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Given the dynamic and fast-evolving labour market, developing students’ employability competences has become of utmost importance for higher education institutions. The ability to reflect is essential to develop these competences, as it helps students to identify their learning needs and make plans for further development. However, reflective abilities are not easy to acquire and students need guidance to help them reflect. Therefore, mentoring is often used as an instructional approach to stimulate students to reflect. Empirical evidence on the relation between mentoring and employability competences is scarce, and the mediating role of reflection especially has rarely been researched. Consequently, the present study aims to investigate this mediating relationship, employing a pre-test post-test design.

Questionnaire data were collected from students before and after participation in four similar 1-year mentoring programmes in higher education within the Netherlands and Belgium (n = 160).

The path analysis demonstrated that, first, trust and availability, autonomy support and empathy were significantly related to students’ employability competences. Secondly, autonomy support and similarity were significantly related to students’ critical reflection. Thirdly, critical reflection was significantly related to students’ employability competences. Last, reflection partially mediated the relationship between mentoring (autonomy support and similarity) and employability.

To the best of the authors’ knowledge, this study is the first attempt to demonstrate that mentoring programmes in higher education enable students to reflect and, in turn, develop their employability competences. Furthermore, it provides mentoring programme directors and mentors with concrete guidelines for developing students’ reflection and employability competences.

Recent graduates are an important source of talent among hired employees as they bring up-to-date knowledge into the organisation. Yet, organisations have difficulties retaining them and recognizing factors influencing their voluntary turnover, which may differ from those influencing voluntary turnover among tenured employees. For example, graduate employees need to adjust to a completely new context and develop their identity as professionals. Therefore, the current study presents a review of the factors influencing newcomers’ voluntary turnover and turnover intentions.

To explore the factors influencing the turnover intentions and behaviour of recently hired employees, we conducted a literature review of 57 articles from several databases for different disciplines.

Our review identifies factors that influence turnover intentions and behaviour among recently hired employees and presents them in a model. The model identifies five categories of factors influencing turnover intentions and behaviour: pre-joining expectations, person-environment fit, the role of the supervisor, human resource (HR) practices and person-related factors.

The model enhances the understanding of why new employees leave an organisation and shows how supervisors and HR practices play an important role in reducing voluntary turnover among newly hired employees. The article concludes with practical suggestions on how to retain these employees.

While employee turnover has been studied extensively, this review focuses specifically on factors that influence the turnover intentions and behaviour of newcomers. We present these factors in a model that can be used to inform managerial practices to reduce turnover among newcomers.