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).

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).

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.

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).

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.

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).

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).

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:

The central question of this study was:

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 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.

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 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.

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.

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.

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.