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Towards an expanded discourse on graduate outcomes in South Africa

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dc.date.accessioned 2019-03-12T12:22:12Z
dc.date.available 2019-03-12T12:22:12Z
dc.date.issued 2019-03-12 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/13557
dc.description.abstract With a growing culture of accountability and institutional 'managerialism' at universities and other higher education institutions, graduate employability and actual employment outcomes have become key indicators for higher education success. Research on graduate outcomes has gained significant currency among national governments, university management, employers and students. Research on graduate outcomes has, unsurprisingly, focused on econometric and instrumental measurements of graduate outcomes. Taking cognisance of the importance of the econometric, earning-based, and skills-driven conceptualisation aimed at addressing employer expectations of skills demands, student aspirations and a structurally shifting economy/curriculum, I argue for an expanded conceptualisation of graduate outcomes research. I propose a framing that interrogates and accounts for the complex constraints and injustices linked to history, background, and socio-economic context which usually obscure underlying inequalities of (un)employment and graduate outcome numbers always present. I propose a human development (capability-informed) approach as an alternative framework which applies broader notions of human development, social justice and freedoms to graduate outcomes research. en
dc.format.medium Print en
dc.publisher University of South Africa Press en
dc.subject GRADUATES en
dc.subject EMPLOYMENT en
dc.title Towards an expanded discourse on graduate outcomes in South Africa en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 22(3) en
dc.BudgetYear 2018/19 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Education as Change en
dc.ArchiveNumber 10742 en
dc.PageNumber Online en
dc.outputnumber 9720 en
dc.bibliographictitle Fongwa, S. (2018) Towards an expanded discourse on graduate outcomes in South Africa. <i>Education as Change</i>. 22(3):Online. en
dc.publicationyear 2018 en
dc.contributor.author1 Fongwa, S. en


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