As mentioned above, understanding academic employees’ perceptions of the career development initiative is crucial. Positive perceptions promote evolving individuals’ work identities through exposure to a diverse array of learning opportunities and experiences (Greenhaus et al., 2019). It is thus important for organisations to make career development opportunities available to academic employees and tailor them to specific academic employees’ needs (Hoque & Tshutsha, 2022; Mabaso, 2020; Mampuru et al., 2024). However, most academic staff development programmes in South Africa tend to adopt a formulaic, one-size-fits-all approach and are ‘far less likely to have a long-term impact’ on academic careers, particularly among marginalised academics (Menon, 2024). Empirical evidence highlights significant shortcomings in institutional career support systems, including weak policies, inadequate mentoring and limited transition from planning to implementation, as well as limited support for academic staff (Barnes et al., 2021a). According to Musakuro (2022), many universities in South Africa suffer from under-resourced staff development programmes, inadequate preconditions for developing a structured progression system, as well as insufficient implementation practices, which shape academic employees’ satisfaction levels and problems with career development initiatives. Furthermore, inadequate career development and scarce advancement opportunities have been identified (Barnes et al., 2023; Marozva et al., 2024; Menon, 2024; Mujajati et al., 2024; Musakuro, 2022; Ndjama & Van Der Westhuizen, 2024; Simelane-Mnisi, 2023; Solomon & Du Plessis, 2024).

Career planning is a proactive and ongoing process of identifying career goals, evaluating personal competencies and formulating strategies to achieve desired career outcomes within a dynamic organisational and labour market context (Greenhaus et al., 2019; Hall, 2002; Noe et al., 2021). Career planning is often a personal plan that aligns with organisational career development initiatives to support employees to gain promotion or develop in their career (Noe et al., 2021). According to Barnes et al. (2021b), South African academics often perceive institutional career planning negatively due to the absence of structured career-management systems, limited mentoring and unclear promotion pathways that follow (Theron et al., 2014). One-size-fits-all staff development programmes are also criticised for their lack of individual relevance and alignment with personal career goals (Menon, 2024; Musakuro, 2022). Conversely, when career planning initiatives are well-designed, adequately resourced and contextually relevant, they are perceived positively and are associated with increased motivation and retention (Quader, 2024; Tukahirwa et al., 2025). Academics tend to value career planning opportunities that are co-designed and discipline-specific, while externally imposed or generic programmes elicit negative responses (Kelly et al., 2024). Perceptions also vary across academic ranks, employment status and levels of involvement in programme design, suggesting that experiences of career planning are not homogeneous (Graves et al., 2012; Simelane-Mnisi, 2023).

Career counselling and guidance programmes are proactive, developmental interventions that integrate psychological support, educational resources and organisational strategies to foster informed, adaptive and fulfilling career trajectories (Niles & Harris-Bowlsbey, 2017). Career counselling initiatives in South African higher education are often perceived negatively, particularly among marginalised groups who have had limited exposure to such interventions or services (Matjie & Coetzee, 2018; Shabangu & Mpofu, 2025; Watson, 2009). As Maree (2009) notes, South Africa’s historical inequalities have contributed to a lack of awareness and understanding of career counselling and guidance, especially within the black communities (Matjie & Coetzee, 2018; Shabangu & Mpofu, 2025; Watson, 2009). Similarly, Shabangu and Mpofu (2025) highlight the limitations of individualised counselling approaches and the minimal involvement of staff and faculty in broader career support systems. Consequently, academics in historically disadvantaged universities may not readily perceive career counselling as integral to their professional growth or institutional career development structures (Thiem & Dasgupta, 2022).

Research consistently shows that when workers perceive genuine organisational support for career planning, they display higher career satisfaction, commitment and engagement (De Vos et al., 2021; Mampuru et al., 2024; Martins et al., 2024; Presbitero & Quita, 2017). Conversely, when initiatives are viewed as tokenistic or poorly communicated, perceptions turn negative, reducing participation and trust (Baruch & Rousseau, 2019; Kraimer et al., 2015). In South African contexts, limited visibility of structured career-growth systems has led to ambivalence or scepticism towards career-planning programmes (Coetzee & Ngope, 2023).

In South African higher education, academics’ perceptions of organisational support for career adaptation critically shape their readiness for the Fourth Industrial Revolution (4IR) (Martins et al. 2024; Oubibi et al., 2022). When institutions provide visible and relevant support, such as digital-skills training, mentorship and clear career pathways, academics report higher confidence (work motivation) and retention, especially during the adaptation to technological change (Abe et al., 2021; Al-Suwaidi et al., 2025; Chen et al., 2024; Dhanpat et al., 2020). However, when support initiatives are poorly communicated or lack contextual relevance, they are often perceived as tokenistic and fail to enhance motivation (Nyathi & Oosthuizen, 2023). Being situated in a rural context, the university faces unique structural and socio-economic challenges, including limited access to resources, infrastructural constraints and reduced exposure to broader professional networks compared to urban universities.

From a theoretical standpoint, organisational support, institutional policies and structural frameworks are critical in shaping how career development programmes are designed and perceived (Robertson, 2020). Krumboltz’s (1979) social learning theory underscores that employees’ career perceptions are shaped by learning experiences, environmental conditions and contextual factors, implying that weak institutional environments reinforce negative interpretations of career opportunities. In contrast to Super’s (1990) life-span, life-space theory, which advocates for continuous support across all career stages, many South African HEIs offer fragmented and narrowly focused career management programmes (Barnes et al., 2021a). Such misalignment between policy and practice leads to disengagement and dissatisfaction among academic staff (Simelane-Mnisi, 2023). In conclusion, the literature review conducted indicates that academic employees perceive career development programmes at South African HEIs as insufficient, inadequately structured and poorly aligned with their professional development needs. As such, it weakens motivation, compromises institutional dedication and threatens surrogate long-term staff sustainability and institutional prosperity.

Flowing from the theoretical framework, Figure 1 conceptualises that all four scales, including the overall career development initiative scale, should, when perceived positively, lead to career growth, high job satisfaction and retention rate (Robertson, 2020; Simelane-Mnisi, 2023).

Figure 1 illustrates that participants can perceive all scales in both positive and negative lights, highlighting the dual nature of employee experiences. When academic employees encounter negative perceptions or experiences, they are likely to feel a sense of stagnation. This feeling can lead to decreased job satisfaction and, ultimately, may result in their decision to leave the organisation. In contrast, positive experiences and perceptions can significantly influence employees’ motivation levels. When individuals perceive their growth and development within the institution, they are more inclined to remain engaged and loyal, thus continuing with their studies. This response underscores the critical importance of fostering a supportive work environment that prioritises academic employees’ development, which can ultimately drive retention and enhance overall organisational performance.

This study adopted quantitative research design and descriptive approach, which is grounded in the positivist paradigm that emphasises the measurement and quantification of social phenomena (Gamage, 2025). Quantitative research allowed for the systematic collection and analysis of numerical data to identify patterns of academic employees’ perceptions of the career development initiatives (Slater & Hasson, 2025). In this study, a self-designed, self-administered online questionnaire was employed to gather data on academic employees’ perceptions of career development at the institution, which is acceptable according to Ranganathan and Caduff (2023). The use of numerical data to interpret and analyse these perceptions further reinforces the quantitative nature of the research.

The research was conducted at a university located in a rural region of Limpopo, South Africa. Being situated in a rural context, the university faces unique structural and socio-economic challenges, including limited access to resources, infrastructural constraints and reduced exposure to broader professional networks compared to urban universities. The university also struggles to attract and retain academic employees, often advertising and re-advertising positions. It does seem appropriate to assess the career development initiatives to check if they can be used as an attraction and retention strategy for the institution. Understanding the university’s demographic composition, historical context and geographical location is therefore essential, as it provides critical context for interpreting the experiences, perceptions and outcomes of both academic and non-academic staff in this setting.

The sample was drawn from a population of 246 academic employees across all faculties of the university, using convenience sampling as aligned with the exclusion and inclusion criteria. The convenience sampling was used considering their busy schedule, and also allowed them to complete the online survey at their convenience (Pace, 2021). The inclusion criteria included all permanent staff regardless of tenure, any gender and of acceptable working age.

The instrument used in this study was a structured questionnaire adapted from existing literature on career development, perceived organisational support and career adaptability (Ranganathan & Caduff, 2023; Singh, 2017). Items were modified to suit the higher education and 4IR context. The questionnaire comprised four dimensions: (1) career planning and development support, (2) career counselling and guidance, (3) perceived organisational support and (4) career adaptability. Content validity was ensured through literature grounding. The scale used was a shortened version of an existing instrument, consisting of 14 statements rated on a five-point Likert scale, ranging from 1 = Strongly Disagree, 2 = Disagree, 3 = Neither Agree nor Disagree, 4 = Agree and 5 = Strongly Agree. From the theoretical perspectives, Krumboltz’s Social Learning Theory of career decision emphasises that career development is shaped by learning experiences, environmental conditions and exposure to opportunities (Yunus et al., 2024). In line with this perspective, items related to career planning support (Items 1–3), industry partnerships and exposure (Item 2) and career counselling and guidance (Items 7–9) were designed to capture the extent to which the institution provides learning opportunities and environmental support that influence academic employees’ career decisions and development. Secondly, Super’s Life-Span Theory conceptualises career development as a continuous, stage-based process, where individuals progress through phases such as exploration, establishment and maintenance (Akkermans et al., 2024). This theory informed items relating to career development programmes and training (Items 4–6), organisational support for progression and promotion (Items 10–12) and career adaptability and response to the 4IR (Items 13–14). All these items reflect the institution’s role in supporting employees across different career stages, particularly in facilitating growth, skill development and adaptation to changing work contexts (De Vos & Van der Heijden, 2024; Akkermans et al., 2024).

A link was created for the questionnaire on Google Forms to be completed by the participants electronically, with all possible barriers eliminated to ensure that all potential participants have access to the survey, as advised by Regmi et al. (2016). A mass email containing an information sheet and informed consent was sent to all academics requesting their participation in the study. A sample of 89 eligible academic employees completed the questionnaire, which was analysed, as shown below.

The data of this study were analysed using Statistical Package for the Social Sciences (SPSS) version 30.0 published by International Business Machines (IBM). The data were coded so that they could be entered into a database to foster and accommodate analysis and interpretation. Frequencies and internal consistencies were calculated, and descriptive statistics (Burns et al., 2008) were analysed from the data of the self-designed online survey.

Before data collection, ethical approval was obtained and secured from the Turfloop Research Ethics Committee (TREC) of the University of Limpopo (No. TREC/1761/2024: PG). Participation in the survey was entirely voluntary, and stringent measures were implemented to ensure participant confidentiality. All aspects of the communication, including survey distribution, were carried out via secure digital platforms. Researchers remained committed to maintaining objectivity and adhering to established ethical protocols throughout the data management and reporting processes.

This section presents the frequencies of the participants to understand their demographic profiles, as presented in Table 1.

As shown in Table 1, the table presents the demographic and professional profiles of the 89 participants included in the study. Female participants constituted the majority of the sample (69%), while males accounted for 31%. Most respondents were between 36 years and 45 years of age (67%), indicating that the sample was largely composed of mid-career academics. In terms of academic position, professors formed the largest group (45%), followed by lecturers (19%) and senior lecturers (14%), suggesting strong representation from senior academic ranks. Regarding length of service, a substantial proportion of participants had between 1 year and 5 years of experience (36%) or more than 10 years of service (33%), reflecting a mix of relatively new and long-serving staff members. Overall, the distribution indicates a diverse sample in terms of age, rank and tenure, providing a balanced basis for examining perspectives across different career stages.

The overall career development scale (α = 0.714) demonstrates acceptable internal consistency, exceeding the commonly recommended threshold of 0.70. This suggests that, collectively, the 14 items provide a reasonably reliable measure of the broader construct of career development, as seen in Table 2. However, the reliability of the individual sub-scales is notably weaker: career planning sub-scale (α = 0.659) indicated marginal or questionable reliability, while slightly below the acceptable threshold (0.70), it may still be tolerated in exploratory research. Nonetheless, it suggests some inconsistency among items measuring career planning. Career counselling and guidance sub-scale (α = 0.429), reflected poor internal consistency, indicating that the items may not be measuring the same underlying construct effectively. Organisational support sub-scale (α = 0.444) indicated low reliability, raising concerns about the coherence of the items within this dimension. Career adaptation sub-scale (α = 0.267) was unacceptably low, suggesting that the items are largely unrelated and do not form a reliable scale. The use of only two items likely contributes to this result, as Cronbach’s alpha is sensitive to the number of items.

Due to the descriptive nature of the study, only descriptive statistics were analysed, and means (M) were used to explain the perceptions. A five-point Likert scale was used (1 = strongly disagree to 5 = strongly agree). Mean scores were interpreted using the following thresholds: 1.00–2.50 = negative perception, 2.50–3.49 = moderate perception, 3.50–3.99 = positive perception and 4.00+ = strong positive perception, as seen in Table 3.

The following section shows the descriptive statistics, which were used to explain the differences between various items in the scale, indicating the participants’ familiarity or favour with certain items over others in terms of their perceived career development within the organisation. Table 3 presents the descriptive statistics of the study.

As seen in Table 4, the results in the table show that respondents had moderate to high perceptions of career development initiatives at their institution, with an overall average mean of 3.40 (standard deviation [SD] = 0.293). The highest-rated item (M = 4.16, SD = 0.928) indicates that employees generally agree or are satisfied with the institution’s career planning support for exploration and decision-making. In contrast, the negatively perceived career counselling (M = 2.88) and organisational support for employability (M = 2.85) suggest low satisfaction or weaknesses in these areas. Participants are moderately satisfied with training (M = 3.64), organisational support (M = 3.76) and career adaptation to 4IR (M = 3.08–3.51), suggesting that while some initiatives exist, they may not be consistently effective, thus not fully satisfactory.

A five-point Likert scale (1 = strongly disagree to 5 = strongly agree) was used to measure employees’ perceptions. Mean scores were interpreted as follows: 1.00–2.49 = negative, 2.50–3.49 = moderate and 3.50–5.00 = positive. The overall mean score (M = 3.40, SD = 0.29) indicates a moderate level of agreement among respondents regarding the effectiveness of career development initiatives, organisational support and career adaptability within the institution. This suggests that while employees generally perceive these initiatives as present, their effectiveness is not consistently strong across all dimensions. From a Krumboltz perspective, the moderate mean scores observed in areas such as industry collaboration (M = 3.28) and career counselling relevance (M = 2.88–3.35) suggest that employees experience limited exposure to diverse learning opportunities and external career influences. According to Krumboltz (1979), insufficient environmental support and learning experiences may constrain employees’ ability to make informed career decisions and adapt to changing labour market conditions (Yunus et al., 2024). This helps explain why career counselling and industry-linked initiatives were perceived less positively. From a Superian perspective, the generally moderate perceptions of career development programmes (M ≈ 3.26–3.57), organisational support (M ≈ 2.85–3.76) and career adaptability (M ≈ 3.08–3.51) indicate that the institution provides basic support for career progression, but may not adequately address the evolving needs of employees across different career stages. Super’s (1990) theory suggests that effective career development requires continuous alignment between organisational support and individuals’ developmental needs (Akkermans et al., 2024). The variability in responses (as reflected in relatively high standard deviations) further indicates that employees at different career stages may be experiencing these initiatives unevenly (De Vos & Van der Heijden, 2024; Super, 1990).

The findings of this study offer important implications for HEIs’ management, particularly in the design and implementation of career development practices that enhance employee well-being, motivation and performance. While the institution has established foundational career development structures, the results indicate a need for a more strategic, integrated and theory-informed approach to maximise their effectiveness.

Firstly, HEI management should prioritise the development of outcome-oriented career development programmes. Rather than focusing solely on the availability of initiatives, institutions must ensure that these programmes translate into measurable outcomes such as enhanced employee performance, commitment and career progression. Embedding principles from self-determination theory (SDT), managers should design interventions that support employees’ needs for autonomy (e.g. flexible and individualised development pathways), competence (skills mastery and continuous learning) and relatedness (mentoring and collaborative networks). Such an approach is likely to strengthen intrinsic motivation and foster sustained engagement.

Secondly, the study underscores the need to strengthen industry partnerships and external alignment. Higher education institutions should actively engage with industry stakeholders, professional bodies and external organisations to ensure that career development initiatives remain relevant to evolving labour market demands. From a practical perspective, structured collaborations such as industry-led workshops, joint research initiatives and professional networking platforms can provide employees with valuable exposure and enhance their professional relevance. This aligns with Super’s Life-Span, Life-Space Theory, which emphasises the importance of career exploration and establishment through interaction with real-world work environments.

Thirdly, there is a critical need to reposition career counselling and guidance services as continuous, personalised and future-oriented support mechanisms. The findings suggest that current counselling services may not adequately address employees’ diverse career needs or changing occupational landscapes. Management should therefore invest in professionalised career support systems, including trained career advisors, coaching interventions and digital career guidance platforms. In line with SDT, such initiatives can enhance employees’ sense of autonomy and relatedness, while also supporting career decision-making across different life stages as proposed by Super.

Fourthly, institutions should place stronger emphasis on skills development and employability, particularly in response to technological advancements associated with the 4IR. Continuous upskilling and reskilling initiatives are essential to ensure that employees remain adaptable and competitive. By enhancing employees’ competence, organisations not only improve individual performance, but also strengthen overall institutional effectiveness. Furthermore, aligning training opportunities with employees’ career stages, as suggested by Super’s theory, can ensure that development interventions remain relevant and impactful over time.

Finally, HEIs should implement robust monitoring and evaluation mechanisms to assess the effectiveness of career development initiatives. Regular assessment of programme outcomes, employee feedback and career progression indicators can provide valuable insights for continuous improvement. Feedback systems that highlight employee development progress can further reinforce competence and motivation, consistent with SDT principles.

In summary, the study highlights the importance of adopting a holistic and theory-driven approach to career development. By integrating motivational principles from SDT with the developmental perspective of Super’s Life-Span, Life-Space Theory, HEI management can enhance academic employees’ well-being, strengthen retention and improve organisational performance in an increasingly complex and dynamic work environment.

The study context was limited to a single institution, which may be influenced by unique organisational dynamics, policies and culture. Secondly, the study adopted a cross-sectional design, capturing data at a single point in time. This restricts the ability to establish causal relationships between career development practices, academic employees’ perceptions and outcomes such as performance or adaptability. As a result, the findings were interpreted as associative, not causal. And lastly, the study relied on a self-reported questionnaire, which introduces the possibility of common method bias and social desirability bias. Participants may have responded in a manner they perceived as favourable rather than reflecting their true experiences, potentially inflating or distorting the results.