the hypothesis (H4), "Student
perception of Quality education positively affects the employability skills of higher education
students", has been proven.
In contrast, the study failed to support the direct effect of Course Structure (CS) and
Institutional Policy (POL) on Quality Education (QE). However, it should be noted that the
p-values of both CS and POL are above zero but positive; thus, the observed data does not
provide strong evidence against the null hypothesis [62], which is why the correlation may
be positive against CS and POL. The findings provided by [16] in the Indian context indi-
cated that content (Course Structure) had no significant difference in importance compared
to other constructs when measuring student perception. Most respondents in this study
agreed to the questions “The courses that I have taken are set to meet industry require-
ments” (50.6%), “My courses help me to foster communication skills and teamwork”
(50.6%), and “The knowledge I am gaining is flexible across industries” (57.1%). However,
by measuring the student perception in the context of Bangladesh, CS does not directly
affect QE. While several reasons can be attributed to this difference, a likely explanation
may be that the students in Bangladeshi HEIs either did not understand the question or
lacked the experience required to answer this question entirely. [63] also found positive cor-
relations when measuring the student perception of course assessment (Course Structure)
but also measured the apparent competence of the students to evaluate this, thus proving
that other attributes had affected the findings. [7,8] observed widespread unemployment,
pointing directly towards the lack of industry-based curricula in most HEIs and the opposite
of the relatively positive student perception of CS. Thus, the hypothesis (H1), "Student per-
ception of course structure positively affects the employability skills of higher education stu-
dents", has not been proven.
Moreover [17], established that measuring program characteristics and effectiveness of
Institutional Policy was nuanced because it was essential to follow a ’quantity-over-quality’
approach, which was not possible for the scope of this paper to accomplish. Similarly, the
respondents mostly agreed to the questions including “My university gives opportunities to
students to work as assistants” (46.8%), “My university gives me training on real-world work
experiences” (44.9%) and "My university provides me with the knowledge that will be effective
in my work life" (43.6%). this is not reflected by the findings. Since the study was conducted
within Bangladesh, POL did not directly affect QE. Most HEIs are not invested in giving the
students practical experience in their respective fields, owing to the vast number of unem-
ployed students in Bangladesh [7,8]. In practical terms, HEI policies such as assistantships, as
observed by [64], made more students confident and able to perform tasks properly after spe-
cific assistantship roles than before, opposing the study’s findings. Thus, the hypothesis (H2),
"Student perception of institutional policy positively affects the employability skills of higher
education students", has not been proven.
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Mediating effect of quality education
The research also aimed to determine whether students perceive Quality Education (QE) as a
mediating factor for ensuring Employability Skills of Students (ES) necessary to enter the
workforce. This is significant as no prior literature discusses the mediating role of QE despite
numerous pieces of evidence backing these claims [39–41]. Moreover, only those constructs
that could support a direct relationship with QE also supported the mediated effect of QE. The
current study underlines a significant finding surrounding the mediating effect of QE, as per
the survey conducted on 154 students.
Physical Aspects (PA) is significantly supportive of the mediating effect of quality education
for ensuring Employability Skills of Students (ES). While no prior literature within the scope
of this study has argued or proven any significant relationship between PA and its effects on
ES, HEI facilities have been extensively researched as a direct contributing factor to ensuring
the ES of students [65–67]. This was mainly observed in the answers of respondents, as they
overwhelmingly agreed that “My university offers the facilities of my choice” (44.9%) and “My
university offers various support services” (46.2%) [67]. Even opined that "the availability of
educational facilities determines how productive a lecturer will be in transforming the students
into a qualified output that will continue with the national development of the country and
nation at large". Thus, the hypothesis (H5) “Student perception of Quality education and the
mediating relationship between physical aspects and employability skills of higher education
students” has been proven.
Unfortunately, the findings do not support the mediating relationship of Quality Education
(QE) to ensure Employability Skills (ES) for Course Structure (CS) and Institutional Policy
(POL). This is unsurprising as CS and POL failed to support a direct effect relationship with
ES. As mentioned, contextual differences and the students’ experience may have influenced
the conflicting answers to the practical situation. Most respondents were optimistic that QE
might mediate CS, as they agreed to the items "The courses that I have taken are set to meet
industry requirements" (50.6%), "My courses help me to foster communication skills and
teamwork" (50.6%), and "The knowledge I am gaining is flexible across industries" (57.1%).
[68] corroborated similar findings as a vital link was established between course content
(Course Structure) and vocational requirements (Employability Skills) since students were
motivated by the vocational nature and saw future success in the employment market, how-
ever, was doubtful of its benefit in assessing the practical relationship between them. Thus, the
hypothesis (H6), "Student perception of Quality education and the mediating relationship
between course structure and employability skills of higher education students", has not been
proven.
Moreover, respondents were also optimistic that QE would mediate POL by agreeing to the
items "My university gives opportunities to students to work as assistants" (46.8%), "My uni-
versity gives me training on real-world work experiences" (44.9%) and "My university provides
me with knowledge that will be effective in my work life" (43.6%). [69] reiterated positive find-
ings when implementing revised policies for HEIs in the European context, thus suggesting
that the context of Bangladesh cannot connect with unrealistic student perceptions. Thus, the
hypothesis (H7), "Student perception of Quality education and the mediating relationship
between institutional policy and employability skills", has not been proven.
Limitations of the study
While the paper forwards a significant contribution towards understanding the quality of edu-
cation of private university students in Bangladesh, certain limitations still need to be
addressed. This study used a cross-sectional approach. A longitudinal approach, wherein the
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competence of respondents (i.e. students) is measured before, though, and after the academic
program, could provide us with a more holistic understanding of the subject matter. Secondly,
the language of the questionnaire needed to be bilingual. However, it is safe to assume that pri-
vate university students in Bangladesh are well-versed in English. However, as citizens of a
country where English is not the native language, a bilingual questionnaire might have allowed
the respondents to understand the items better. Thirdly, the study focused on respondents
from only one private university, which could have limited the generalizability of the findings.
Future researchers could focus on a broader sampling frame to enhance generalizability.
Finally, publication bias may have been an issue in the present study, as reports with irrelevant
conclusions may have yet to be disseminated.
Conclusion
This research measured the quality of education within private universities in Bangladesh to
ensure employability skills. Through a quantitative study of student perception, the paper fur-
ther proposes a mediating role of quality education in shaping and ensuring the employability
skills of HE students in Bangladesh. The study further underscores the significance of a holistic
educational experience in fostering the diverse skill set demanded by the contemporary job
market. Quality education, as perceived by students, extends beyond the traditional academic
curriculum, emphasising the physical aspects, and policy of the university administration.
These elements collectively contribute to the employability skills development of students and
enhance their readiness for the workforce.
The findings reveal an alarming gap within Bangladesh’s education system that may even
threaten the country’s economic growth and stability. As more students enrol in private HEIs,
it must be impervious to the administration and faculty to ensure that a critical level of impor-
tance is given to industry-related skills within the courses taught and the facilities provided by
the university. Students are key stakeholders in understanding these disparities. While it is
understandable that different HEIs will have multiple challenges, the governing body for HEIs,
the University Grants Commission (UGC), can implement strict policies to instil work-based
learning and SCL to influence the development of employability skills in students.
The insights gained from this research can serve as a foundation for further investigations
and initiatives to optimise the quality of education and enhance the employability skills of HE
students in Bangladesh. Students must be made aware of the industry skills that they may learn
from the courses offered by HEIs, which is only possible through the collective efforts of other
stakeholders, culminating in industry-academia collaborations, curriculum enhancements,
and a HE policy that maintains strict adherence to contemporary needs of the job market. The
findings imply that HEIs in Bangladesh could focus on enhancing the quality of education by
improving course structure, institutional policy, and physical aspects that could lead to higher
employability skills among the graduates. This should assist HEIs in developing industry-
ready global graduates.
As Bangladesh continues to navigate the challenges and opportunities presented by a rap-
idly evolving global economy, understanding the pivotal role of education in shaping a future-
ready workforce becomes paramount. The role of HEIs is nurturing competitive candidates in
the job industry.
Supporting information
S1 Data.
(XLSX)
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Author Contributions
Conceptualization: Khandakar Kamrul Hasan, Mobashwer A. Khandaker.
Data curation: Shadia Sharmin, Ariful Hoque Shuhan.
Funding acquisition: Khandakar Kamrul Hasan.
Investigation: Shadia Sharmin, Mobashwer A. Khandaker.
Project administration: Khandakar Kamrul Hasan.
Resources: A. T. M. Fahimul Islam, Abdul Hasib Siddique.
Validation: A. T. M. Fahimul Islam, Abdul Hasib Siddique.
Writing – review & editing: Hissan Khandakar.
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