Unlocking success: exploring job entry and graduate satisfaction. The case of economics and business qualifications in Spain

Purpose This study aims to analyze the characteristics of entry into the job market and the intention to repeat (university studies or same qualification) the same studies among Economics and Business Studies (EBS) graduates. Based on the postulates of Human Capital Theory, Social Capital Theory and Vocational Development Theory, an integrated approach is proposed that considers sociodemographic variables, university characteristics (public, private, on-campus or not) and university experience (being a scholarship holder, international mobility, other studies), variables related to job placement (early or late entry, type of contract, social security affiliation, contributory base) and subjective variables (intention to repeat university studies or the same degree). Design/methodology/approach To do so, the most up-to-date secondary data (4,281 cases) were extracted from both the University Graduate Employment Survey 2019 and the Integrated University Information System, which is currently part of the Spanish Ministry of Education and Professional Training. Findings The results highlighted that EBS graduates had better employment prospects and more permanent employment contracts, but with less income than the average of all degrees, which indicates a gap between training expectations and professional results. The most significant factor is to have a job at the time of finishing the studies and, more importantly, at the current moment, several years after finishing the studies. Furthermore, paradoxical effects are observed: graduates with scholarships or international experience report lower levels of satisfaction. Originality/value The study provides empirical evidence of the need to jointly analyze structural, sociodemographic and experiential factors to understand the value of the university career. Its practical implications aim to improve the alignment between EBS programs and labor market demands, promote equitable career paths and review the real impact of academic excellence and mobility programs.