Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa

Autor/inn/en	Pitan, Oluyomi Susan; Muller, Colette
Titel	Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 14 (2023) 1, S.15-30 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pitan, Oluyomi Susan) ORCID (Muller, Colette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Foreign Countries; Comparative Education; Experiential Learning; Career Guidance; Transfer of Training; Higher Education; Labor Market; College Graduates; Career Readiness; Employment Potential; Universities; Institutional Characteristics; Education Work Relationship; Gender Differences; Job Skills; Nigeria; South Africa + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Experiental learning; Erfahrungsorientiertes Lernen; Berufsorientierung; Training; Transfer; Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Labour market; Arbeitsmarkt; Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; University; Universität; Geschlechterkonflikt; Produktive Fertigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study examined the extent to which experiential learning and career guidance activities, as strategies for equipping students with transferable skills, are used by Higher Education (HE) in two African countries, Nigeria and South Africa to prepare students for the volatile labour market. The contributions of the two strategies to students' preparedness for work, after controlling for the possible effects of gender and type of university, were also determined. Perceptions of students (n=865) from six universities in the two countries, on their level of exposure to the two strategies, were analysed. Hierarchical regression was used to control for the influence of gender and type of university, while findings from the two countries were compared using Mann-Whitney U tests. Students from both countries agreed that the two strategies jointly and individually have significant positive influences on their preparedness for work. However, the students alleged that their universities are not exposing them adequately to these strategies. Students from Nigeria believed they are exposed adequately only to experiential learning, while those from South Africa demonstrated inadequate exposure to both strategies. The effects of gender and type of university on students' responses were significant only among South African students. This study has highlighted the extent to which sampled universities adopt the two strategies in preparing their students for work and has offered suggestions on how to address the identified inadequacies in students' exposure to the strategies. Also, results of the differences in students' perceptions have established the role of dominant contextual differences in employability development, which should be acknowledged when making quantitative comparisons in Higher Education between countries. (As Provided).
Anmerkungen	Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01