Abstract
Orientation: Research has been conducted regarding work readiness in a various contexts. However, there are deficiencies in studies that have focused on the precursors of work readiness in an African context.Research purpose: The primary objective of this study was to determine the impact of career self-efficacy (CSE), career exploration (CE) and self-perceived employability (SPE) on work readiness (WR) of students in the South African context, particularly in the Gauteng Province.Motivation for the study: There is an unequivocal gap between what educational institutions teach as well as what the South African labour market requires, highlighting a misalignment and one of many reasons graduates struggle to find work.Research approach/design and method: To close the research gap, the current study used a quantitative approach using the cross-sectional survey research design. A structured questionnaire was administered to 254 randomly selected students. The collected data were analysed using structural equation modelling.Main findings: The hypotheses testing results revealed that the WR was influenced significantly and positively by CSE, CE and SPE.Practical/managerial implications: The present research provides implications from which managers of institutions of higher learning can benefit. For instance, ensuring that experiential learning is involved in all the programmes. This will be more advantageous to students who would like to evaluate themselves to determine if they are work ready.Contribution/value-add: This study adds fresh understanding regarding the precursors that stimulate work readiness among students in a South African context.
Highlights
In today’s post-modern era, youth or graduate unemployment is a major issue in South Africa, for black youth, who face unfavourable living and social conditions (Mmesi, 2015; Oluwajodu, Blaauw, Greyling, & Kleynhans, 2015)
Graduates who enter the world of work today face a number of challenges, such as decreasing employment opportunities and job security, fast-changing technology and an increasing personal responsibility for continual up-skilling and lifelong learning – as well as keeping up with changes in their fields of knowledge (Potgieter & Coetzee, 2013)
Already been noted in the literature that self-efficacy is related to employability, the individual’s self-confidence in their capabilities for obtaining employment (Coetzee & Oosthuizen, 2012), this study hopes to bring out the aspect of actual preparedness of graduates for the world of work
Summary
In today’s post-modern era, youth or graduate unemployment is a major issue in South Africa, for black youth, who face unfavourable living and social conditions (Mmesi, 2015; Oluwajodu, Blaauw, Greyling, & Kleynhans, 2015). Baglama and Uzunboylu (2017) pointed out that this theory emphasises three individual variables that are important in career development, namely self-efficacy beliefs, outcome expectations and personal goals. There is literature on the connection between CSE and WR; the literature is still in its infancy and the need for the present empirical study to fill in the gaps on this relationship in the literature It has, already been noted in the literature that self-efficacy is related to employability, the individual’s self-confidence in their capabilities for obtaining employment (Coetzee & Oosthuizen, 2012), this study hopes to bring out the aspect of actual preparedness of graduates for the world of work.
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