Human Development, Capabilities and Graduate Employability

Student perspectives on employability development in higher education in South Africa

“…Despite evidence showing that students' participation in ECAs is advantageous to their employment prospects, Walker and Fongwa's (2017) study revealed that not all students participate in or realise the necessity of participating in ECAs for their career and personal development into well-rounded graduates. Furthermore, for students who are academically weak, ECAs are a distraction that they cannot afford, while for those who reside off-campus, mobility and safety could serve as constraints.…”

“…In SA, as in other Sub-Saharan countries, evidence reveals that students are usually well engaged with the curriculum. Walker and Fongwa (2017), who also researched university students in SA (albeit from different institutions to those analysed here), reported that 94% of the employers they interviewed testified about their graduate employees being well versed and grounded in theoretical knowledge.…”

“…Government officials and the Department of Higher Education and Training (DHET) are accountable for government investment in public higher education. Employers demand graduates with skills and abilities that facilitate their assimilation in the knowledge-based economy (Walker and Fongwa, 2017). In addition, students and parents who regard HE as an investment (particularly considering the increased cost of obtaining a tertiary qualification) expect, at a minimum, that their investment will yield returns and facilitate entry into graduate-level jobs.…”

“…Elaborating on the positive influence of RWA on employability, Okay-Somerville and Scholarios (2017) and Tomlinson (2017) affirm that RWA assists students to develop cultural capital (for example, work culture in terms of values and behavioural standards) and social capital (such as a professional network), which, according to models of employability, have strong links with graduate employability. However, despite the numerous advantages of RWA for students' employability, interviews with both students and employers in SA show that numerous graduates have limited exposure to RWA and subsequently lack adequate knowledge of the industry (Walker and Fongwa, 2017). For students to enjoy a smooth transition from education to work, employers recommended that universities embark on a concerted effort to ensure students' exposure to the different and relevant aspects of industry.…”

“…Students' involvement in ECAs also assists them in developing self-awareness, self-confidence and self-esteem, which are essential links to enhanced employability. Confirming that students' participation in ECAs is essential, Walker and Fongwa (2017) note that employers may prefer students with an average level of academic achievement provided there is evidence that demonstrates their active participation in ECAs such as debate clubs, student leadership, civic society or community engagement. In contrast, Pinto and Ramalheira (2017) found that participation in ECAs will only result in high SPE when combined with high academic performance.…”