就业是最大的民生，残疾人就业是最难攻克的一部分。视障大学生已是视障群体中的佼佼者，但仍普遍存在就业率低、薪酬待遇差等问题。视障大学生就业受到多重因素的影响，其中可就业能力是视障大学生成功就业的关键。本研究对我国视障大学生的可就业能力进行全面调查，力图揭示视障大学生可就业能力的现状、特点，发现影响视障大学生可就业能力的关键因素。

本研究采用混合研究方法中的解释性序列设计，共分为两大阶段：

第一阶段开展量化研究，修订研究工具并对视障大学生可就业能力的现状进行调查，初步探究其影响因素。本研究修订了于海波等人编制的《大学生可就业能力问卷》，采用在线问卷调查的形式，对326名视障大学生进行调查，探讨视障大学生可就业能力的现状、特点以及在人口学变量上的差异。同时也收集了636名普通大学生可就业能力问卷进行结果比较，进一步了解视障大学生可就业能力的相对水平。接着采用多元线性回归初步探索视障大学生可就业能力可能的影响因素，为下一阶段的研究做铺垫。

第二阶段进行质性探究，通过半结构化访谈、实物收集的方式获取资料，进一步挖掘视障大学生可就业能力的影响因素，并深入分析影响因素的作用情况。根据问卷调查研究的结果，初步编制访谈提纲，有针对性地选取了9名视障大学生和1名从事视障就业相关工作的教师作为访谈调查的对象，开展了三轮访谈调查，共收集文本资料26万字有余。

通过对两阶段的资料进行比对和分析，本研究的主要研究结果如下：

1.视障大学生可就业能力的现状和特点：

（1）视障大学生可就业能力整体高于中值水平；

（2）视障大学生可就业能力包括了人力资本、社会资本、心理资本三个分领域，三个分领域的能力水平具有不均衡性。在人力资本和心理资本领域高于中值水平，社会资本处于中等水平。采用重复测量方差分析比较三者存在显著差异：人力资本＞心理资本＞社会资本；

（3）视障大学生可就业能力总体水平及其分领域、分维度在性别、学生类型、专长、学生干部经历、工作经历、就业指导服务经历等多个人口学变量上存在显著差异。

2.视障大学生和普通大学生可就业能力的比较：

（1）视障大学生可就业能力显著低于相同学院或相近专业普通大学生的可就业能力水平。

（2）视障大学生在人力资本领域总体与普通大学生水平相当，但在问题解决维度，视障大学生显著低于普通大学生；

（3）视障大学生在社会资本领域总体及社会支持和网络差异维度均显著低于普通大学生；

（4）视障大学生在心理资本领域总体及职业认同和乐观开朗维度均显著低于普通大学生。

3.视障大学生可就业能力的影响因素：

（1）通过回归分析得到视障大学生可就业能力可能的7个影响因素。总体可就业能力和三个分领域都受到了既往工作经历、是否有专长2个因素的影响；此外，总体可就业能力和人力资本领域还受到既往学生干部经历的影响；社会资本领域还受到视力情况、家庭区域、性别的影响；心理资本领域还受到既往学生干部经历、是否为独生子女2个因素的影响。

（2）通过访谈调查和实物收集，共获得了4个一级指标，17个二级指标。a.个体核心因素：视觉障碍的限制、视障身份认同、归因习惯、性格倾向、兴趣爱好专长；b.家庭因素：家庭实体支持、关系人脉支持、教养方式、家庭氛围；c.教育和就业因素：教育安置方式、教师态度、质量标准、社会实践经历、就业指导；d.社会和劳动力市场因素：社会对残障的态度、无障碍建设、工作氛围。

（3）通过对两阶段资料的反复比较分析，最终以质性研究阶段获得的4个一级指标和17个二级指标作为最终框架，以回归分析的结果作为重要补充和验证。

（4）通过综合分析，进一步明确了四大影响因素系统的作用：a.个体核心系统是视障大学生可就业能力的动力系统：主要作用于心理资本进而影响整体可就业能力的发展；b.家庭因素是视障大学生可就业能力发展的基础：当前的家庭因素主要是作用于心理资本，对社会资本和人力资本影响较小；c.教育和活动因素是提升视障大学生可就业能力提升的关键：主要作用于人力资本，但同时对社会资本和心理资本也有重要影响；d.社会和劳动力市场因素是视障大学生可就业能力的保障系统：主要作用于社会资本，但同时对人力资本和心理资本也有重要影响。

基于以上研究结果，本研究提出了几点建议：（1）“强动力”：更新视障大学生对自身就可就业能力的认识，提升自我教育的意识；（2）“固根基”：激发家庭对视障学生早期和基础教育投入的重视，为家庭教育提供支持指导；（3）“抓关键”：完善高等融合教育的支持保障体系，明确可就业能力提升的育人目标；（4）“促保障”：宣传普及积极的残障观念，营造无歧视的融合就业环境。

Employment is the biggest livelihood, and the employment of people with disabilities is the most difficult part to overcome. College students with visual impairments are already the best among people with visual impairments, but there are still many challenges such as low employment rates and poor remuneration. The employment of them is affected by multiple factors, among which employability is the key to successful employment. This study con-ducts a comprehensive survey on the employability of college students with visual impair-ments in China in order to reveal the current situation and characteristics, and try to figure out the key factors.
The study adopts an explanatory sequential design of mixed research method which is divided into two phases:
In the first stage, adopted a quantitative study to revise the research instrument and in-vestigate the current situation of employability of college students with visual impairments and explore its influencing factors. This study revised the Employability Questionnaire for College Students and did an online survey among 326 college students with visual impair-ments. Meanwhile，the employability questionnaire of 636 ordinary college students was also collected for comparison to further understand the relative level of employability of col-lege students with visual impairments. Multiple linear regression was used to explore the possible factors influencing the employability of college students with visual impairments.
In the second stage, a qualitative inquiry was conducted to obtain information through the method of interview and real object analysis to further explore the influencing factors and to analyse the influencing mechanisms. Based on the research results of the question-naire, a preliminary semi-structured interview outline was prepared, and nine visually im-paired college students and one teacher who engaged in employment-related work for the visually impaired were selected as the targets of the interview survey.  Three rounds of in-terviews were conducted and more than 260,000 words of research materials were collected.
By comparing and analyzing the data from the two phases, the main findings of this dis-sertation are as follows:
1. Current situation and characteristics of employability of college students with visual impairments:
(1) On the whole, the employability of college students with visual impairments in Chi-na is above the median level.
(2) The employability includes three sub-domains: human capital, social capital and psychological capital, with uneven levels of competence in the three sub-domains. The hu-man capital and psychological capital domains were moderately high and the social capital was at an intermediate level. Repeated analysis of measurement variance was used to com-pare the three sub-domains: human capital > psychological capital > social capital.
(3) There were significant differences in the overall level, sub-domains, and sub-dimensions of employability on the demographic variables, such as gender, graduate or not, specialties, experience as student leaders, work experiences, and attendance of career men-toring services.
2. A comparison of the employability between college students with visual impair-ments and normal college students:
(1) The employability of college students with visual impairments was significantly lower than the employability of general students in the same college or similar majors.
(2) College students with visual impairments were generally comparable to general stu-dents in the human capital domain but significantly lower than normal students in the prob-lem-solving dimension.
(3) In the social capital domain college students with visual impairments were signifi-cantly lower than general college students, both in general domain and in the social support and network differences dimensions;
(4) In the psychological capital domain college students with visual impairments were significantly lower than normal college students in the areas of career identity and optimism.
3. Factors influencing the employability of college students with visual impairments:
(1) 7 possible factors were obtained through regression analysis. previous work experi-ences and having specialties were the factors influencing overall employability and its three subdomains. In addition, the overall employability and human capital domains were also in-fluenced by experience as a student leader; the social capital domain was also influenced by visual conditions, family region and gender; the psychological capital domain was also in-fluenced by experience as a student leader and having siblings. 
(2) Through the interview and real object analysis, the factors influencing employabil-ity include 4 first-level indices and 17 second-level indices. The first-level indices are as fol-lows: a). Individual core factors system, including limitations of visual impairment, visual impairment identity, attribution habits, personality disposition, interests, and specialties; b). Family factors, including physical family support, relational human support, parenting style, and family atmosphere; c). Education and employment factors, including educational placement, teacher attitudes, education quality and standards, experiences in social practice, and career mentoring; d). Social and labor market factors, including peoples attitudes to-wards disability, barrier-free construction, and work atmosphere.
(3) Through comparative analysis of the information from the two phases, 4 first-level indices and 17 second-level indices obtained during the qualitative research phase were fi-nally used as the final framework, and the results of regression analysis are taken as im-portant supplement and verification.
(4) Through comprehensive analysis, the roles of the four major influencing factors were further clarified: a). The individual core system is the driving force of the employabil-ity of college students with visual impairments, it mainly affects psychological capital and then affects the development of overall employability. b). Family factors are the basis for the development of the employability of college students with visual impairments. The current family factor mainly affects psychological capital and has less influence on social capital and human capital. c). Education and activity factors are the keys to enhance the employa-bility of college students with visual impairments. They mainly act on human capital but al-so have an important impact on social capital and psychological capital. d). Social and labor market factors are the guarantee system for employability, they mainly act on social capital but also have an important impact on human capital and psychological capital.
Based on the above findings, this study puts forward four implications: (1) "Enhance the motivation": updating the awareness of college students with visual impairments about their employability and enhancing their awareness of self-education; (2) "Strengthen the founda-tion": stimulating parents of college students with visual impairments to invest in education and providing them with educational resources. (3)"Focus on the key"：improve the support and security system of higher integrated education, and clarify the education goal of improv-ing employability (4) "Promote the guarantee": publicizing and promote positive attitudes to people with disability, and create a non-discriminatory and inclusive employment environment.