Tourism Innovation and Sustainability: Implications for Skills Development in South Africa

2020 ◽  
pp. 77-92
Author(s):  
Irma Booyens ◽  
Shirin Motala ◽  
Stewart Ngandu
Keyword(s):  
South Africa ◽  
Skills Development

Soft skills development in entry-level internal auditors: perspectives from practising internal auditors, students and facilitators in South Africa

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Johannes Cornelius Steyn
Keyword(s):  
South Africa ◽  
Soft Skills ◽  
Internal Audit ◽  
Skills Development ◽  
Content Type ◽  
Internal Auditors ◽  
Entry Level ◽  
Alternative Teaching ◽  
Interview Survey ◽  
Teaching Learning

Purposeliterature and research internationally indicate a lack of sufficient facilitation of soft skills development in entry-level internal auditors (internal audit graduates upon entering the workplace), although it is essential for entry-level internal auditors to be able to apply soft skills effectively. The purpose of this paper is to determine the extent to which these international views and findings on soft skills development are evident in South Africa according to practising internal auditors, students and facilitators. Comparisons are also drawn between the perceptions of practising internal auditors, students and facilitators.Design/methodology/approachPurposive sampling was used, and data were collected using a structured questionnaire and an interview survey with quantitative analysis.FindingsIn general, the results concur with the literature in terms of the lack of sufficient facilitation and the importance of soft skills development in entry-level internal auditors in South Africa for all three groups. Significant differences were also found between some of the perceptions of practising internal auditors, students and facilitators.Practical implicationsThis study benefits internal audit employers, students and facilitators because soft skills are an in-demand graduate attribute and the application of alternative teaching–learning activities to develop students' soft skills also promotes deep learning through student engagement.Originality/valueThe identification of the 21 soft skills categories from the literature, which should be developed in entry-level internal auditors, has not been researched before as well as the perspectives of students and facilitators in South Africa on soft skills development.

Enunciating the skills development challenge facing South Africa

2011 ◽  
Author(s):  
Maelekanyo Christopher Tshilongamulenzhe
Keyword(s):  
South Africa ◽  
Skills Development

scholarly journals Developing And Validating A Measure Of Monitoring And Evaluation For The South Africa Skills Development Context

2015 ◽  
Vol 7 (1) ◽  
pp. 225-238
Author(s):  
Maelekanyo Christopher Tshilongamulenzhe
Keyword(s):  
South Africa ◽  
South African ◽  
Monitoring And Evaluation ◽  
Skills Development ◽  
The South ◽  
Economic Sectors ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Development Context ◽  
Skills Shortages

Abstract As nations around the world grapple with the deepening challenge of skills crunch, policies, strategies and interventions are being devised to develop and retain a competitive workforce. South Africa is not spared from the global talent war, and the persistence of skills shortages across most economic sectors makes the country vulnerable economically and socially. Legislative instruments and strategies were formulated and implemented to ameliorate the situation, but scientific evidence suggests a looming crisis due to poor monitoring and evaluation systems regarding the success of these instruments and strategies. This study develops and validates a monitoring and evaluation (ME) scale for the South African skills development context. A quantitative nonexperimental cross-sectional survey design was used to collect data from 557 participants. Data were analyzed using SPSS and AMOS software (version 23.0). The findings show that the ME scale is scientifically valid and reliable and can be used with confidence in the South African skills development context. The findings provide scope for a validation study on an independent sample, and an evaluation of structural invariance of the ME scale across sample subgroups.

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