Thesis (Ph.D.)--Cleveland State University, 2010. / Abstract. Title from PDF t.p. (viewed on June 3, 2010). Includes bibliographical references (p. 162-178). Available online via the OhioLINK ETD Center and also available in print.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

The study explored the domains of graduateness and employability at one polytechnic in Zimbabwe. The focus was on how instructional delivery strategies and assessment tools could embed domains of graduateness and employer expectations. A phenomenological research approach was used in conducting the study. This qualitative research paradigm allowed the research to take place in a natural setting which enabled a holistic picture and use of an inductive mode of inquiry through the researcher’s immersion in the research setting. Human capital, teaching methods and flexible training models, among others, emerged as major strengths in training. However, these key strengths were marred by unprofessional practices and limited resources. In assessment, proficiency schedules, trade testing and use of external assessors emerged as key strengths. Pertaining to the curriculum, it emerged that on paper, curriculum specifications and design for implementation appeared relevant to the production of a graduate exhibiting attributes of graduateness. It however emerged that there was need to revisit the hidden curriculum, as training was dependent on the availability of resources. The study proposes a framework for promoting graduateness and enhancing employability through creation of mutual partnerships to collectively develop a curriculum that is acceptable to institutions and industry. Moreover, graduateness domains should be enshrined in the curriculum. A need for strategic selection of teaching and assessment methods which promote critical thinking, interaction, decision making and retention of information was identified. Major recommendations are that institutions should align themselves with market demands and technological changes to ensure employability. Institutions should also prepare graduates for transition to the world of work, by rendering adequate preparation through teaming up with industry and the use of appropriate teaching methodology.

There is much to be said about the use of social capital in the job search patterns of graduates, however, little is researched on the use of social capital as a job search strategy. Despite the years of research that acknowledges the critical role social capital plays in determining job search outcomes, little to no research has been done to specifically understand the different ways in which graduates utilize their social capital (family, friends and acquaintances) to look for work. Human capital theory posits that education is the greatest determinant of employment in a labour market system that that awards educational credentials with occupational attainment. However, the reality is that a large number of Zambian graduates are jobless despite being educated. This study, therefore seeks to analyse the high levels of graduate unemployment from lternative theories of social capital and the job search. Knowing the different ways social capital expresses itself in graduate job search patterns provides possible solutions and a different perspective to addressing the high levels of graduate unemployment in Zambia. This study adopted a qualitative case study research design and made use of the snow ball sampling approach. Fifteen semistructured interviews were conducted and findings and emerging themes analysed in response to the central question, “how does social capital express itself in graduate job search patterns in Lusaka, Zambia?”. Through extensive thematic analyses, the researcher finds that there are eight ways in which graduates utilize their social capital to look for work and overcome challenges of the job search. This demonstrates that social capital can be a useful and beneficial job search strategy to adopt in a labour market system where educational credentials alone do not guarantee graduates successful job search outcomes.

The purpose of this study was to develop a process model in order to meet outcomes of graduate training programmes, with specific relevance to Volkswagen of South Africa. To do this, VWSA’s Graduate Training Programme was assessed in terms of the approach currently used by VWSA to recruit, select and train graduate trainees. A literature study was conducted to reveal strategies for effectively training new recruits and the development of leadership competencies. Based on this study a model was developed to facilitate the graduate training programme process to achieve programme objectives. The study aimed at making a contribution to graduate training programmes by identifying key leadership competencies, as well as the training interventions which lead to the development of these competencies. It was found that the technical skills that the trainees acquire at their tertiary educational institutions are not sufficient in today’s workplace, thereby necessitating closer working relationships between these institutions and businesses so that needs can be shared, as well as more comprehensive training programmes being provided. The research methodology comprised the following steps: An analysis was made of VWSA’s current processes regarding recruitment, selection and training of their graduate trainees. iv An assessment of leadership competencies in terms of knowledge, skills and attitudes that contribute to successful performance was undertaken. Training interventions as a process was studied. An analysis was made as to what extent the existing training interventions for VWSA’s graduate programme achieve the desired programme outcomes by means of a research questionnaire circulated to mentors/coaches and graduate trainees within the organisation. A model was developed to serve as a holistic framework for the recruitment, selection and training of graduate trainees for all motor and related industries undertaking graduate training programmes. The above was achieved through a practical study and a literature study, making use of questionnaires, as well as relevant published, unpublished and electronic texts and studies. Conclusions were drawn and recommendations were made based on data established through theoretical research and data obtained from the questionnaires.

As college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education, and of specific college degrees. One side of the debate uses statistical data about starting salaries and unemployment rates to claim that degrees within the humanities and liberal arts do not provide a good return on investment while the other side claims that a liberal arts education fosters the broad so-called "soft skills” that employers value most. However, both sides of the debate have neglected the perspectives of the graduates themselves, particularly as they transition from the university environment to the workforce. In this exploratory mixed-methods study I sought to understand this transition and English graduates' perceptions of their degree, first through semi-structured interviews with 8 participants who graduated between 2010 and 2019, and then through the responses of 338 graduates from the same time frame who participated in a validation survey used to determine the pervasiveness of the themes identified in the interviews. I learned that, while the initial transition from degree to employment is challenging for many English graduates, most eventually found work that they are satisfied with. Perceptions of the English degree vary over time, but most participants recognized the skills they gained in the English major and appreciate the professional value of these skills, especially later on in their careers. Participants identified some factors, such as networking, prior internship and work experience, and completing a minor that made for a more positive transition to employment. They also pointed to ways that the English department could better prepare students for and support them during this transition including encouraging more applied experiences, helping students recognize their English skills, and better identify and talk about potential career paths open to English majors.

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The purpose of this study was to create a profile of the value of work-related competencies according to health educators in institutions of higher education in the state of Virginia. The health educators were surveyed regarding competencies perceived to be of high importance in their current position. Additionally, the study examined whether these competencies are addressed on the Certified Health Education Specialist (CHES) exam created by the National Commission for Health Education Credentialing, Inc. (NCHEC). Data collected did support current literature in regards to importance of competencies. Regardless of job title or CHES certification status, health educators rank oral communication skills and interpersonal skills as being in the top five 'soft skills' related to career success. Oral communication and interpersonal skills are among the competencies addressed by the CHES exam. Interestingly, however, 76% (n=29) of respondents reported that they were not CHES certified. This study also examined the relationship between a respondent's job title (health-related, medically-related, or other) and his or her willingness to assist with health education curriculum development and student evaluation. Respondents whose job title directly related to health education were much more likely to be willing to help with curriculum development and student evaluation than those that had the responsibility of disseminating health education but held another type of title. There is a need for further investigation into the basis for perceptions of dissatisfaction with college graduates by employers in regards to level of preparedness for the workforce. / Ph. D.