1. 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 July 2018

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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, ; 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

8. 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 cohort of April 2017
258 questionnaires were collected and analysed for this study.
Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

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

10. 6.2 Perceived factors that influenced graduates to study at NUST
Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

11. 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

12. 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

13. 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

14. 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

15. Thank You
Authors: Dr Godfrey Tubaundule and Ms Martha Namutuwa

16. references
Anderson, P. (1999). Factors influencing student choice in higher education, Perspectives: Policy & Practice in Higher Education, 3:4, Retrieved from doi: /
Andrews, J., & Higson, H. (2008). Graduate employability, “soft skills” versus “hard” business knowledge: A European Study. Higher Education in Europe, 33(4),
 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

17. references
National Council for Higher Education (NCHE), (2017). National Graduate Survey - For the 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