Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university

Abstract

Orientation: The unemployment rate within the South African context is on the rise. Given this, there is a need to understand factors influencing employability amongst a sample of final-year students in preparation for their transit into the labour market. Research purpose: The overall objective of this research was to explore final-year students’ perceptions of factors that affect employability. This was amongst a sample of students that were enrolled at a rural university in South Africa. Motivation for the study: Within graduate employability studies, calls have been made to understand the factors around employability especially within a context of high unemployment. This study allows for an understanding of the journey from higher education into the labour market for previously disadvantaged individuals. Research approach/design and method: An interpretivist, qualitative research approach using an exploratory research design was adopted to explore student perceptions and concerns of employability. Focus-group interviews were used as a data gathering technique amongst 30 final-year students about to exit the university system. Data were recorded, transcribed and processed, and narrative analysis used. Main findings: Through the analysis, a set of six factors were perceived to influence employability: (1) poor socio-economic status, (2) a poor education system, (3) curriculum issues, (4) the choice of higher education institution and (5) social connections to which the student belongs to. Practical/managerial implications: Through the identified factors, career counsellors can better understand their clients and those issues that shape their lived experiences. The findings can also assist the provision of better career guidance services. Contribution/value-add: This study provides an understanding of the complex issues facing potential graduates through lived experiences. It provides an understanding of student perceptions towards employability, which policymakers should consider when addressing the issue of unemployment in the country.

Liderazgo y cultura organizacional como factores de influencia en la calidad universitaria: un análisis conceptual

“…Por otro lado, la calidad de la educación se considera como un factor importante para obtener mejores resultados de aprendizaje, ya que un plan de estudio de buena calidad no solo prescribe lo que se debe enseñar y aprender en las diversas materias, sino que también incluye el esfuerzo de las instituciones para ayudar a los alumnos a desarrollar habilidades y competencias que se alineen con las demandas de los empleadores, del entorno y con su propia misión institucional (Woya, 2019). En este contexto, existen estudios que mencionan que la calidad del programa educativo si tiene una incidencia en la formación de profesionales competentes (Harry et al, 2018), es decir, profesionales que posean características y habilidades claves, tales como la capacidad de tomar la iniciativa, de solucionar problemas, de escuchar y de ser flexibles (Bhola y Dhanawade, 2013). Asimismo, Støren y Aamodt (2010) quienes recolectaron información de 36.000 estudiantes graduados pertenecientes a 13 países en Europa, concluyeron que la calidad del programa educacional tiene un efecto significativo en el desempeño de estos, ya que los contenidos y comportamientos aprendidos durante su etapa de formación son los que se suelen utilizar en el lugar de trabajo.…”

The effect of curriculum design on the employability competency of Malaysian graduates

“…The components of curriculum design were obtained from the model of Anderson and Rogan (201), namely curriculum vision, operationalization of curriculum vision, curriculum delivery, and curriculum evaluation. In particular, several studies have examined the university curriculum and provided evidence that supports its impact on employability competency (Jansen & Suhre, 2015;Harry et al, 2018;Ahmed et al, 2019;Aguila et al, 2016). Kennedy and Juliet (2013) used the human capital theory to highlight education's role in upgrading the skills of an individual, stating that besides special and technical skills, graduates must also be able to efficiently and effectively function in the working world by equipping themselves with the right employability skills.…”

Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective

“…However, while a curriculum may facilitate the development of the prerequisites, it may not guarantee it (Yorke, 2010). Therefore, Yorke (2006) cautioned that it is inappropriate to assume that students are highly employable on the basis of curricular provision alone even though employers expect graduates to have employability skills (Artess et al, 2017;Cole & Tibby, 2013;Harry et al, 2018). In addition, the condition of local, national, and international labour markets is a powerful determinant of graduates' employment success (Brown, Hesketh, & Williams, 2002).…”

“…Therefore, this sensitivity to generational differences is particularly relevant for this research to consider the perceptions of students born in the three main generations, namely, Generation X, Generation Y (Millennials) and Generation Z (iGeneration) (Coomes & DeBard, 2004). Also, students have been known to have different perceptions of employability (Harry et al, 2018). However, they have not been investigated across the generations and in a developing country setting.…”

“…Nonetheless, there is sparse research on interventions in HEIs on employability programmes and their effectiveness in African countries. In situations where some research has been conducted, the views of undergraduates, the recipients of the employability development, are not well known (Harry, Chinyamurindi, & Mjoli, 2018;Tymon, 2013). However, increasing the understanding of the educational practitioner about the varied student population entering higher education provides for the establishment of stronger educational practices (Williams et al, 2014).…”