published_or_final_version / Education / Doctoral / Doctor of Philosophy

M. Com. (Development Economics) / In recent years unemployment has received considerable international attention from scholars, policy makers, and labour practitioners, because it has reduced economic welfare, reduced output, and eroded human capital. Researchers argue that South Africa is faced with structural unemployment because of the insufficient demand for low-skilled resources and the sufficient demand for highly skilled resources. However, in terms of highly skilled resources, young South Africans have become better educated over the last decade, resulting in a significant growth in the size of the graduate labour force. This growth emanates particularly from the fact that the majority of the graduate labour force has completed their tertiary education. Despite this growth, graduate unemployment appears to be rising along with the overall unemployment rate. The aim of this study is to sensitise policy authorities to the impact of graduate unemployment on the economy by highlighting the perceived causes of graduate unemployment in South Africa’s banking sector. The research was conducted with the aid of a survey administered to two groups, namely a graduate group and a human resource (HR) manager group. The result derived from the research shows that the quality of tertiary institutions which relates to educational standards and culture, the quality of education, high expectations, a shortage of skills, a lack of work experience, and a lengthy process of application and job search are perceived to be the possible causes of graduate unemployment in South Africa. The study makes several tentative recommendations relating to what can possibly be done to reduce graduate unemployment. Among the recommendations proposed are the improvement of the quality of education and institutions, a well-planned career guidance mechanism, and a graduate recruitment subsidy.

"This study was conducted to collect and analyze data relative to the employment status of industrial arts graduates."--1.

"This study attempts to review informatively the status of graduates from the School of Business Administration in that period in which students have first been graduates with a major in accounting."--1.

Submitted in fulfillment of the requirement for the degree of Masters of Technology: Quality,Durban University of Technology, Durban, South Africa, 2012. / This study examined the quality, employability and the competencies of graduates from the Department of Operations and Quality Management at Durban University of Technology (DUT). The objectives of the study included determining the relevance of the curriculum to the workplace; evaluating the views of graduates regarding employability; and assessing the views of organisations regarding graduate performance in the workplace. The study also proposes that with the knowledge and skills acquired in the field of Operations Management, graduates should be able to reach their full personal and professional potential. However, these graduates still experience difficulties in adjusting and coping with the realities of the labour market. Combinations of qualitative and quantitative research methods were used. The study was exploratory in nature. The study made use of questionnaires to obtain the respondent’s view. The pilot study composed a sample of ten graduates. For the main study, forty of the sixty graduates and employers completed and returned the questionnaires that were administered. The response rate was 67%. The Cronbach’s Alpha Reliability Analysis was used to measure the reliability of the questionnaires. Face validity was verified by the statistician for pre-administering of questionnaires. The results revealed that obtaining a qualification in operations management at DUT increases the employability of graduates. The study also showed that employers are content with the way in which these graduates are able to translate their theoretical knowledge into practice, and to identify and solve problems within organisations. However, the study shows that some employers did not provide adequate support and guidance in relation to their development. / M

A college degree is not a homogenous investment across fields of study (Arcidiacono, 2004; Zhang & Thomas, 2005). Even after accounting for selection, STEM degrees pay substantially more than other fields (Altonji et al., 2012) and earnings disparities across majors have increased substantially over time (Altonji et al., 2014). Even though STEM degrees yield greater labor market returns, the number of STEM graduates and professionals remains low and the disparities in STEM attrition are alarming. As a result, STEM education has been elevated as a national priority in the U.S. and considered to be in high demand in the global economy. Yet, there is a lack of consensus on how to boost STEM graduation. My dissertation is motivated by the need to improve the number and composition of STEM graduates and to evaluate policies that can mitigate STEM attrition. In my dissertation I focus on the effect of college grades and grading policies on STEM graduation. College grades are important determinants of course and major choices and research suggests that grades have differing effects for STEM minorities and non-minorities. Moreover, disparities in grades between STEM (low-grading departments) and non-STEM (high-grading departments) due to grade inflation and compression of grades near the top affect sorting into majors, making grades less informative and distorting major choices (Bar et al. 2012). In my first essay, I examine the possible differential effect of college grades on STEM attrition gap by gender and race. Non-grade explanations such as pre-college factors, instructor gender and race and peer effects are also examined as potential determinants of STEM attrition gaps. However, I focus on grades because there is evidence that grades affect sorting into majors, and grades may have differing effects for minorities and non-minorities. This review uncovers evidence supporting the importance of institutional grading policies to shape student’s major and course choices. Despite the fact that institutional grading policies have been studied at some extent, none of these studies have addressed the differential effect of these policies on those who might be more sensitive to grades (i.e., women and racial minorities). In the second essay, I explore what factors explain the gender and race disparities in STEM attrition. This study utilize Florida’s Education Data Warehouse to conduct a reweighted Oaxaca decomposition of racial and gender differences in STEM attrition, with a particular focus on how STEM- intending students respond to college grades in introductory courses. The decomposition results show that women mainly leave STEM by switching into non-STEM fields, particularly due to non-STEM college factors such as grades and credits attempted in lower-division courses. In contrast, racial minorities mainly leave STEM by dropping out of college towards graduation, and they differentially leave STEM due to their lower high school preparation in STEM and consequently lower grades in lower-division STEM courses during their first two years of enrollment. In the third essay (which is also my job market paper) I examine the effect of changing the grading scale from whole-letter grades to plus/minus grades on STEM graduation/major choice. In this study, I examine the effect of changing the grading scale from whole-letter grades to plus/minus grades on STEM graduation/major choice. I use administrative data from the Florida Department of Education that combines students’ pre-college characteristics with students’ enrollment and transcript records. I rely on a difference in differences framework that compares STEM graduation/major choice rates during the early 2000s versus the late 1990s for students whose grading differentials between STEM and non-STEM courses were reduced versus students whose grades were not differentially affected. I find significant effects of changing the grading scale on reducing grading differentials and improving STEM graduation/major choice. These results represent the first direct, quasi-experimental evidence regarding the effect of changing the grading scale.

A submitted thesis of Masters of Art in Social and Psychological Research, University of the Witwatersrand, Faculty of Humanities, School of Human and Community Development, 2017 / The career trajectory for persons with disabilities (PWDs) has largely been associated with decline and stagnation. Resilience and positive attributes have not been investigated related to graduates with disabilities (GWDs) successfully entering, adjusting to and further developing within the work environment. The aim of this study was to report on challenges, resilience and positive attributes amongst GWDs as a positive contributing factor to employment practices as well as policy. A participant sample of 6 employed GWDs (working age 26-45; 4 males and 2 females; 3 Black, 2 White and 1 Coloured) were individually interviewed. The participants’ disabilities consisted mainly of physical, hearing and visual impairments. The data was analysed using thematic and discourse analysis. Results show that despite the negative experiences encountered within the social and work environment, participants demonstrated resilience within their narratives and decision-making processes. A self-developed conceptual model of resilience and positive attributes was thus proposed to track this resilience. However, the resilience observed amongst participants did not fully reflect the existing definitions and theoretical frameworks around resilience. Critically re-examining these existing definitions and the theoretical framework showed new meanings can be derived with implications for policy and intervention. The fact that the majority of participants did not show awareness of or ownership of their resilience shows a missing key element – that they are not only making use of it, but they also do not even appear to realise its importance. / MT2018

Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (M.A.)--University of Alabama at Birmingham, 2009. / Title from PDF t.p. (viewed June 30, 2010). Additional advisors: Loretta A. Cormier, James C. McCroskey, Larry Powell. Includes bibliographical references (p. 25-29).

Thesis (MPhil)--Stellenbosch University, 2013. / AFRIKAANSE OPSOMMING: Die tesis handel oor die volgende: Hoofstuk 1 dek die agtergrond, probleemstelling en ‘n kort oorsig oor die vaardigheidsgapings wat opgemerk kan word binne die konteks van die kennis-ekonomie. Hoofstuk 2 handel oor kernkonsepte, naamlik “kritiese denkvaardighede”, die kenniskonomie en wersvaardighede. Hoofstuk 3 sit ‘n gevallestudie uiteen. Dit beskryf die metode wat gekies is, die monster asook die uitvoering van die projek. Hoofstuk 4 bied ‘n ontleding aan van die data. Die laaste hoofstuk bespreek die resultate en hulle implikasies. / ENGLISH ABSTRACT: The thesis covers the following chapters Chapter 1: Background and Research Objectives This chapter focuses on the background, the problem and its setting and also includes the overview of the knowledge economy and the existing gap in skills. Chapter 2: Critical thinking and Employability Skills The focus is on an introduction and definitions of key concepts, namely critical thinking skills, the knowledge economy, and employability skills. Chapter 3: The Case Study This chapter offers the chosen research method and design, as well as the reasons for selecting this design, and will describe the methods. The discussion will include the research approach, sampling and data management. Chapter 4: Presentation and Discussion of the Findings The discussion includes data interpretation, specific techniques employed and reasons for such strategies. Chapter 5: Aspects of the Skills Gap This is the final chapter and it discusses the findings, makes recommendations, and concludes the study.