scholarly journals Relevance of selected Social Science Degree programs on skills development and graduate employability in Zambia

Author(s):  
Kapambwe Mwelwa ◽  
Lazarus D.M. Lebeloane ◽  
Ailwei S. Mawela

A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia’s labour market varied from program to program.

2019 ◽  
Vol 61 (5) ◽  
pp. 536-551 ◽  
Author(s):  
Jonathan Winterton ◽  
Jason J. Turner

PurposeThe purpose of this paper is to understand the concept of graduate work readiness (GWR) from a stakeholder perspective. The research attempts to pull together the various multidisciplinary themes from the literature into a comprehensive analysis of the relationship between graduates and the labour market, considering the international dimension of what is a global phenomenon.Design/methodology/approachThe critical review is divided into four distinct sections, the first is to contextualise the concept of GWR and graduate employability taking into account recent academic discussion, particularly in the EU and ASEAN; second, to explore the different perspectives of stakeholders in the “triple helix” of universities, governments and the corporate world; third, critically to assess the arguments that educational provision is poorly aligned with labour market needs; and finally, to investigate the implications of the fourth industrial revolution for graduate jobs and skills and propose an agenda for future research.FindingsDespite the apparent consensus between stakeholders over the central importance of graduate employability, there is considerable diversity in how each imagines GWR is best assured.Research limitations/implicationsAny review is limited by the extant literature and whilst it is not uncommon that most research has been done in North America, Western Europe and Australasia, this is a serious limitation. GWR is a global concern and this review shows the need for more research that extends beyond the dominant geographical focus and its attendant paradigms. The implication is that geography is important and local research is needed to develop solutions that fit specific cultural, economic and institutional contexts.Practical implicationsThe paper highlights the need to reconcile different stakeholder perspectives on GWR and ensure that they work together on shared agendas to improve graduate transition to the labour market. At the same time, the profound changes being brought about by the fourth industrial revolution suggest that more attention should be paid to the employability of existing employees.Originality/valueThis review should prove useful to both academics and practitioners because it emphasises the need to treat GWR as a concept that varies according to context and stakeholder interests, rather than a homogeneous phenomenon.


2021 ◽  
Vol 7 (4) ◽  
pp. 649-668
Author(s):  
Kapambwe Mwelwa ◽  
Ailwei Ailwei ◽  
S. Mawela

<p style="text-align: justify;">To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia.</p>


2019 ◽  
Vol 10 (2) ◽  
pp. 369-386 ◽  
Author(s):  
Verma Prikshat ◽  
Alan Montague ◽  
Julia Connell ◽  
John Burgess

Purpose It is widely reported that there is a competence deficit between graduating from Australian higher education (HE) and becoming work ready and that the deficit is becoming more pronounced. The purpose of this paper is to examine the work readiness competencies of Australian HE and vocational education (VE) graduates. The reported competence deficits, the causes of these deficits and the potential strategies to overcome these deficits are discussed. Design/methodology/approach A qualitative, inductive research design was used to examine Australian graduates’ work readiness competence, potential deficits, their causes and possible solutions to gain some preliminary insights and help shape future research. A multiple case design was used comprising key stakeholders’ in-depth interviews and focus group discussions. In-depth semi-structured interviews and focus group discussions were conducted to gain insights from the key stakeholders. Findings The stakeholders reported that the Australian VE and HE sectors do not sufficiently prepare graduates in terms of their work readiness skills. Self-management skills, communication (written and expression), team-work skills, cognitive skills, system thinking and innovation and creativity were the main work readiness competency deficits reported by the stakeholders. Research limitations/implications The research has its limitations in terms of the limited sample and time frame, and the absence of input from graduates. The results of the study indicate the deteriorating state of the Australian graduate labour market and emphasise that an integrated approach is urgently required from all stakeholders to facilitate the transition and reduce the time taken from graduation to employment. Originality/value The focus of the study is located in the Australian labour market in terms of the competencies that reportedly are present upon graduation and the competencies that employers are looking for on recruitment. The requisite competency list and the deficits are examined through the lens of four stakeholder groups; government representatives, industry representatives and VE and HE representatives.


2002 ◽  
Vol 2 (1) ◽  
pp. 69-87 ◽  
Author(s):  
Jianwei Wang

This article traces the evolution of international relations studies as an academic discipline in China in the last two decades or so. Almost non-existent before the 1980s, IR studies has become an increasingly dynamic, sophisticated, and popular field of social science in both teaching and research. This is reflected in the growth of institutions, degree programs, scholarship and paradigmatic debate as well as interaction with the Western intellectual community in both theory and personnel. Nevertheless, the development of IR studies in China is still in its primitive stage and it must contend with various problems such as political control, a lack of well-trained scholars, inadequate funding, and ideational uncertainty.


Author(s):  
Simone Pettigrew ◽  
Lin Fritschi ◽  
Richard Norman

The advent of autonomous vehicles is forecast to bring enormous changes to the workplace as positions primarily involving driving become progressively redundant. Little is known about public awareness of these impending changes and the potential impacts on society and individuals. This study involved a national survey of Australians and interviews with key stakeholders across multiple countries to identify major potential issues associated with vehicle automation, including in and around the workplace. Most survey respondents had concerns relating to job losses in driving occupations, while almost half anticipated increased employment in technology-related areas. Three primary themes were evident in the data from the stakeholder interviews: (1) the inevitability of the universal use of AVs and hence the immediate need for labour market planning, (2) associated potential effects on occupations that are not primarily structured around driving, and (3) the possibility of increased worker safety and enhanced commuting opportunities.


2017 ◽  
Author(s):  
Aaron Reeves

Imposing financial penalties on claimants of unemployment insurance may incentivise labour market re-entry. However, sanctions may have differential effects depending on the work-readiness of the claimants. Here, I explore whether sanctioning disabled claimants is associated with greater labour market activity or inactivity among disabled people using data on 346 British local authorities between 2009 and 2014. When the number of sanctioned disabled claimants rises (as a proportion of all claimants) the proportion of economically inactive people who are also disabled becomes larger. There is not a clear relationship between sanctioning disabled claimants the proportion of employed people who are disabled.


Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.


Author(s):  
Stefanie R. Ellison ◽  
Christi L. Bartlett ◽  
Valerie L. Ruehter

Building effective interprofessional (IP) teams is an important process for healthcare systems across the world. In order to be truly effective, professional degree programs must teach our future health professionals to learn and collaborate on teams during their education. The goal of building effective IP healthcare teams will be achieved when each healthcare system effectively supports IP collaboration, the development of dynamic teams, and the appropriate use of resources. Advancing the effort to build effective IP healthcare teams will take an investment from key stakeholders such as educators, faculty and students, leaders and researchers in academic medicine, hospital and system administrators, policymakers, as well as patients and their families to create a culture of IP collaboration and provide the resources necessary to be sustainable and successful. This chapter will serve to show that effective IP healthcare teams can successfully improve patient outcomes, provide quality care, improve the healthcare team's experience, and reduce costs.


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