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.
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.
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.
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.
Through the analysis, a set of six factors were perceived to influence employability: (1)
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.
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.
Higher education is essential for economic and social development and meeting the needs of the knowledge economy (Phago & Thwala,
In South Africa, the government is awarding bursaries to previously disadvantaged individuals to further their studies (Nkosi,
According to Lourens (
The concept of employability has received much attention within the extant literature but is in need of further inquiry (Hooley,
An understanding of employability issues provides individuals with an opportunity to be aware of their potential, skills, attitudes and knowledge to become effective citizens and workers (Hooley,
The purpose of this study was to explore final-year students’ perceptions of factors that affect employability amongst a sample of students from a rural South African university. Employability affects not only the individuals involved but the country at large. Thus, it is essential to understand how students perceive employability for the benefit of all parties involved. This study was guided by the following question:
Human capital theory addresses the relationship between higher education attributes and labour market outcomes. Human capital theory posits that investment in education and training leads to returns in private and social lives (Tran,
Higher education institutions are under pressure from policymakers to produce employable graduates. However, it remains unclear what constitutes employability and the required graduate employability attributes. Dacre Pool and Sewell (
The CareerEDGE model.
Dacre Pool (
Tymon (
The employability concept is best understood as being subjective and individual, fortified by concepts of identity and practices (Paterson,
In a study by Mncayi (
Moreover, recent graduates have been described as having a strong sense of entitlement and unrealistic view of the job market (Adrian,
The higher education sector (like the other levels of education) has been and continues to be affected by the consequences of apartheid (Reddy et al.,
Summary of findings of factors influencing student employability.
Authors | Context method | Research design and method | Findings |
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Wharton and Horrocks ( |
Students’ perceptions of employability (63 participants). | Qualitative approach: Focus group. | Perceptions of employability. General aspects – marketing oneself, skills for the job. Specific aspects – critical thinking, confidence, subject skills. Self-belief, self-motivation, enthusiasm. |
Adrian ( |
Exploratory study of skills gap (70 participants). Student and employer perceptions of employability. | Quantitative approach: Survey. | Perceptions and expectations. Underestimate importance of social skills. Strong expectation of hard and soft skills. Universities should put less emphasis on foreign language proficiency, cultural diversity and community engagement. |
Pitan ( |
Student perspectives: Nigeria and the South African context. | In-depth case study approach. | Perceptions. High level of self-perceived employability. High level of self-perceived employability enhances self-confidence. |
Mncayi ( |
Graduate perceptions of unemployment. | Quantitative study: Survey. | Factors causing unemployment Lack of job market information Lack of job search skills No professional networks No formal working experience Mismatch between qualifications and available jobs High cost of job search Geographical area one lives in No political or personal connections Factors not influencing graduate unemployment Age Race Not believing in one’s abilities Higher education institution attended |
Note: Please see the full reference list of the article, Harry, T., Chinyamurindi, W.T., & Mjoli, T. (2018). Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university.
Based on the findings and debates from previous studies, calls have been made to explore the perceptions of undergraduate students as they are about to transit into the world of work (Wilton, 2008, cited in Paterson,
The overall objective of this research was to explore final-year students’ perceptions of factors that affect employability amongst a sample of students from a rural South African university. An exploratory study was adopted, as this allowed participants to share their experiences not only individually but also in how they fit with a system of factors and issues in an environment. This can assist in arriving at sense-making around an issue that affects the lived experience (Chinyamurindi,
A generic email was sent to 105 final-year undergraduate students whose names were generated from a student database provided by the student registry office of the participating university. A total of 30 students indicated their willingness and availability to participate in the study. A focus group encouraged cooperation and interaction between the participants to obtain shared and common experiences (Wright & Jeffries-Watts,
A total of 30 participants were randomly selected to take part in this study. Most of the students were from low socio-economic status, owing to the university’s social composition. Because of time and budget constraints, the sample was selected using convenience and purposive sampling (Creswell,
Focus-group interviews were conducted with the participants towards the end of their final year of studies. This data collection method was selected as it allowed researchers to obtain multiple perspectives on employability (Eaton,
Before the commencement of the session, the participants were briefed about their responsibilities, rights and expectations around the study. For the study, the exclusion and inclusion criteria were predetermined. Participants had to be final-year undergraduate students from the Faculty of Management and Commerce. The focus-group session was digitally recorded and thereafter transcribed word for word. The researchers also recorded notes during the session.
To conduct this study, ethics approval was sought and obtained from the university where this study was conducted. Participants were asked to sign an informed consent before the focus group, which explained confidentiality, voluntary participation and possible benefits. The researchers had to initially understand their own narratives of their experiences as graduates. This allowed the researchers to gain a deeper understanding of the field of experience, specifically the issue of employability (Clandinin,
The data analysis and management software QSR NVivo 9 was utilised, because of its effectiveness in dealing with a large amount of text (Bradford,
On the second level, participants’ responses were classified into meaningful categories (Nachmias & Nachmias,
Initially, a pilot study was conducted to ensure that all anticipated challenges were addressed before the main study. A prolonged engagement between the researchers and participants was established to build trust between the parties (Creswell,
The defining feature of qualitative research is the absence of numbers (Levitt et al.,
From the data analysis, a set of six factors were perceived to influence employability based on the lived experiences of the students: (1) their poor socio-economic status, (2) a poor education system, (3) curriculum issues, (4) the choice of higher education institution and, finally, (5) the social networks the student belonged to. A summary of these factors is presented in
Summary of findings of factors influencing student employability and quotes.
Factor | Meaning | Illustrating quotes |
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Poor socio-economic status | Background played a major role in the decision making of the participants. | ‘Back home our parents expect us to find work so that we can look after them. They do not have the money for us to continue studying.’ ‘All the parents will be happy if you want to further your education, but the problem comes back to us; we are old enough now, we are starting to see that the situation is not good at home and I bet 75% of us are having children; they are suffering back at home.’ ‘I am feeling pressure to find a job early … pressure that I am getting from my family and friends that studied at TVET Colleges, who engaged in practical work and I am stuck with theory.’ |
Poor education system | The South African education system is affecting many students especially those who are from rural areas. | Moderating language:
‘The other challenge is when you are moving from rural schools then you come here at university, the language becomes a problem because you are used to being taught mathematics in Xhosa – even the English is taught in Xhosa. So you find it becomes a challenge for us as we have to learn how to write in English.’ |
Lack of career counselling (both at high school and tertiary level):
‘In high school, we did subjects such as physical science, but when we came here we were put in … economics and business management, and we had to learn that.’ ‘We do not have knowledge about the other options.’ ‘Lack of knowledge – for example, Industrial Psychology … is a scarce skill, and now when it comes to looking for careers you find that the only career that you do is HR, of which we do not pursue other options.’ |
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Curriculum design | The curriculum design for commerce students did not allow the participants to develop for the world of work. | Lack of practical aspect in commerce programmes:
‘I think now we are busy on the theoretical part of the business [rather] than to implement the business part … which … we have acquired here at this university. For example, we have degrees in which students are going for placement, but when it comes to us as commerce students you find that it’s difficult because there is no practical to practice the knowledge we have acquired here.’ ‘Students from other institutions are engaged in practical … work placements; here at this university we are busy cramming doing the theoretical part only. Of which now when it comes to the field, [the] theory part yes it is needed, but how do you do your job if you have never engaged in the practical part?’ ‘We are not doing practicals because our curriculum does not allow us to engage in practical [work].’ |
Change of degree programmes:
‘We are scared to go to the labour market and expose our skill, so I think now this is a challenge. That’s why you find many people [who] want to do PGCE.’ ‘Regarding opportunities, with PGCE you do practical and go to work. It is the government that places you.’ ‘So we need to do the PGCE so that we can be placed and go back home and feed our families and take our children to school.’ |
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Higher education institution type | Higher institution type is a major factor in South Africa in how one is perceived in the labour market. | Type of institution:
‘This rural environment has not made us ready, regarding inferiority, because this institution is [a] black-dominated institution. You know when you take a student from Wits and compare them with a student from this institution; when you compare [these] two you will find that your level of knowledge is different.’ ‘We have a passion for studying because many people from other institutions are undermining our degree because we are studying at UFH.’ |
Location of the institution:
‘The environment makes you ready; this rural environment has not made us work ready.’ ‘A black student at Wits probably faces the same difficulties as a black student at this institution, but the environment in which a black student operates at in Wits is more enabling regarding opportunities. Students in urban areas have more opportunities than rural area students.’ ‘It is difficult to scan the market from where we are located because it is a rural area.’ |
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Work readiness:
‘I am ready because I will be qualifying as soon as I complete my studies. Obtaining a degree will make me ready.’ Most of the participants were not ready for the labour market, which was expressed by quotes such as ‘confused, at crossroads, feeling I have to move forward even though I do not know even where I am going’. ‘Since I am doing business management I expected at least to have that knowledge, broader knowledge about business things and to be able to apply whatever … I would have learned onto business. I don’t have that now because it was very difficult for me to do a business proposal. For me, I can say I am not ready.’ ‘It breaks my heart to spend sleepless nights and be asked for experience.’ |
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Social networks | Social networks have become a major factor in how an individual competes in the labour market. | ‘When we come here where [we] are diverse, there are guys from other cultures and they are treated differently; cultural differences are affecting how we interact in group discussions. We feel inferior because of where we come from.’ ‘I think this goes back to the inferiority complex. All students … are scared to approach a lecturer or make an appointment with one or two lecturers.’ ‘We do not have that kind of relationships with our lecturers, so you find that the relationship ends when the lectures end. So you necessarily do not have the heart to go and ask anything else.’ ‘We do not have access to people who have the relevant knowledge of what is out there.’ ‘I feel like resources and opportunities are there, but they are hard to get because of the connections that you need to have in South Africa.’ |
As the university under study was in a rural area, most of the students who participated in the research cited coming from a low socio-economic background. Subsequently, most of the participants highlighted that their background played a major role in choices around their education and career paths. Participants cited the experience of a family expectation that after graduation they would take care of their families. This expectation created pressure on the individual and their lived experience, including the prospect of securing employment. However, participants in the study were also honest, stating that most of their parents or guardians were not aware of the labour market realities. Hence, it became difficult for them to explain to their families. One of the participants noted:
‘I am feeling pressure to find a job early, the pressure that I am getting from my family and friends that studied at TVET Colleges who engaged in practical work and I am stuck with theory.’ (Participant 4)
As the participants were from previously disadvantaged backgrounds, most of them were exposed to a poor education system, especially those who grew up in the rural areas, which were most of the participants.
Most of the participants faced difficulties in trying to adapt to higher education learning, as the moderating language in higher institutions was English. For example, one of the participants explained that most rural schools conducted their classes in the local language. Hence, it became a major challenge for the participants to start using English:
‘The other challenge is when you are moving from rural schools then you come here at university; the language becomes a problem because you are used to being taught mathematics in Xhosa – even the English is taught in Xhosa. So you find it becomes a challenge for us, as we have to learn how to write in English.’ (Participant 7)
This transition resulted in participants struggling to cope with higher education studies because of a limited understanding of the English language. A limited understanding meant that the participants took longer to understand various concepts in lectures. This resulted in participants having to repeat modules, which in turn extended their study periods. The language had a negative effect on the employability of the participants.
Not only does the language affect employability, but also the participants cited the lack of career counselling services in the high schools they attended. Coming from rural areas, the participants were not exposed to career counselling and guidance to assist them in making decisions about their careers. Participants ended up registering for qualifications without receiving adequate guidance and knowledge about the qualifications. The participants not only ‘lack knowledge about the qualifications’ but of the ‘labour market realities’. One of the participants who was registered for a qualification in Industrial Psychology espoused a:
‘… lack of knowledge, for example, Industrial Psychology it is a scarce skill, and now when it comes to looking for careers you find that the only career that you do is HR, of which we do not pursue other options.’ (Participant 20)
Not only did this participant not know about Industrial Psychology as a field of study but did not know what one had to do to become a registered Industrial Psychologist. This was a sentiment that was shared by most of the participants who were enrolled for the same qualification.
The way the curriculum was designed was perceived as not allowing the students to gain the relevant skills to compete in the labour market. Participants felt that curriculum mainly focused on the theoretical component of the qualification, neglecting the practical aspect. Participants expressed that they were unprepared for the world of work. One of the participants narrated it as follows:
‘We have degrees in which students are going for placement, but when it comes to us, as commerce students, you find that it’s difficult because there is no practical to practice the knowledge we have acquired here.’ (Participant 15)
Because of a lack of practical training, participants resorted to changing degree programmes, mostly to the Post-Graduate Certificate in Education (PGCE). The participants were not only lacking practical skills but were also ‘scared’ to enter the labour market without the skills; hence the switch to the PGCE. Many opted for this qualification as it involved a practical aspect. Students enrolled in this programme are placed by the government in various schools to gain experience. Most participants, therefore, wanted to complete the qualification, not because they wanted to do the course but out of desperation to provide for the family. One of the participants expressed that ‘we need to do the PGCE so that we can be placed and go back home and feed our families and take our children to school’.
Participants further articulated that the higher education institution they attended was a major factor in South Africa in determining how an individual was perceived in the labour market. The participants mentioned that they felt ‘inferior’ to other students who were studying at more affluent universities, as they were studying at a university perceived to be disadvantaged. Participants indicated that the ‘level of knowledge’ between students from different institutions was different. Subsequently, the participants perceived themselves as being ‘undermined’ in the labour market because they were holders of qualifications from these disadvantaged institutions.
In addition to the type of institution, participants also mentioned the location of the institution as deterring their employability prospects. Participants were in consensus that the environment played a role in how one competes in the labour market. Studying in a rural area limited chances of ‘scanning the labour market’ and receiving various opportunities. Being in a rural environment, the participants felt that they were ‘not work ready’. One of the participants expressed this perception as follows:
‘A black student at Wits probably faces the same difficulties as a black student at a rural university like ours, but the environment in which a black student operates at in Wits is more enabling regarding opportunities. Students in urban areas have more opportunities than us rural area students.’ (Participant 6).
There were mixed emotions with regards to work readiness. A few of the participants believed upon completion of their qualifications they would be ‘work ready’. It appears that some of the participants valued a mere qualification as enough to make them work ready. As explained in the following statement, ‘I am ready because I will be qualifying as soon as I complete my studies. Obtaining a degree will make me ready’.
Nonetheless, most of the participants expressed that despite being on the verge of completing their degrees, they were still not prepared to enter the labour market. This was expressed by statements such as ‘confused, at [a] crossroads and feeling I have to move forward even though I do not even know where I am going’. Such feelings were attributed to a lack of work experience, a practical component in their studies and a lack of social networks.
Most of the participants expressed that social connections had become a major role player in the labour market. However, the participants did not have those networks to assist them with employability. Participants consequently expressed that they were not experiencing the labour market the same way as the other students. This was expressed by one of the participants as follows: ‘I feel like resources and opportunities are there, but they are hard to get because of the connections that you need to have in South Africa’. Also, because of an ‘inferiority complex’ and ‘society backlash’, participants did not receive proper guidance from lecturers or relevant people in the job market.
Most of the participants did not perceive higher education as a way to enhance their employability. Because of various factors discussed above, participants felt discouraged about their future careers. Many of the participants enrolled in tertiary studies aiming to secure employment as soon as they obtained their qualifications.
The overall objective of this research was to explore final-year students’ perceptions of factors that affect employability amongst a sample students from a rural South African university. Factors including socio-economic status, education system, curriculum, higher education institution and social connections were all found and illustrated as influencing employability. Participants associated their employability or the lack of it with these factors.
It appears that the findings of this study are in support of the existing literature on perceptions of students towards employability. Many of the participants enrolled in tertiary studies to obtain employment. Previous studies noted that students enrolled in higher education to obtain employment (Greco,
Many of the participants were from poor socio-economic backgrounds. This can be attributed to the availability of bursaries for people from poor socio-economic backgrounds (Nkosi,
A great challenge for the participants was the whole education system. Despite several policy changes in the education system, a division between privileged and under-privileged universities still exists (CHE,
Furthermore, most of the participants expressed that they lacked relevant social connections to navigate the labour market. This is in support of previous studies (CHE,
Participants further cited that they lacked work readiness because of the curriculum, which was more theoretical. This was in support of previous studies, which cited that the curriculum was the major factor leading to a lack of work preparedness (Tomlinson,
It appears most of the students showed a lack of relevant labour market knowledge and displayed a lack of confidence. Thus, it is imperative that the students receive support to gain significant work experience. The perceptions of students can be explained as their beliefs or attitude. Thus, higher education institutions should try to instil new beliefs and attitudes towards careers. Previously disadvantaged universities (like the one in this study) should endeavour to re-design their curriculum to enhance graduate employability (Musitha & Mafukata,
This study focused on students at a rural university in South Africa, and the findings may not apply to other universities. Generalisability is limited as the whole sample was from one institution and one faculty. A variation of experiences could have been recorded had other institutions been incorporated in the study. Although enlightening, the findings of this study may not be generalised to other students who are enrolled at other universities classified as disadvantaged, or any other population of students in South Africa. Thus, future studies should utilise samples from several historically disadvantaged institutions. Comparative studies should also be conducted amongst students enrolled in: (1) different institutions; (2) different modes of learning and (3) geographical contexts. It is also imperative to understand employers’ perceptions towards aspects of employability and future research can explore such perceptions.
Post-apartheid has seen many black students enrolling in higher education. Inequality in the labour market, however, continues to prevail. This has resulted in limited employment opportunities, unemployment and underemployment. This study contributes to understanding students’ perceptions of employability. By understanding these perceptions and factors, policymakers can develop policies that will cater to the needs of such students.
The authors acknowledge the feedback from the three anonymous reviewers.
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
T.H. collected and analysed the data. He was responsible for writing the first two drafts of this article. W.T.C. and T.M. supervised T.H. in his PhD studies. W.T.C. and T.M. also oversaw the data analysis and writing of the article.