Career orientation and competencies of KAU agricultural graduate students :an exploratory analysis

Abstract

Agricultural education today stands at the crossroads of tradition and transformation, demanding that graduates possess not only technical proficiency but also the adaptability and self-awareness to navigate a changing professional landscape. In this context, the study titled “Career Orientations and Competencies of KAU Agricultural Graduate Students: An Exploratory Analysis” was undertaken to explore how academic progression, gender, and stakeholder perspectives shape the career orientations, competencies, readiness, and personality profiles of agricultural students within Kerala Agricultural University (KAU). The investigation covered four constituent colleges-Vellayani, Vellanikkara, Padannakkad, and Ambalavayal and employed an ex post facto, exploratory design. A total of 160 respondents participated, including 120 students (Undergraduate, Postgraduate, and Doctoral) and 40 stakeholders (faculty and employers). The study treated Age, gender, category, parents’ occupation, geographical context, interpersonal relationship, professionalism, communication skills, critical thinking, leadership skills, teamwork as independent variables, while career orientations, career competencies, career readiness, personality traits, and career expectations were dependent constructs. Standardized instruments such as the Career Orientation Placement and Evaluation Survey, Career Ability Placement Survey, FAO Agricultural Competency Framework, NACE Career Readiness Competency Scale, and the Big Five Personality Inventory (OCEAN) were used. Data were analysed using descriptive statistics, ANOVA, post- hoc LSD tests, correlation, regression, Cohen’s d, and hierarchical cluster analysis. Results revealed that career orientation increased significantly with academic level, with PhD boys scoring highest in Achievement orientation (Mean = 3.59; p = 0.002), Prestige orientation (Mean = 3.56; p = 0.003), and Theoretical orientation (Mean = 3.60; p = 0.004), while PG girls led in Practical orientation (Mean = 3.57; p = 0.022). In addition, Interpersonal orientation was also found to be high among PhD boys (Mean = 3.56; p =0.030) and PG girls (Mean = 3.47; p = 0.030). Cluster analysis identified six distinct orientation profiles, showing a transition from exploratory and security-oriented226 mindsets at the undergraduate level to achievement and leadership-driven orientations among doctoral students. In terms of career competencies, PG boys (Mean = 3.29) and PhD girls (Mean = 3.23) exhibited the highest proficiency. Regression analysis (R² = 0.84) demonstrated that Communication Skills (β = 0.341) and Technical Skills (β = 0.278) were the strongest predictors of overall competency. Significant gender-based differences (Cohen’s d = 0.60–0.87) indicated that PG girls excelled in technical skills, communication, and result focus, whereas PhD boys outperformed in technical, career management and interpersonal domains. Correlation analysis revealed strong positive linkages among key competencies particularly between Communication and Leadership (r = 0.72) and Cognitive and Technical Skills (r = 0.68) confirming that professional abilities evolve as an integrated system rather than as isolated traits. Career readiness improved with education (Mean: UG Boys = 2.81 to PhD Boys = 3.28). The results revealed significant differences across academic levels in Career and Self-Development (F = 3.42; p = 0.01), Professionalism (F = 3.09; p = 0.01), Communication (F = 3.34; p = 0.01), Equity and inclusion (F = 2.96; p = 0.02), Teamwork (F = 2.66; p = 0.03), Leadership (F = 2.58; p = 0.03) and Technology (F=3.38; p=0.01). However, Critical thinking did not show a statistically significant difference across academic levels (F = 1.95; p = 0.09). The OCEAN personality analysis revealed that Openness was most prominent among undergraduates (61.1%), reflecting intellectual curiosity; Agreeableness peaked among PhD girls (68.4%), signifying empathy and collaboration; and Conscientiousness showed a significant upward trend (p = 0.02*), reaching its highest levels among PG and PhD girls (3.68– 3.70), indicating maturity and discipline. Meanwhile, Extraversion showed a moderate rise and Neuroticism declined with academic level, suggesting growing emotional stability and confidence.227 Stakeholders expressed optimism regarding job market potential (M = 6.01; 83.4%) but voiced concerns over work–life balance (M = 3.35; 39.1%). Stakeholders rated communication (M = 2.90), digital skills (M = 2.72), and entrepreneurship (M = 2.58) as the most essential competencies for employability. Future studies should focus on longitudinal tracking of graduates to assess how career orientations and competencies evolve over time, along with evaluating the impact of institutional interventions such as mentorship, internships, and experiential learning. Greater emphasis should be placed on curriculum reorientation and co-development with industry, integrating competency-based, and sustainability-focused modules that enhance employability and leadership potential. Establishing structured career counselling units, strengthening public–private collaborations, embedding digital and entrepreneurial skill training, and aligning curriculum outcomes with regional skill demands and national agricultural policies will ensure that agricultural graduates remain adaptive, innovative, and industry-ready. The study concludes that KAU students possess substantial career motivation, balanced personalities, and growing readiness, yet require targeted interventions in digital proficiency, experiential learning, and structured mentoring. Integrating emotional, social, and cognitive learning through competency-based curricula will not only enhance employability but also nurture reflective, future-ready professionals capable of leading India’s agricultural transformation.