Abstract
Background: Graduate employability is an increasing concern for higher education institutions (HEIs), employers and students.
Objectives: Guided by the assumptions of sociological institutional theory, this study explored employers’ perceptions of research psychology graduates’ generic skills, with the intention of addressing skills which contribute to the employability of these graduates in the South African labour market.
Methods: A qualitative research approach was employed, utilising a generic qualitative design and snowball sampling. Data were collected through semi-structured interviews with 10 representatives from organisations, transcribed and analysed using thematic analysis.
Results: The findings revealed that research psychology graduates who possess a range of generic and transferable skills that complement their academic qualifications enhance their ability to perform effectively and become employable.
Conclusion: The study highlights the need to bridge the gap between academic training and labour market demands by aligning educational outcomes with employers’ expectations.
Contribution: This study offers practical recommendations for employers, psychology departments in HEIs and curriculum developers.
Keywords: graduate employability; research psychology; employers’ perceptions; generic skills; higher education.
Introduction
Graduate employment has emerged as a growing concern for higher education institutions (HEIs), employers and students (Adebakin et al., 2015; Sarkar et al., 2020; Tran et al., 2021). Despite increasing attention given to graduate employability, a persistent misalignment remains between the skills demanded by employers and those graduates acquire during their university education (Nogqala, 2023). This skills gap has raised critical questions about the relevance of current academic training in preparing graduates, particularly in specialised fields such as research psychology, for contemporary labour market’s demands. Research has revealed that many university graduates are either underemployed or unemployed (Adebakin et al., 2015; Tran et al., 2021). Accordingly, there is an increased demand for HEIs to incorporate employers’ needs to address the gap between required skills and graduate attributes (Steward, 2021). Despite higher education stakeholders’ enhancements to address the issue, the skills and qualifications acquired are not in accordance with employers’ needs (Department of Higher Education and Training [DHET], 2024). Therefore, it is crucial to engage in discussions about enhancing the employment of graduates and ensuring effective graduateness. Consequently, there has been increased demands for HEIs to indicate how they support graduate employability and facilitate graduates to transition into the work-world (Steward, 2021).
The function of HEIs is not only to provide knowledge and skills for the work-world, but also includes qualification, socialisation and subjectification (Biesta, 2015). The qualification function focuses on the transmission and acquisition of knowledge, skills and attributes (Biesta, 2015; Biesta et al., 2017). This function makes a distinction between graduates and ordinary citizens, which places the former in an enhanced position when searching for employment (Biesta, 2015; Biesta et al., 2017). In the South African context, higher education is intended to educate and equip individuals with high-level skills to satisfy public and private sectors’ employment needs (DHET, 2019).
The socialisation function introduces graduates to the traditional ways of being and doing, which includes cultural, professional, political and religious traditions (Biesta, 2015; Biesta et al., 2017). This function promotes awareness of social surroundings and enables graduates to conduct themselves in an appropriate manner in various social circumstances to enable graduates to understand workplace expectations and accordingly, become responsible for their actions (Biesta, 2015; Biesta et al., 2017). One of the higher education intentions in the South African context is to afford opportunities for social mobility, while strengthening equity, social justice and democracy to deal with the injustices of the post-apartheid system (DHET, 2019).
The subjectification function focuses on the way graduates come to exist as subjects of creativity and accountability rather than as objects of others’ actions (Biesta, 2015; Biesta et al., 2017). This function endorses the importance of what knowledge is, what it means and how it is acquired by individuals (Biesta, 2015). Similarly, in the South African context, one of the functions of higher education involves the production of new knowledge as well as assessing and finding new applications for existing knowledge (DHET, 2019). Accordingly, graduateness encompasses the quality of personal growth and intellectual development of the graduates produced by HEIs (Crespí & Garcia-Ramos, 2021).
Higher education institutions have a significant responsibility to produce quality graduates that are equipped with attributes needed to address priority skills shortages (Tran, 2018). However, this responsibility does not only rest with HEIs alone, but also includes key stakeholders such as government, organisations and individuals who also play a vital role in ensuring graduate employability (Tran et al., 2021). It is imperative that these stakeholders work together to implement effective programmes that equip graduates with the practical skills demanded by the labour market (Nogqala, 2023). Addressing the skills gap requires a collaborative effort (Tran, 2018).
In the current competitive job market, subject-specific knowledge alone is not sufficient for graduates to fulfil employers’ expectations (Nogqala, 2023). Rather, employers seek candidates who also possess transferable skills as these enhance their employability prospects significantly (Tran et al., 2021). In accordance with the need to match graduates’ skills with employers’ needs and promote graduate employability, the purpose of this study was to explore employers’ perceptions of research psychology graduates’ generic skills through the assumptions of sociological institutional theory.
It is envisaged that the study might benefit departments of psychology in HEIs to equip research psychology graduates with contemporary and relevant employability skills. In addition, employers of research psychology graduates could also benefit from outlining clear expectations of graduates. Moreover, it is deemed that this study could contribute to addressing the gaps between research psychology graduates’ skills and employment requirements. Of significant importance, this study will enable organisations to inform curriculum developers to ensure that training aligns with employers’ needs.
Literature review
Field of research psychology
Research psychology is one of the categories of psychology recognised by the Health Professions Council of South Africa (HPCSA). This field of psychology focuses on the development and application of psychological research methodologies (HPCSA, 2023; Rascher, 2016). Although the profession of research psychology is regulated by the legislation governing the practice of psychology, it does not provide therapeutic services (HPCSA, 2023). This category encompasses the scientific exploration of various societal and human issues (Long & Fourie, 2016). It is scientific in nature as students are equipped in the traditional scientist-practitioner style and are exposed to both the practical and research aspects thereof (Rascher, 2016).
The HPCSA has defined the scope of practice for research psychologists and outlined the professional activities in which they are permitted to engage and to what they must adhere when applying their knowledge and skills (HPCSA, 2023). Accordingly, research psychologists are competent, ethical and professional practitioners that are equipped to address mental health needs in the South African context (HPCSA, 2023). Furthermore, research psychology graduates may work in diverse public and private sectors. These sectors may include academia, health and social research, financial accounting, marketing research, corporate research, monitoring and evaluation, and psychometrics or testing (Rascher, 2016). One may deduce that research psychology is a specialist registration category that focuses on specialist skills in research, test development, validation, translation and adaptation (HPCSA, 2023). Consequently, research psychologists are qualified to conduct psychological research on psychological constructs, research knowledge, test development and employ psychological assessments in various sectors (HPCSA, 2023).
The concept of employability
Employability is related to work and the ability to become employed (Crespí & Garcia-Ramos, 2021). Moreover, it is not limited to acquiring a job but is concerned with learning that affords graduates the ability to comprehend work (Sin et al., 2017). In addition, employability involves possessing various achievements, including the skills and personal attributes that enable an individual to realise employment, safeguard it and achieve success in their preferred occupations (Römgens et al., 2020; Yorke & Knight, 2006). Employability comprises far more than merely possessing generic skills to attract employment but rather encompasses being proactive in steering the work-world (Bridgstock et al., 2019). In addition, employability does not warranty employment but enhances an individual’s likelihood of acquiring employment (Fugate et al., 2004; Succi & Canovi, 2020). Moreover, employability is a psychosocial construct that demonstrates individual characteristics to promote adaptive reasoning and behaviour to develop and intensify the individual-work interface (Fugate et al., 2004; Succi & Canovi, 2020). Individuals are primarily responsible for acquiring the knowledge, skills, abilities and other characteristics current and/or prospective employers value (Fugate et al., 2004; Succi & Canovi, 2020).
The elements of employability
In this study, the work of Pool and Sewell (2007) was built on, by emphasising the importance of graduate employability through the CareerEDGE – the key to employability model. This model includes five essential elements: career development learning, life and work experience, degree subject knowledge, understanding and skills, generic skills and emotional intelligence (Pool & Sewell, 2007; Steward, 2021). The model posits that graduates’ skills development opportunities not only enable access to improvement, but also cultivate essential aspects towards becoming employable (Pool & Sewell, 2007). Hence, developing required generic skills is crucial for graduate employability.
The five elements of employability of the key to employability model are important to realise successful employment for graduates. In this study, the focus was on the generic skills element. Generic skills are fundamental skills and capabilities transferred to a range of contexts beyond higher education or in the work environment (Pool & Sewell, 2007; Sarkar et al., 2020; Tsitskari et al., 2017). Generic skills may also be referred to as core skills, key skills, transferable skills, soft skills, employability skills and generic competencies (Pool & Sewell, 2007; Suleman, 2017; Tsitskari et al., 2017). Generic skills encompass the development of certain common skills, acquired from multiple elements that recruiters and potential employers expect, including time management, attention to detail, decision-making, effective communication, teamwork, problem-solving, adaptability and ability to work with others (De Dios Alija et al., 2024; Pool & Sewell, 2007; Tsitskari et al., 2017).
Health Professions Council of South Africa has stipulated that research psychologists’ generic skills include problem-solving, critical and creative thinking, cultural and aesthetic sensitivity, interactions with other psychologists and professionals, effective communication, entrepreneurial abilities, self-management and collecting, analysing, organising and critically evaluating information (HPCSA, 2023). An understanding of these generic skills is imperative because these are crucial skills unique to this profession, which also enable graduates’ competencies in work settings. Accordingly, a comprehension thereof is important to enhance the employability of these graduates for diverse sectors. Moreover, research psychology graduates possess a range of skills that are sought across sectors.
Roles and responsibilities in developing employability skills
Employability skills of graduates may be regarded as a shared responsibility among major stakeholders, including graduates, employers, HEIs and curriculum developers (Steward, 2021). For instance, graduates should ensure that they acquire education and training towards a relevant qualification for their employability skills to satisfy employers’ needs (Suleman, 2017). Even when graduates are employed, they need to work on their employability skills continuously to sustain employment (Römgens et al., 2020).
Despite the notion that graduates should obtain relevant skills to secure employment, realistically, it is exceptional for graduates to possess all the required skills prior to joining the work-world (Sarkar et al., 2020). Hence, it is employers’ responsibility to communicate the required skills graduates need effectively (Nogqala, 2023). Accordingly, it is important that employers are involved in curriculum design to share and have access to suitably skilled graduates (Steward, 2021).
Higher education institutions, educators and curriculum developers should be aware of potential employers’ expectations, develop and assess relevant employability skills when preparing graduates for the work-world (Nogqala, 2023; Sarkar et al., 2020; Steward, 2021). The programmes offered should be embedded with identified industry-related skills required from graduates by including exchange programmes, work-integrated learning and internships or placements (Steward, 2021).
Theoretical framework
To understand the decision-making in organisations, the sociological institutional theory was adopted in this study, which is based on the origins of Weber and Durkheim in the early 1980s (Hogan, 2019). Weber’s perspective from 1981, recognises that reality is socially constructed, shaping how cultural rules are internalised and interpreted to influence human behaviour (Lawrence & Shadnam, 2008; Swart, 2019). Weber adopted an interpretive approach, arguing that action becomes social when individuals attach subjective meaning to it. He highlighted how cultural rules underpin collective action across contexts (Hogan, 2019; Peters, 2012; Serrat, 2017). In Durkheim’s view, institutions operate as symbolic systems composed of shared knowledge, beliefs and moral authority that give meaning to social life (Hogan, 2019; Peters, 2012). Although these symbolic systems are created through human interaction, people experience them as objective realities (Lawrence & Shadnam, 2008; Swart, 2019). Durkheim highlights the central role of symbols in shaping human behaviour within and beyond formal institutions, helping explain how individuals interact, make decisions and interpret one another’s actions (Lawrence & Shadnam, 2008; Swart, 2019).
The sociological theory is constructivist and emphasises the way in which institutions create meaning for individuals, defining the nature of organisations and individual behaviour within symbolic structures (Hogan, 2019). This theory is rooted in compliance with aspects of life and operates to produce common understandings about what is appropriate and meaningful behaviour within organisations (Kent et al., 2022). Thus, employees’ behaviour is established and motivated to comply with the requirements employers impose (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 1987). Accordingly, employers impose specific requirements on graduates and/or potential employees (Nogqala, 2023). Furthermore, in accordance with the functions of higher education, it is assumed that graduates should understand their position in the work-world to connect and perform effectively.
Sociological institutional theory delineates three interrelated pillars that underpin and stabilise social behaviour: the regulative, normative and cultural-cognitive pillars (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 2008). The regulative pillar encompasses formal mechanisms such as rule-setting, monitoring and sanctioning, which constrain and guide behaviour through legal or administrative means. The regulative pillar of sociological institutional theory emphasises the role of rules and regulations in promoting stability within organisations (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 2008). These rules, whether formal or informal, serve as prescribed mechanisms for establishing, monitoring, and sanctioning organisational activities (Hanson, 2001; Kent et al., 2022). Moreover, regulatory processes encompass both the capacity to formulate rules and the authority to enforce compliance, thereby ensuring that organisational actors conform to established expectations (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 2008).
The normative pillar introduces value-based expectations by prescribing appropriate conduct and establishing standards of legitimacy through evaluative and obligatory norms. This pillar of sociological institutional theory arises from the standards and cognitive frameworks that shape and regulate professions and other bodies involved in the creation of moral guidelines (Gohar & Abrar, 2022; Smith & Hitt, 2005). The normative pillar is closely linked to processes of professionalisation, through which universities and professional certification or accreditation agencies impose values, codes of conduct and performance standards (Hanson, 2001; Kent et al., 2022). These agencies also function as gatekeepers by determining entry into the profession, thereby reinforcing and perpetuating the expected norms and standards (Hanson, 2001; Kent et al., 2022).
On the contrary, the cultural-cognitive pillar reflects the shared symbols, beliefs and interpretive frameworks through which individuals understand social reality and construct meaning. This pillar reflects the shared understandings of compliance and the culturally supported structures that guide behaviour (Gohar & Abrar, 2022; Smith & Hitt, 2005). These shared values and beliefs act as interpretive filters that individuals and organisations use to make sense of reality and understand their environment (Hanson, 2001; Kent et al., 2022). The cultural-cognitive pillar is also evident when organisations experience uncertainty and respond by imitating the practices of more successful counterparts (Cai, 2012; Nwinyokpugi & Omunakwe, 2019). Thus, when organisations are unsure how to perform certain activities, they tend to model themselves on similar organisations, and this imitation is embedded within their belief and meaning-making frameworks (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 2008).
These pillars function through distinct processes; they contribute collectively to the institutionalisation and persistence of social practices. To understand employers’ perceptions of research psychology graduates’ generic skills, this study focused on the regulative pillar, as it controls decision-making by setting rules that guide the requirements for good operation. The regulative pillar focuses on the notion that institutions are enforcers of moral authority, with central aspects such as force, fear and appropriateness (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 2008; Swart, 2019). The specific rules and regulations of an organisation normally guide desired conduct in an organisation, and the application of such rules determines favourable outcomes for the organisation (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 1987). Accordingly, desired conduct from graduates is associated with the generic skills set in which they are expected to perform tasks in an endeavour to achieve anticipated outcomes. Hence, the regulative pillar emphasises the appropriate basis of compliance with regulatory rules and coercive mechanisms (Gohar & Abrar, 2022; Smith & Hitt, 2005). For instance, employers implement specific regulations to recruit targeted skills and promote behaviours that enhance productivity in organisations (Swart, 2019). Thus, the regulative pillar serves as a guide for employers, helping them align their perceptions and actions with the organisation’s framework during recruitment and task execution (Kent et al., 2022).
Sociological institutional theory was deemed relevant for this study as it assists in understanding and making sense of employers’ beliefs and values, which directly influence employees’ actions towards a specific conduct in a particular work environment (De la Torre-Castro & Lindström, 2010; Gohar & Abrar, 2022; Scott, 1987). Hence, employers make decisions about recruitment based on the organisation’s regulations, in accordance with the assumptions of the sociological institutional theory (Cai, 2012; Nwinyokpugi & Omunakwe, 2019). More importantly, by focusing on the regulative pillar of this theory, the desired research psychology skills for effective outcomes for various organisations emerged. Hence, the application of this theory in this study was to identify patterns to support effective training initiatives. The study seeks to verify the application of the theory and to highlight the importance of generic skills in training programmes, particularly in preparing research psychology graduates for employment.
Research methods and design
Research approach and design
Considering the study’s aim, a qualitative research approach was adopted. This approach is applicable when there are multiple realities constructed by different individuals and is effective for understanding the meanings people ascribe to their experiences (Motulsky, 2021; Ugur, 2020). To explore the subjective perceptions of employers, a generic qualitative design was employed. This approach was appropriate to elicit and interpret participants’ perspectives, allowing for a rich, descriptive understanding of their experiences and viewpoints (Motulsky, 2021).
Participation and selection method
The participants comprised managers and recruiters from organisations that employ research psychology graduates in Gauteng Province, South Africa. The sample included 10 participants, specifically, one representative recruited from 10 different companies. A small but highly informed participation is deemed sufficient to provide rich information about the topic (Percy et al., 2015; Ugur, 2020). This sample was difficult to locate, and thus snowball sampling was employed in which initial participants referred the researcher to additional eligible organisations. This approach proved effective in identifying and accessing relevant participants with direct insight and/or targeted characteristics (Johnson et al., 2020).
Research questions and objectives
The study aimed to explore employers’ perceptions of research psychology students’ generic skills to highlight important skills that contribute to the potential employment of these graduates. The objectives of this study included:
- To explore the employers’ perceptions of their expectations from research psychology graduates.
- To explore the gap between employers’ expectations and the research psychology graduates’ skills.
The central question of this study was:
- What skills do employers require for research psychology graduates to be employable in the South African labour market?
This research question is in accordance with the assumptions of sociological institutional theory, which posits that employers tend to recruit individuals who meet the established norms, expectations and requirements of their organisations.
Data collection and analysis
Data were collected through individual semi-structured interviews that were conducted with 10 company representatives. This method was selected to facilitate in-depth engagement while allowing participants the flexibility to express their subjective views. The details of the participants are captured in Table 1.
The interview questions were developed with reference to existing literature and informed by the theoretical framework of social institutional theory. During the interviews, an interview schedule was used to guide the discussions in accordance with the regulative pillar dimensions of the theory. An interview schedule is presented in Box 1.
The collected data were transcribed verbatim and analysed using thematic analysis. A deductive approach was adopted, which is deemed appropriate when the researcher has prior theoretical understanding and predefined categories to explore during analysis (Percy et al., 2015; Ugur, 2020). This approach begins with a set of anticipated themes derived from existing theory and literature, which guide the identification and interpretation of patterns within the data (Ugur, 2020). In this study, the analysis was informed by sociological institutional theory and insights from the reviewed literature, which provided a conceptual framework for coding and theme development. The researcher identified themes derived from the literature, analysed them, and linked them to the research question. These themes were then reported to demonstrate their relevance in addressing the research question. The use of ATLAS.ti software supported systematic organisation and in-depth analysis, enabling the generation of rich, detailed qualitative findings.
Trustworthiness of the study
To ensure the trustworthiness of this study, participants with experience on the subject in question were involved. In addition, the credibility of this study was enhanced through the involvement of honest participants and the provision of relevant information on employability skills for research psychology graduates. Also, to promote the dependability of the study, the elements of the applied theory were utilised to deduct and identify themes towards addressing the research question. However, codes that emerged from the data were linked to the identified themes. For transferability, details of the applied research methods, context and participant characteristics are provided. Furthermore, confirmability was promoted by ensuring the integrity of findings aligned with applied research methods and theory.
Ethical considerations
Ethical clearance for this study was obtained from the University of South Africa, Department of Psychology Ethics Review Committee (Ref no: PERC-17037) on 16 October 2017. Informed consent was secured from all participants before their involvement in the study. The participants were assured their participation was voluntary and were informed about their right to withdraw from the study at any point. The researcher assured the participants of the confidentiality of the shared information and their anonymity. To ensure trustworthiness, data were collected from participants with direct knowledge and experience relevant to the research focus. In addition, the four criteria for trustworthiness as outlined by Lincoln and Guba (1985) and Motulsky (2021) were adhered to, namely, credibility, transferability, dependability and confirmability to enhance the rigour and authenticity of the research process.
Results
In this section, the key themes and sub-themes that emerged from the deductive thematic analysis of the perceptions of employers related to the required generic skills of research psychology graduates are presented. The themes and sub-themes that emerged from thematic analysis are presented in Table 2 and subsequently discussed.
| TABLE 2: Themes and sub-themes that emerged from thematic analysis: Regulative pillar. |
Discussion
The implication of the regulative pillar
Regulatory processes involve the ability to establish rules and the authority to enforce conformity. In the regulative pillar of sociological institutional theory, conformity is encouraged through the promise of rewards and the use of regulatory rules and coercive mechanisms, which provide a legitimate basis for obedience (De la Torre-Castro & Lindström, 2010; Gohar & Arbar, 2022; Smith & Hitt, 2005). In the context of this study, employees’ behaviour is established and motivated to comply with the requirements employers impose. As indicated above, there is a need to address the gap between required skills and graduate attributes. Through the regulative pillar, the required generic skills of research psychology graduates are highlighted. These generic skills may help graduates transition into the work-world. Therefore, to promote appropriate conduct, the participants in this study emphasised that new entrants should meet the organisation’s basic expectations, specifically by demonstrating strong interpersonal skills to adapt effectively and work collaboratively as team players. The participants frequently referred to appropriate behaviour as part of a broader classification of regulatory rules and conformity standards.
Theme 1: Appropriate conduct
Most of the participants noted that appropriate conduct was one of the basic requirements for new entrants. Accordingly, to encourage it, they wanted new entrants to adhere to the organisation’s basic requirements. One participant thus explained:
‘You need to be able to take initiative, without ummhh without necessarily sort of working away from, or just doing your own thing. Let’s put it that way, so there’s a difference between taking initiative and just doing your own thing but be willing to help, willing to. … Be part of the team. That’s very important.’ (P01)
Another participant stated:
‘We will need someone who’s honest, someone who’s not gonna be getting involved in public space and sharing the information about our organisation and best be a very confidential person.’ (P07)
Sociological institutional theory emphasises the importance of establishing regulations to promote organisational stability, with specific rules guiding employee behaviour (Gohar & Arbar, 2022; Scott, 2008). The participating employers noted that graduates who demonstrated behaviours aligned with organisational values were considered more employable. These organisations valued appropriate conduct, which was reflected in a positive attitude, honesty, ethical and professional behaviour, independence and adaptability to change. As noted previously, the regulative pillar assists employers in setting rules and guiding the required conduct (Gohar & Abrar, 2022; Kent et al., 2022). Therefore, to enhance their employability, research psychology graduates are encouraged to conform to organisational rules and demonstrate behaviour that is appropriate to diverse workplace settings. Furthermore, as indicated by the regulating board, research psychologists are ethical professionals (HPCSA, 2023). Employers prefer graduates who uphold ethical standards and respect the principles governing research conduct. Organisational values are viewed as essential in shaping employee compliance and aligning individual behaviour with institutional expectations. Moreover, shared values and beliefs in the organisation help define its view of reality and give meaning to the research environment. Accordingly, graduates should be willing to embrace these internal values and beliefs to ensure a shared understanding and consistent application of research knowledge. Employers endorse a culturally aligned work environment, believing that organisational values and beliefs play a crucial role in establishing structures that promote compliance and cohesion among employees. This suggests that HEIs should strengthen the knowledge production process in their training to increase the employability of research psychology graduates and ensure they are suited for the various organisational contexts.
Theme 2: Skills
Although generic skills may vary across organisations, most of the participants emphasised the critical role thereof. One participant noted:
‘We would like to see that, graduates, at least, I think from their side are really great at problem-solving and they will be able to say I do apply my technical skills in … in the working environment. What are the interpersonal skills look like; would they be able to fit with our culture and fit with other teams.’ (P03)
Another participant explained:
‘We would like researchers to have the necessary interpersonal skills [inaudible] very strong understanding of ethics and what you can and what you can’t do in that particular space, I think that [inaudible] … technical skills.’ (P010)
Generic skills refer to a set of common competencies that are typically expected by recruiters and potential employers (Tsitskari et al., 2017). Among various competencies, the participants highlighted interpersonal skills, problem-solving, time management, communication and emotional intelligence as fundamental generic skills. Employers have highlighted the value of recruiting graduates with generic skills (Nogqala, 2023; Pool & Sewell, 2007; Tsitskari et al., 2017), which complement research psychology graduates’ qualifications and contribute towards effective performance in the work-world. Hence, research psychologists are required to be competent and professional practitioners (HPCSA, 2023). Accordingly, generic skills allow graduates to manage research projects effectively. These generic skills include communication skills, emotional regulation, understanding academic language, computer literacy, time management, interpersonal skills and self-management within research project management. In essence, graduates are expected to be well-versed in their application of generic skills and demonstrate the ability to apply these skills in the work context.
Theme 3: Knowledge and work activities
The participants stated that graduates should be able to translate their acquired knowledge and skills into practical actions so as to integrate effectively in organisations. One participant explained:
‘You need to be able to analyse the data. So, you need to know how to analyse quantitative data and qualitative data … right, and do the interpretation and interpret those data.’ (P02)
Another participant added:
‘Typically for us … eerr … it would be important, they would need to have … eerr … some familiarity with psychometric assessments and the kind of research that you would be using the assessments, so for us it’s definitely … the quantitative skills.’ (P01)
Graduates are expected to acquire knowledge, develop skills and cultivate positive attitudes because employers assess and reward these attributes differently in accordance with each graduate’s qualities and educational background (Nogqala, 2023). Employers also prefer graduates who possess relevant subject knowledge, skills and understanding (Omar et al., 2020; Pool & Sewell, 2007). Research psychologists are specialists in research, test development, validation, translation and adaptation (HPCSA, 2023). Therefore, graduates should acquire sufficient knowledge, skills and a composed, adaptable attitude to remain competitive in the global job market (Omar et al., 2020). Research psychology graduates are valued by organisations for their understanding of ethical conduct (Gohar & Abrar, 2022; Smith & Hitt, 2005), which enables them to uphold the ethical standards expected of researchers. These graduates are also expected to possess the ability to translate, transcribe, integrate information and apply a range of research skills in various contexts aligned with an organisation’s area of specialisation. In addition, the employability of research psychology graduates is linked to their ability to apply knowledge to various research activities, including data analysis, conducting and interpreting research, compiling literature reviews, data collection, proposal writing, project management, understanding mixed methods, applying appropriate methodologies and statistical techniques, and engaging in marketing research and social marketing. Employers appreciate candidates with a broad knowledge and solid understanding of diverse research methodologies. Accordingly, graduates should be exposed to practical research experiences before entering the workforce (Nogqala, 2023).
Limitations of this study
The sample comprised a small number of participants, although efforts were made to ensure diverse representation. The study focused exclusively on organisations based in Gauteng Province, South Africa, even though research psychology graduates are employed across the country and internationally. Despite the noted limitations, the integrity of the research process was maintained throughout. The data collection method was followed rigorously, ensuring that relevant information was gathered from participants without any manipulation.
Recommendations for future research
The participants in this study expressed interest in future research that could study the reasons for the emigration of psychology graduates in search of better employment opportunities. In addition, given the need to develop initiatives to address challenges affecting society’s betterment, participants raised concerns about the unemployment rate in the field of psychology, despite the demand for this profession in the country.
Conclusion
This study demonstrates the generic skills of research psychology graduates considered by employers to enhance the employability of these graduates. These generic skills complement the academic qualifications of research psychology graduates, which enable them to become employable, conduct themselves appropriately and perform effectively in different work environments. This study offers practical suggestions for different HEIs stakeholders. The findings may be beneficial for employers to understand the required generic skills. Psychology departments in HEIs may be afforded clarity to offer appropriate training. The findings may assist curriculum developers to develop curricula that include employability skills. In addition, research psychology graduates can benefit by understanding what is expected of them to be employable and as future employees. More importantly, this study highlights the need to bridge the gap between academic training and labour market demands by aligning educational outcomes with employers’ expectations.
Acknowledgements
The author would like to thank all the participants for participating in the study, the advisor and editors. This article is based on research originally conducted as part of Asanda Nogqala’s master’s thesis titled ‘Employer Expectation of Requisite Skills of Graduates of the Master’s in Psychology with Specialisation in Research Consultation (MARC) Graduates’, submitted to the Department of Psychology, University of South Africa in 2023. The thesis was supervised by Angelo Fynn. The supervisor was not involved in the preparation of this manuscript and was not listed as a co-author. The manuscript has since been revised and adapted for journal publication. The original thesis is publicly available at: Employer Expectation of Requisite Skills of Graduates of the Master’s in Psychology with Specialisation in Research Consultation (MARC) Graduates – ProQuest.
Competing interests
The author, Asanda Nogqala, declares that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
CRediT authorship contribution
Asanda Nogqala: Conceptualisation, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Resources, Software, Validation, Writing – original draft. The author confirms that this work is entirely their own, has reviewed the article, approved the final version for submission and publication and takes full responsibility for the integrity of its findings.
Funding information
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Data availability
The data that support the findings of this study are available from the corresponding author, Asanda Nogqala, upon reasonable request.
Disclaimer
The views and opinions expressed in this article are those of the author and are the product of professional research. They do not necessarily reflect the official policy or position of any affiliated institution, funder, agency or that of the publisher. The author is responsible for this article’s results, findings and content.
References
Adebakin, A.B., Ajadi, O.T., & Subair, S. (2015). Required and possessed university graduates employability skills: Perceptions of the Nigerian employers. Journal of Higher Education Review, 9(1&2), 30–35. https://doi.org/10.5430/wje.v5n2p115
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. https://doi.org/10.1080/00220272.2016.1205143
Bridgstock, R., Grant-Imaru, M., & McAlpine, A. (2019). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. Journal of Teaching and Learning for Graduate Employability, 10(1), 56–72. https://doi.org/10.21153/jtlge2019vol10no1art785
Cai, Y. (2012). International graduates from Finland: Do they satisfy the needs of Finnish employers abroad? Journal of Research in International Education, 11(1), 19–31. https://doi.org/10.1177/1475240911434340
Crespí, P., & García-Ramos, J.M. (2021). Generic skills at university. Evaluation of a training program. Educación XX1, 24(1), 297–327. http://doi.org/10.5944/educXX1.26846
De Dios Alija, T., García, D.A., & Sanz, N.M. (2024). Exploring the role of generic competencies in employability and academic performance of students of psychology. Journal of Teaching and Learning for Graduate Employability, 15(1), 21–37. https://doi.org/10.21153/jtlge2024vol15no1art1764
De la Torre-Castro, M., & Lindstrom, L. (2010). Fishing institutions: Addressing regulative, normative and cultural-cognitive elements to enhance fisheries management. Journal of Marine Policy, 34(1), 77–84 https://doi.org/10.1016/j.marpol.2009.04.012
Department of Higher Education and Training (DHET). (2019). Annual Report. Post-school education and training monitor. Retrieved from https://www.dhet.gov.za/DHET%20Statistics%20Publication/Statistics%20on%20Post-School%20Education%20and%20Training%20in%20South%20Africa%202019.pdf
Department of Higher Education and Training (DHET). (2024). 2024/25: Annual report. Retrieved from: https://www.dhet.gov.za/Commissions%20Reports/DHET%20Annual%20Report%202024_2025%20Print%20Ready.pdf
Fugate, M., Kinicki, A.J., & Ashforth, B.E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behaviour, 65(1), 14–38. https://doi.org/10.1016/j.jvb.2003.10.005
Gohar, M., & Abrar, A. (2022). An exploration of women owned home-based business through institutional theory lens: A case of Peshawar, Pakistan. Journal of Applied Economics and Business Studies, 6(2), 33–54. https://doi.org/10.34260/jaebs.623
Hanson, M. (2001). Institutional theory and educational change. Educational Administration Quarterly, 37(5), 637–661. https://doi.org/10.1177/00131610121969451
Health Professions Council of South Africa (HPCSA). (2023). HPCSA scope of practice for Research Psychologists, 2023. Retrieved from https://www.hpcsa.co.za/c6a57ad1-0366-4b2f-b4dc-7fe7f1c59d2e
Hogan, J. (2019). The critical juncture concept’s evolving capacity to explain policy change. European Policy Analysis, 5(2), 170–189. https://doi.org/10.1002/epa2.1057
Johnson, J.L., Adkins, D., & Chauvin, S. (2020). Qualitative research in pharmacy education. A review of the quality indicators of rigor in qualitative research. American Journal of Pharmaceutical Education, 84(1), 7120. https://doi.org/10.5688/ajpe7120
Kent, S., Houghton, L., & Licorish, S. (2022). Towards an understanding of the relationship between institutional theory, affective events theory, negative discrete emotions, and the development of feral systems when using human resource information systems. Journal of Computers in Human Behaviour, 9, 100264. https://doi.org/10.1016/j.chbr.2022.100264
Lawrence, T.B., & Shadnam, M. (2008). Institutional theory. Blackwell Publisher.
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Sage.
Long, E., & Fourie, E. (2016). History of the Unisa MARC programme. Unpublished paper.
Motulsky, S.L. (2021). Is member checking the gild standard of quality in qualitative research? Society for Qualitative Inquiry in Psychology, 8(3), 389–406. https://doi.org/10.1037/qup0000215
Nogqala, A. (2023). Employer expectations of requisite skills of graduates of the master’s in psychology with specialisation in research consultation (MARC) graduates. University of South Africa.
Nwinyokpugi, P.N., & Omunakwe, P.O. (2019). Interpersonal relationship at work; enhancing organisational productivity of deposit money banks in Port Harcourt. Journal of Research in Business and Management, 7(1), 22–33.
Omar, M.K., Zahar, F.N., & Rashid, A.M. (2020). Knowledge, skills, and attitudes an predictors in determining teachers’ competency in Malaysian TVET institutions. Universal Journal of Educational Research, 8(3), 95–104. https://doi.org/10.13189/ujer.2020.081612
Percy, W.H., Korstere, K., & Korstere, S. (2015). Generic qualitative research in psychology. The Qualitative Report, 20(2), 76–85. https://doi.org/10.46743/2160-3715/2015.2097
Peters, B.G. (2012) Institutional theory in political science: The new institutionalism (3rd ed.). The Continuum International Publishing.
Pool, D.L., & Sewell, P. (2007). The key to employability: Developing a practical model of graduate employability. Journal of Education and Training, 49(4), 277–289. https://doi.org/10.1108/00400910710754435
Rascher, C. (2016). After the degree: Research psychology in the ‘real world’. University of the Witwatersrand.
Römgens, I., Scoupe, R., & Beausaert, S. (2020). Unraveling the concept of employability, bringing together research on employability in higher education and the workplace. Studies in Higher Education, 45(12), 2588–2603. https://doi.org/10.1080/03075079.2019.1623770
Sarkar, M., Overton, T., Thompson, C.D., & Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research and Development, 39(2), 346–361. https://doi.org/10.1080/07294360.2019.1664998
Scott, W.R. (1987). The adolescence of institutional theory. Administrative Science Quarterly, 32(4), 493–511. https://doi.org/10.2307/2392880
Scott, W.R. (2008). Institutions and organisations. Ideas, interests and identities. Management, 17(2), 136. https://doi.org/10.3917/mana.172.0136
Serrat, O. (2017). Proposition 37: Understanding and developing emotional intelligence. In Knowledge solutions (pp. 329–339). Springer Singapore.
Sin, C., Tavares, O., & Amaral, A. (2017). Studies in higher education accepting employability as a purpose of higher education? Academics’ perceptions and practices. Journal of Studies in Higher Education, 44(6), 920–931. https://doi.org/10.1080/03075079.2017.1402174
Smith, K.G., & Hitt, M.A. (2005). Great minds in management: The process of theory development. Oxford University Press.
Steward, B.A. (2021). An empirical approach to identifying employability skills required of graduates in the environmental sciences. Industry and Higher Education, 35(2), 89–101. https://doi.org/10.1177/0950422220936869
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420
Suleman, F. (2017). The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options. Journal of Higher Education, 76, 263–278. https://doi.org/10.1007/s10734-017-0207-0
Swart, O. (2019). Developing an alternative assessment framework for undergraduate accountancy modules in open distance learning (ODL). University of South Africa.
Tran, L.H.N. (2018). Game of blames: Higher education stakeholders’ perceptions of causes of Vietnamese graduates’ skills gap. International Journal of Education Development, 62, 302–312. https://doi.org/10.1016/j.ijedudev.2018.07.005
Tran, L.T., Ngo, N.T.H., Nguyen, H.T.M., & Le, T.T.T. (2021). Employability in context: Labour market needs, skills gap and graduate employability development in regional Vietnam. Palgrave Macmillan.
Tsitskari, E., Goudas, M., Tsalouchou, E., & Michalopoulou, M. (2017). Employers’ expectations of the employability skills needed in the sport and recreation environment. Journal of Hospitality, Leisure, Sport and Tourism Education, 20, 1–9. https://doi.org/10.1016/j.jhlste.2016.11.002
Ugur, N.G. (2020). Digitalisation in higher education: A qualitative approach. International Journal of Technology in Education and Science, 4(1), 18–25. https://doi.org/10.46328/ijtes.v4i1.24
Weber, M. (1981). Some Categories of Interpretive Sociology. The Sociological Quarterly, 22(2), 151–180. Retrieved from http://www.jstor.org/stable/4106315
Yorke, M., & Knight, P. (2006). Curricula for economic and social gain. Journal of Higher Education, 51, 565–588. https://doi.org/10.1007/s10734-004-1704-5
|
Hide
Show all
Email this article (Login required)
