An investigation into employment-readiness perceptions of University of Fort Hare students

The aim of this study is to establish the employment-readiness perception of prospective University of Fort Hare Alice campus graduates. To do this, the study determined the capability of these prospective graduates to face the demands of the labor market. In addition, the study also wanted inter alia to find out whether there exist a relationship between prospective graduates perceived level of skills and their readiness to engage in the work environment. Astin’s Input-Environment-Outcome model of student development, which posits that students’ academic development in universities is affected by their own inputs as learners in addition to the institutional environment, has been utilized as the theoretical framework for this study. Hence a number of hypothesis informed by Astin’s model about whether there exist a relationship between perceived output, skills and readiness of prospective graduates for the workplace, on the one hand, and university education/training, on the other, were derived. To test these hypotheses the study utilized a quantitative research approach anchored around a survey design. In fact ample studies, which have investigated the issues of employability skills and prospective graduates’ readiness for work, have adopted this type of research design with a questionnaire as a preferred research instrument. After collecting data through the use of a mainly Likert scale based survey questionnaire, the findings of the study indicated inter alia that the university environment has a direct influence on the input of students to their study and skills acquisition in addition to the fact that faculty influence is directly correlated to students’ output, skills and readiness for employment. Hence the conclusion that for any tertiary institution like the University of Fort Hare to function effectively or optimally, the institutional environment, faculty influence and student input have to satisfy the best assessment criteria at the exit level, such that an output of quality prospective graduates imbued with all employment readiness characteristics can be guaranteed. Self-driven individuals with willingness to involve themselves in lifelong learning, who are capable of self-improvement and of taking advantages of innovative opportunities, are what the country’s economy need. These findings are in agreement with Astin’s model, which proposes that learning development is an interacting system of student input, institutional settings, and the students’ output. Results and conclusions of a significant number of other empirical studies concur with the results of this study. Furthermore the findings of the current study contribute to the graduate work readiness literature in a number of ways. For instance, the work process in modern organizations has been greatly transformed and as such that only high levels of skills, abilities and talented graduates are qualified to fit in such a labor market. The changing demands of the education competitive market have generated a belief that the educational sector will react in ways that are innovative with the aim of both the learning needs and the career objectives for its learners to be reached. Hence it is proposed that tertiary institutions in South Africa make it mandatory for learners to at least have three weeks work placement as one of their requirement for graduation.Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 201