Authors: Dr Godfrey Tubaundule Ms Martha Namutuwa Perceived factors that Influence Graduates’ Employability - A Case Study of the Namibia University of Science and Technology (NUST) Authors: Dr Godfrey Tubaundule Ms Martha Namutuwa WIL Africa conference 18-20 July 2018

Outline 1. INTRODUCTION 2. STUDY BACKGROUND 3. OBJECTIVES 4. EMPLOYABILITY CONCEPTUALISATION 5. METHODOLOGY 6. RESULTS 6.1 DEMOGRAPHICS 6.2 PERCEIVED FACTORS THAT INFLUENCED GRADUATES TO STUDY AT NUST 6.3 EMPLOYMENT SECTORS FOR 2017 NUST GRADUATES 6.4 PERCEIVED FACTORS THAT ENHANCE THE EMPLOYABILITY OF NUST GRADUATES 7. RECOMMENDATIONS 8. CONCLUSIONS Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

Quote “We may not be able to offer long term employment, but we should try to offer long employability” Brian Corby Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

1. Introduction Graduate employability concerns developed and developing countries worldwide Most developing countries graduate unemployment is related to youth unemployment (Bohen & Chertavian, 2016, p.305) National unemployment rate is estimated at 34%, persons with university education (i.e. certificates/diplomas/Masters/PhDs) accounted for a combined unemployment rate of 24.5% (Namibia Statistics Agency, 2017). Governments expect universities to supply graduates who are readily adaptable to the work environment; thus universities are under pressure to prepare graduates with employable skills (Clarke, 2008; Cable, 2010). Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

2. STUDY BACKGROUND NUST was transformed from a Polytechnic in 2015 under the Higher Education Act (No 7 of 2015). It focuses on science, technology, engineering and the mathematical sciences (STEM) (NUST, 2017). NUST believes that “The quality of its education and training programmes cannot exceed the quality of its educators” (McKinsey & Company, 2008) cited in Tubaundule (2014). Thus the university places: a) graduates’ employability high on its teaching and learning policy agenda, and b) implements Work Integrated Learning (WIL) programme (Polytechnic of Namibia, 2009; NUST, 2017). The results of this study are based on the 2017 graduates. Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

3. Objectives To understand the perceived factors that influence students’ intentions to study at NUST. To identify the sectors in which graduates are employed. To explore the perceptions of students about the strategies that can enhance graduates’ employability Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

4. Employability conceptualisation … We describe graduates with employability skills as individuals with demonstrable set of professional knowledge or technical skills including the following generic skills: Information technology skills Creativity Self-confidence Self-management & time- management Willingness to learn & accept of responsibility (Andrews & Higson, 2008; Tran, 2016). Coping with uncertainty Working under pressure Planning and strategic thinking Reliability, communications & interpersonal interactions Teamwork Networking Writing & speaking Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

5. Methodology Population and Sample Data were collected from the April 2017 NUST graduates using a self- administered structured Likert-scale questionnaire. Population and Sample 1 000 questionnaires were randomly distributed to 1 573 cohort of April 2017 258 questionnaires were collected and analysed for this study. Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

6. RESULTS 6.1 DEMOGRAPHICS Gender Female = 142 (55%) Unknown = 12 (4.7%) Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

6.2 Perceived factors that influenced graduates to study at NUST Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

6.3 Employment sectors for 2017 NUST graduates Gender   Male Female Number % Public sector 20 50.0% 30 52.6% Private sector 16 40.0% 24 42.1% SME (self-employed) 3 7.5% NGOs 1 2.5% 0.0% Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

6.4 Perceived factors that enhance the employability of NUST graduates VG/G Unsure VP/P Missing Teaching quality of lecturers 84.10% 9.30% 1.20% 5.40% Assistance/advice on examination 79.50% 10.10% 5.10% 5.30% Structure of degree programme 78.30% 9.70% 6.20% 5.80% Availability of technical equipment Examination system 74.50% 16.30% 2.70% 6.50% Academic advice offered 72.50% 13.60% 7.40% Opportunity for out of school / teaching staff 70.20% 12.00% 12.80% 5.00% Provision of supervised work experience/WIL 67.00% 10.90% 14.30% 7.80% Chances to participate in research projects 66.30% 11.70% 5.70% Quality of equipment in laboratories/workshops 59.30% 24.80% Accommodation facilities on campus 31.00% 47.30% 13.20% 8.50% Key: VG/G = Very Good/Good; VP/P = Very Poor/Poor Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

7. recommendations The findings provide useful data to pursue alternative policy scenarios: Invest in university educators and physical infrastructure Involve alumni and current students’ voice through continuous tracer studies and self-evaluation strategies Use a diverse marketing to attract and retain students Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

8. Conclusions The most important factor perceived to influence graduate employability is how university educators blend theory and practice. The WIL strategy provides hope for preparing graduates with skills that will prepare them to a) find decent & sustainable jobs or b) create their own employment opportunities. Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

Thank You Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

references Anderson, P. (1999). Factors influencing student choice in higher education, Perspectives: Policy & Practice in Higher Education, 3:4, 128-131. Retrieved from doi: 10.1080/13603109981711 Andrews, J., & Higson, H. (2008). Graduate employability, “soft skills” versus “hard” business knowledge: A European Study. Higher Education in Europe, 33(4), 411-422.  Archer, L. & Hutchings, M. (2000). Bettering yourself? Discourses of risk, cost and benefit in ethnically diverse, young working class non-participants’ constructions of higher education, British Journal of Sociology of Education, 21, 554–574. Australia Department of Education, Science and Training, Australian Chamber of Commerce and Industry & Business Council of Australia, (2002). Employability Skills for the Future, Department of Education, Science and Training, Canberra. Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

references National Council for Higher Education (NCHE), (2017). National Graduate Survey - For the 2012 and 2013 Cohorts. Windhoek: NCHE. Namibia Statistics Agency (NSA), (2017). The Namibia Labour Force Survey 2016 Report. Windhoek: NSA. Namibia University of Science and Technology (NUST), (2017a). Yearbook Part 1: General Information and Regulations. Windhoek: NUST. Namibia University of Science and Technology (NUST), (2018). Yearbook Part 3: Faculty of Human Sciences. Windhoek: NUST. Namibia University of Science and Technology (NUST), (2017b). Graduate Exit Survey presentation. Windhoek: NUST. New Engineering Foundation (NEF) (2007). The Path to Productivity: The Progress of Work- based Learning Strategies in Higher Education Engineering Programmes, London: NEF. Tubaundule, G.M. (2014). Evaluative Research of the Implemented Secondary School Curriculum. An unpublished PhD Thesis. University of the Free State (UoFS). Bloemfontein: UoFS. Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa