Carol Elaine Cuthbert and F. Owen Skae
This paper explores the institutional and economic drivers of employability, as existing literature focuses on the individual and skills aspects, of employability. Tertiary…
Abstract
Purpose
This paper explores the institutional and economic drivers of employability, as existing literature focuses on the individual and skills aspects, of employability. Tertiary institutions, possessing a strong academic reputation and standing amongst potential employers, will achieve high graduate employability, however when measured, this is not the case.
Design/methodology/approach
This exploratory study builds on Santos' career boundary theory, recognising organisational boundaries; those related to the labour market, personal-aspects and finally, cultural boundaries (Santos, 2020). 37 Universities that provided their employability rate, within 12 months of graduation for 2020, are analysed. The Quacquarelli Symonds (QS) Ranking, measures drivers in terms of institutional reputation through survey responses, and partnerships with employers via research and placement data.
Findings
The regression explained 19% of the variation between the number of graduates being employed and the institutional and economic drivers. Universities in the same economic context, do not have the same number of employed students. Equally, those universities with the most favourable academic reputation, do not have the most employed student rate.
Research limitations/implications
Only 37 universities provided all their employability data, thus, research with a larger sample will have to be conducted, but equally more needs to be done to establish why the smaller universities are unable to submit all the required data.
Originality/value
An exploratory understanding of the institutional and economic drivers of employability, is provided.
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Adéle L. Moodly and F. Owen Skae
Public universities in South Africa are required to govern, manage and structure themselves in accordance with the Higher Education Act 101 of 1997. Notwithstanding this…
Abstract
Public universities in South Africa are required to govern, manage and structure themselves in accordance with the Higher Education Act 101 of 1997. Notwithstanding this, institutional culture also plays a role in determining how governance is conducted within these universities. This is shown within the Institutional Statutes and Rules, wherein the nature of both the leadership and governance processes manifest in these documents. The 2015–2016 proved to be a watershed year in the South African higher education (HE) sector, as it reflected on inter alia, how academic endeavor and governance of universities is to be achieved. Prior to this period and post the advent of the new democracy, public universities operated under significant autonomy. More broadly pre-2015–2016 Statutes reflect this, with historically white institutions evidencing prioritizing autonomy as the prime driver of governance. Attempts to introduce self-regulatory codes were resisted, as they were seen as a way to corporatize and managerialize universities. This chapter reviews the impact of institutional culture and the fallists’ protests on the governance models of three universities, through the analysis of their institutional statutes pre- and post-2015–2016 period. It contextualizes HE governance both internationally and locally, and further outlines forms of governance within South African higher education institutions.
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Enakshi Sengupta, Patrick Blessinger and Nasiruddin Nezaami
The current scenario of higher education is undergoing a paradigm shift due to, among other factors, globalization, internationalization, cross border exchange of students and…
Abstract
The current scenario of higher education is undergoing a paradigm shift due to, among other factors, globalization, internationalization, cross border exchange of students and student mobility. This socioeconomic change has prompted educational institutions to brace themselves to deliver education in new ways. The authors are living in an age marked by information revolution where the phenomena of physical distance have shrunk giving way to online education and other innovative pedagogies. With the advent of new ways to teach and learn, education the concept of autonomy, accountability and responsibility has become the new buzz words in academia. Universities need to be more flexible and incorporate the needs of society into their mission and vision. Since education at all levels has become a key driver in economic and social development, universities must reorient their focus on the needs of society and the economy. Autonomy in governance and management in education has become the prerogative of higher education institutions and optimum allocation and use of resources have become one of the chief aims of all higher education institutions.
This book explores the creation of knowledge and its dissemination in order to create significant impacts in society. The chapters talk about the highly competitive education market and the transformation it has undergone. Authors from across the globe have suggested interventions that will help in sustainable growth of universities while enhancing quality standards. The chapters present a better understanding of a philosophy of management, society, development and education.
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Frederick Owen Skae and Brian Barclay
In the world's quest to eradicate poverty, the means to get there are not fully understood, nor are they universally agreed upon. However, most would accept that the link between…
Abstract
Purpose
In the world's quest to eradicate poverty, the means to get there are not fully understood, nor are they universally agreed upon. However, most would accept that the link between trade and development in general and exports and poverty reduction in particular needs to be strengthened and effects better understood. The purpose of this paper is to suggest that a management framework exists by which the linkage between exports and poverty reduction can be better understood and as a consequence strengthened.
Design/methodology/approach
Drawing on the International Trade Centre's Priority Setting Framework to Export Development, a hypothetical strategy has been prepared for the Rwandan coffee sector, which reinforces the export development and poverty reduction linkage.
Findings
Many strategies stop short at providing detailed action steps that result in the project's objectives being effectively implemented and its impact being measured.
Practical implications
The framework can be used to guide national strategy‐makers, trade support organizations, sector associations, NGOs and the donor community in formulating, and more importantly, implementing poverty reduction initiatives in the context of export development.
Originality/value
The paper draws upon a methodology applied in trade related technical assistance and attempts to demonstrate this framework, which primarily addresses competitiveness issues can be rigorously applied to the design and implementation of an export‐led poverty reduction strategy.