Murugan Anandarajan and Cuneyt Gozu from Drexel University examine the factors that make a job applicant more attractive in 2026.
If you spend a few minutes talking to college students about their career prospects, one topic it is high On their minds: Will their jobs be taken away by a bot?
Their concern is reasonable. Universities are inclusive artificial intelligence in their studies, too employers are embracing AI at a fast pace. So many students think that AI capabilities are now key for an entry-level job.
But what if employers change the way they select candidates at a moment’s notice?
As academics who research that technology is something change work environmentWe’ve been asking for a long time what employers value when hiring new talent. The question grew out of our conversations with employers and students about the internship experience.
Year after year, employers emphasize communication, professionalism and other workplace skills as areas where interns most need to improve. Students often focus on building their technical skills instead.
To determine if this termination extends beyond internships, we checked In addition to 600 employers across a range of industries and organization sizes. We asked them what skills and qualities are most important when hiring fresh graduates and early adopters.
Their answer may surprise you – they always put ‘soft skills’ above technical knowledge when evaluating applications.
Learning to grow through work
We expected employers to put AI and technology skills at the top of their list. Instead, our survey told a very different story. Employers clearly valued those skills, but always placed even higher qualities such as interpersonal skills and a willingness to learn.
Regardless of the size of the organization, the results were the same. Ratings showed what employers valued, and their comments explained their thinking. One theme also emerged – employers want to hire people they believe will grow with their organizations.
This is not to say that technical skills are not important. Instead, what were considered job-specific skills could be taught on the job – something that happens more easily when new hires already have soft skills like trustworthiness, professionalism and a willingness to learn.
A human resources manager at a mid-sized healthcare employer captured this view well: “Computer skills, excellent customer service and reliability are very important. The rest, we can train.”
A small medical device company makes the same point: Although technical positions require a basic level of fitness, attitude and adaptability are also important because employees often need to carry a variety of responsibilities rather than staying in ‘one lane’.
One respondent, from a small non-profit organization, emphasized curiosity, adaptability and the ability to learn new skills quickly. In a small organization, the employer explained that employees must be willing to grow along with the organization.
Together, these comments suggest that employers are not discriminating between technical skills and workplace qualities. Candidates may need a technical foundation, but employers also want evidence that they can learn, adapt and apply what they know to changing situations.
Can we talk?
Communication was another recurring concern.
A hiring manager at a large manufacturing company described the challenge of finding candidates who are comfortable with face-to-face interviews and phone calls. Similarly, an executive at a small professional services firm said bad writing was a frequent reason for rejecting applications, and cited communicating with clients and colleagues as a growing challenge.
Although our survey does not show that communication skills have declined over time, the consistency of these comments suggests that employers see this as an ongoing challenge when hiring new graduates. One respondent shared that many young graduates “don’t have good communication skills” and have trouble meeting commitments.
This comment suggests that employers see communication as more than just speaking and writing. They also associate it with professionalism and reliability.
The observations also helped to explain why internships and training programs are always important to employers. A respondent from a small professional services firm said they primarily hire trainees, adding: “We know their skills, motivation and how they fit into our company.”
This experience allows employers to look beyond a candidate’s academic record or list of skills. As part of our ongoing discussions with employers, one director described an intern who completed several complex tasks ahead of schedule while quickly adapting to a new business environment. The manager was particularly impressed by the student’s communication skills and eagerness to learn.
As for AI, the message from employers was clear: Knowing how to use technology is important, but so is knowing when and how to use it responsibly.
As one respondent wrote: “If AI is used well in practical applications, it’s fine. Most of the time, we only notice because it’s being used badly, which is unacceptable.”
We ran into a similar problem while working on a recent search committee. Many applicants seem to have used AI generation to prepare their cover letters, but left out references to other institutions or positions. Instead of strengthening their applications, these mistakes cause doubts about the applicants’ judgment, attention to detail and the accuracy of their materials.
The hiring process from the employer’s point of view
Reading these words changed the way we thought about hiring. We have seen how students and employers often approach the recruitment process in different ways.
Students, understandably, focus on getting a job. They build strong CVs, prepare for interviews and learn how to use AI. Those efforts are important because employers expect graduates to arrive ready to contribute.
However, employers ask a different question: Is this the person who will succeed here?
Every interaction helps them answer that question. Email can show how clearly and professionally the candidate communicates. A conversation may reveal how a person listens and answers an unfamiliar question. An internship or training program demonstrates that the student follows through, works well with others and responds to feedback.
Viewed in this way, the results of the study become easier to understand. Employers don’t just check what people already know. They are looking for signs of how candidates will perform, learn and develop after joining the organization.
Student and university courses
For students, the message is not that they have to choose between technical and workplace skills. They need both.
Learning to use AI and other workplace technologies remains important, but students need to prove they can communicate clearly, work effectively with others, use judgment and follow through on their responsibilities.
This means that universities need to do more than supplement AI themed courses and majors in their studies. They should give students repeated opportunities to demonstrate how they apply their knowledge, respond to feedback and contribute to the group. Internships, training and client projects allow students to refine these qualities before entering the workforce.
Career counseling can reinforce this strategy by helping students not only define what skills they have, but where and how to use them.
We started with a simple question: Has AI changed what employers value when hiring new graduates?
The response was more friendly than we expected. AI is changing the way work is done, but it hasn’t changed what employers look for in the people they hire. They are still looking for graduates who can use technology effectively while demonstrating the judgment, creativity and flexibility needed to grow an organization.
After all, AI may be changing the workplace, but employers are still hiring people, not algorithms.
By Murugan Anandarajan and Cuneyt Gozu
Dr Murugan Anandarajan is a professor of decision science and management information systems at Drexel University. His research focuses on cybercrime, unstructured data analysis, business analysis and strategic management of information systems. He teaches courses in text mining, qualitative research methods and disruptive technologies.
Cuneyt Gozu is an associate professor of organizational behavior at Drexel University The LeBow College of Business also serves as the academic director of the LeBow Career Readiness Center. He teaches undergraduate and graduate courses in leadership, organizational behavior, change management and career development. Her research and practice focuses on college recruitment, career readiness, leadership development, the future of work, and issues of power, influence, and emotional intelligence in organizational settings.
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