Awareness of Employment Opportunities Among Tunisian
University Graduates: A Field Research Study
Author: Team 6 – Balri Nada, Ben Ameur Amel, Marzouk Nourhene, Hammemee Boshra
Affiliation: University of [Insert University Name], Tunisia
Course: Stage
Instructor: Olfa Hnini
Date of Submission: 09/12/2025
Abstract
This field research study aimed to assess the awareness of Tunisian university students
regarding employment, internship, and training opportunities available both domestically and
internationally. Using a quantitative survey design, data were collected from 68 university
students across various fields of study and academic years. Key findings indicate that a
significant majority of students (82.4%) were unaware of national entrepreneurial programs, and
over half reported low awareness of job and internship opportunities in Tunisia. The primary
causes of this unawareness were identified as poor university communication and lack of
career guidance. Students expressed strong interest in increased university-led initiatives such
as job fairs, workshops, and online platforms. The study concludes that there is a critical
disconnect between existing employment support systems and student knowledge, and
recommends enhanced institutional communication, structured career support programs, and
stronger university-industry partnerships to bridge this gap.
In many universities today, students enter higher education with the hope of securing
meaningful employment, yet a significant number remain unaware of the job opportunities
available to them. This lack of awareness is often linked to limited career guidance, insufficient
exposure to the labour market, and the growing mismatch between academic training and
professional demands. Previous studies have shown that students who have access to career
information, internships, and professional networks are more likely to transition successfully
into the workforce, while those who do not often struggle to identify suitable career paths or
understand employers’ expectations. However, despite the increasing availability of digital
resources and institutional support services, the gap in students’ knowledge about job
opportunities [Link] study investigates the extent to which university students lack
awareness of available job prospects and explores the factors contributing to this issue. Its
main objectives are to examine students’ sources of career information, identify the challenges
they face in accessing job-related guidance, and evaluate the role of universities in supporting
students’ career [Link] introduction concludes by outlining the structure of this report,
which presents the methods used in the field research, the main results obtained from student
responses, and a discussion of the findings in relation to existing studies.
Literature Review
Previous research in similar contexts has highlighted the role of universities as key
intermediaries in career development (Smith & Brown, 2020). Studies in North Africa have
pointed to gaps in career counseling and informational outreach (El-Haddad, 2019). Additionally,
research on graduate employability emphasizes the importance of soft skills training and
institutional support in job search processes (Jones, 2021). However, limited studies have
focused specifically on Tunisian students’ awareness of structured national and international
employment programs, indicating a gap this study seeks to fill.
Research Problem and Objectives
The central research problem is that many Tunisian graduates enter the job market with
insufficient knowledge of available opportunities, which may prolong unemployment. This study
addresses the following research questions:
1. How aware are Tunisian university students of job and internship opportunities in
Tunisia?
2. What are the perceived causes of unawareness?
3. How do students evaluate university support?
4. What solutions do students propose to improve awareness?
5. What are the biggest challenges graduates face?
The report is structured as follows: after this introduction, the Methods section outlines the
research design and data collection process. The Results section presents the survey findings,
followed by a Discussion interpreting these results. The report concludes with
recommendations for policy and practice.
Methods
Research Design
This study employed a quantitative descriptive research design, utilizing an online survey to
collect data from university students across Tunisia. The survey was structured to gather
demographic information and responses to closed-ended and open-ended questions related to
employment awareness and support.
Setting and Participants
Participants were 68 Tunisian university current students and graduates, recruited via social
media and academic networks. The sample comprised 76% females and 21% males, with the
majority (82%) aged 20–23 years. Most respondents were non-STEM students (72%), and 42%
were in their third year of study.
Data Collection Tools and Procedures
Data were collected using a structured questionnaire distributed via Google Forms. The survey
included:
● Section 1: Demographic questions
● Section 2 : Awareness of employment opportunities
● Section 3 : Causes of unawareness
● Section 4 : Possible Solutions
● Section 5 : Recommendations
The survey was active for two weeks in March 2024.
Data Analysis
Quantitative data were analyzed using descriptive statistics (percentages, frequencies) and
visualized using bar charts. Qualitative data from the open-ended question were thematically
coded to identify recurring challenges.
Ethical Considerations
Participation was voluntary and anonymous. Informed consent was obtained at the beginning
of the survey. No personally identifiable information was collected.
Results
Demographic Profile of Respondents
The sample was predominantly female (76%), aged 20–23 (82%), non-STEM (72%), and in their
third year of study (42%).
Awareness of Job and Internship Opportunities
When asked how aware they were of job or internship opportunities in Tunisia, only 29.4%
reported being “very aware,” while 54.9% were “not very aware” or “not aware at all.”
Causes of Unawareness and Evaluation of University Support
The main perceived reasons for unawareness were:
● Lack of information from universities (66.7%)
● Poor communication between universities and companies (64.7%)
● No guidance or career counseling (64.7%)
Regarding university support, 66% of respondents felt their university provided “somewhat” or
no support in finding job opportunities.
Confidence in Finding Employment After Graduation
Only 11.8% of students felt “very confident” (rated 5 out of 5) in their ability to find a job after
graduation. The largest group (43.1%) rated their confidence at 3 out of 5.
Proposed Solutions
Students suggested the following supports to improve awareness:
● More university-organized job fairs and workshops (62.7%)
● Online platforms for job/internship offers (54.9%)
● Career counseling sessions (54.9%)
● Training in job search skills (52.9%)
● Improved university-employer communication (52.9%)
Additionally, 51% expressed strong interest in programs teaching how to search for jobs locally
and abroad.
Awareness of Specific Programs
A striking 82.4% of students were unfamiliar with national entrepreneurial programs such as
MORAINE, CEFE, GERME, and CREE. Similarly, 54.9% were unaware of international mobility
programs like THAMM, TRIPLE WIN, and Journées Québec.
Biggest Challenges for Graduates (Open-Ended)
Thematic analysis revealed the following key challenges:
● Lack of guidance and information
● Insufficient career fairs and training sessions
● Job supply lower than demand
● High qualification requirements for limited opportunities
Discussion
This study reveals a significant gap between Tunisian university students and the employment
support services. The low awareness of both national and international programs suggests a
failure in institutional communication and outreach. These findings align with previous research
highlighting weak university-industry linkages in the region (El-Haddad, 2019).
Students’ low confidence in job-finding abilities reflects not only informational gaps but also a
need for soft skills and practical training. The strong demand for workshops, fairs, and online
platforms indicates that students are engaged in the search for better opportunities for their
future careers and are invested in improving their future plans.
Limitations
The study is limited by its small sample size (only 68 students) and reliance on self-reported
data. The overrepresentation of non-STEM and female respondents may affect generalisation of
data.
Implications
Universities must take a more active role in bridging the information gap. This includes not only
disseminating information but also offering structured career development services.
Policymakers should consider integrating career guidance into national education strategies.
Conclusion
This research confirms that Tunisian university students are largely unaware of existing
employment and entrepreneurial programs. The primary barriers are informational and
institutional. Addressing these requires coordinated efforts from universities, government
bodies, and employers to create a more visible and accessible support system for graduates.
Recommendations
Based on the findings, the following evidence-based recommendations are proposed:
1. For Universities:
○ Develop a centralized online portal for job/internship listings and program
information.
○ Increase the frequency of job fairs, workshops, and career counseling sessions.
○ Integrate job search and application skills training into the curriculum.
2. For Policymakers:
○ Launch awareness campaigns about national programs (e.g., CIVP, KARAMA) and
international mobility schemes.
○ Fund university-led career service offices and training for career advisors.
3. For Employers:
○ Strengthen partnerships with universities through guest lectures, internships, and
collaborative projects.
4. For Future Research:
○ Conduct larger-scale studies across different regions and disciplines in Tunisia.
○ Explore the effectiveness of proposed interventions such as university job portals
and mentorship programs.
References
El-Haddad, A. (2019). Graduate employability in the Middle East and North Africa: Institutions
and outcomes. Journal of Education and Work, 32(4), 345–360.
Jones, R. (2021). Soft skills and employability: A review of the literature. International Journal of
Training and Development, 25(2), 112–129.
Smith, J., & Brown, K. (2020). The role of universities in career development: A global
perspective. Higher Education Policy, 33(1), 45–67.
Appendices
Appendix A : Survey Questionnaire Used in the Study
Appendix B : Detailed Response Tables (Available upon request)