The quality of higher education and its influence on graduate employability and employer perception
- Authors: Mqingwana, Siviwe Nokulinda
- Date: 2022-04-06
- Subjects: Employability , Career education , Education, Higher Aims and objectives , College graduates Employment , Universities and colleges Ratings and rankings , Labor supply Effect of education on , College graduates Vocational guidance
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/284526 , vital:56071
- Description: This study examined the quality of higher education and its influence on graduate employability and employer perception. Through determining the factors influencing graduates’ employment by employers and also the elements that induce employers in employing graduates, this was achieved. This research is rooted in a positivist perspective determining the relationship between graduate employability and a universities’ status. The main goal of this research was to examine to what extent employers are influenced by a higher education institution's perceived reputation when employing graduates. The linear regression model was used to predict the relationship between graduate employability (dependent variable) and the perceived reputation of the university by employers and citations of the university. This was achieved using quantitative methods. The quantitative database that this research relied on is Quacquarelli Symonds (QS) world university ranking. This research made use of descriptive data analysis as well as linear regression. The data set analysis showed citations of the institution had a significant negative relationship with the rate of employability (although this was a relatively weak relationship). The reputation of the institution and the number of international students enrolled do not affect the rate of employability. The analysed data set also showed that the number of citations of a university had a significant impact on the rate of employability at the 10% significance level. As such, higher education institutions need to consider including current market demand into their offerings to improve their graduate’s employability. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2022
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- Date Issued: 2022-04-06
A social realist study of employability development in engineering education
- Authors: Nudelman, Gabrielle Reeve
- Date: 2018
- Subjects: Critical realism , Electrical engineering -- Study and teaching (Higher) -- South Africa -- Cape Town , Employability , Career education -- South Africa -- Cape Town , School-to-work transition -- South Africa -- Cape Town
- Language: English
- Type: thesis , text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62884 , vital:28307
- Description: This qualitative case study of a course pairing offered to final-year electrical engineering students at the University of Cape Town in 2015 was undertaken in order to better understand the ways in which participation in undergraduate courses can prepare engineering students for the workplace. The course pairing consisted of New Venture Planning and Professional Communication Studies. While the former aimed to expose students to the knowledge relating to starting a new business, the latter focused on teaching students how to create written and oral texts to support such an endeavour. Using Roy Bhaskar’s critical realism as a theoretical underlabourer, the study develops understandings regarding the generative mechanisms at work during the two courses. In support of this, the study posits an understanding of employability that moves beyond the acquisition of discrete workplace skills. Rather, employability is conceptualised as discursive transformation, with students being deemed “work-ready” when they develop discursive identities as engineers. Data generation took place by means of focus group and individual interviews, ethnographic observation and documentary research. Margaret Archer’s social realist tools – in particular, analytical dualism and the morphogenetic framework were used to trace the students’ transformations over the course pairing. It was argued that those students who developed discursive identities of engineers were those who, in Archer’s terms, emerged as social actors at the end of the course pairing. Two characteristics of the courses were found to enable this transformation: those parts that promoted deepened understanding of what the role of “engineer” entailed and the parts that provided spaces for students to develop their own personal identities. The findings of the study indicated that discursive identities as engineers were more likely to be developed through the group work and spaces for reflection engendered by the courses than as a result of the formal curriculum. The implications of the research are that, while a focus on employability in engineering education is valid and productive, this needs to be supported by opportunities for authentic learning experiences which afford students the opportunity to engage in learning that promotes real-life application of knowledge. , Thesis (PhD)--Rhodes University, Faculty of Education, Education, 2018
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- Date Issued: 2018
Mindset change as a mechanism for enhancing the employability of low-skilled persons
- Authors: Warner, Tarryn-Lee
- Date: 2015
- Subjects: Employability , Vocational guidance
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4332 , vital:20586
- Description: This research paper investigates whether a holistic approach to skills training which challenges cultural norms and perceptions regarding the relationship between work and self-reliance, as employed by Siya-Sebenza, results in a change of mindset and work ethic. This paper evaluates the strength of this holistic approach to skills training and assesses whether it has a marked effect on the mindset and attitudes of graduates regarding issues of self-reliance, motivation and understanding their role in their employment.
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- Date Issued: 2015