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Article

A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums

1
Department of Engineering Science, National Cheng Kung University, Tainan 70101, Taiwan
2
Department of International Business, National Taichung University of Education, Taichung 40306, Taiwan
3
Kazan Federal University, Institute of Pedagogy and Psychology, 420008 Kazan, Russia
*
Author to whom correspondence should be addressed.
Received: 26 April 2020 / Revised: 17 May 2020 / Accepted: 26 May 2020 / Published: 2 June 2020
(This article belongs to the Special Issue Multi-Criteria Optimization Models and Applications)
To effectively increase the employment rate of higher education graduates, higher education institutions are doing their best to provide the most high-quality technologized interdisciplinary curriculum, to educate professional expertise in decision-making and to fortify student employability. Therefore, after executing a series of evaluated measurements, there are four highly valuable and contributive conclusions and findings. First, judgeability was the most critical decision-making employability factor and was directly influenced by the self-efficacy (SE), self-control (SC) and self-regulation (SR) of the autonomy-learning performance of social learning theory (SLT). Second, the SE of autonomy-learning performance of SLT was positively impacted by the behavioral intention to use and actual system use of the technology acceptance model (TAM), and monitor, control and evaluate decision-making, select the best solutions, clarify the objectiveness to be achieved and search for possible solutions of rational decision-making model (RDMM). It is necessary for higher education graduates to possess judgeability to confidently deal with problem-solving issues by actually using diversified technological applications for clarifying, monitoring, controlling and evaluating the decision-making objectiveness, and to comprehensively search the possible solutions, in order to eventually induce the best solutions for the problem. Third, define and diagnose the issues or problems of the RDMM model affected by the self-control (SC) of autonomy-learning performance of the SLT theory, because higher education graduates have to possess justifiability to define and diagnose the problem-solving issues in-depth, by exercising the introspective self-correcting capacities cultivated from an interdisciplinary curriculum. Lastly, actual system use of the TAM indeed impacted the SR of the autonomy-learning performance of SLT, because higher education graduates have to assess, revise and justify their self-actions in thinking, motivation, feeling, cognition and behaviors, by self-observing and accumulating experience from an interdisciplinary curriculum. View Full-Text
Keywords: decision-making employability; technology acceptance model (TAM); social learning theory (STL); rational decision-making model (RDMM); multiple criteria decision making (MCDM) decision-making employability; technology acceptance model (TAM); social learning theory (STL); rational decision-making model (RDMM); multiple criteria decision making (MCDM)
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MDPI and ACS Style

Huang, Y.-M.; Hsieh, M.Y.; Usak, M. A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums. Mathematics 2020, 8, 897. https://0-doi-org.brum.beds.ac.uk/10.3390/math8060897

AMA Style

Huang Y-M, Hsieh MY, Usak M. A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums. Mathematics. 2020; 8(6):897. https://0-doi-org.brum.beds.ac.uk/10.3390/math8060897

Chicago/Turabian Style

Huang, Yueh-Min, Ming Y. Hsieh, and Muhammet Usak. 2020. "A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums" Mathematics 8, no. 6: 897. https://0-doi-org.brum.beds.ac.uk/10.3390/math8060897

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