Graduate tracer studies may be an appropriate research method for responding to various problems in the South African higher education context, including difficulties associated with higher education transformation and graduate employability. However, there is little contextrelevant literature on the implementation of the various methodologies that may be used, and no assessment of the relevance of these methods for the South African context. In an attempt to synthesise graduate tracer study research, and to recommend potential models for conducting graduate tracer studies in South Africa, a systematic quantitative literature review was conducted of 23 graduate tracer studies from 13 countries, published between 1995 and 2016. The findings from this review point to three potential models for implementation in the South African context: a large-scale model, a smaller-scale model, and a mixed-method model. These recommended models may allow for the more efficient and effective implementation of graduate tracer studies across the South African context.
Adolescents are noted to increasingly utilise social media for communication, and therefore, social media is where much of their psychosocial development takes place. The potential impact of social media on psychosocial development is complex and is an emerging field of research. A systematic review was conducted to investigate existing research relating to social media’s effects on psychosocial development. Good practice in systematic review reporting was followed, aligned to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement, and a team of five reviewers were involved in each stage of the review process to enhance objectivity and methodological rigour. The review included 20 studies, published between 2008 and 2019. The findings show a complex relationship between social media and adolescent psychosocial development. Social media was found to involve potential risks, in terms of excessive and problematic use, comparison, and cyberbullying. Social support, from both peers and parents, may buffer these negative impacts. Potential benefits of social media use include supporting identity development and the maintenance of existing peer relationships. Considering the growth of social media use, it is imperative to consider the development and provision of interventions and mental health care services to address the potential risks associated with increased social media use. Psychoeducation with adolescents and parents as to the risks, benefits, and constructive parental supervision of social media is also recommended. The review highlights the need for high-quality empirical research to further clarify the long-term impact of social media use, particularly within the South African context.
Doctoral graduate attributes are the qualities, skills, and competencies that graduates possess, having completed their doctorate degree. Graduate attributes, in general, lack conceptual clarity, making the investigation into and quality assurance processes attached to doctoral outcomes challenging. As many graduate attributes are “unseen” or implicit, the full range of attributes that doctoral graduate actually possess needs to be synthesized, so that they may be recognized and utilized by educational stakeholders. The aim of this study was to establish and describe what attributes graduates from doctoral degrees possess. A systematic review of peer-reviewed, primary literature published between January 2016 and June 2021 was conducted, identifying 1668 articles. PRISMA reporting was followed, and after screening and full text critical appraisal, 35 articles remained for summation through thematic synthesis. The doctoral graduate attribute domains identified included knowledge, research skills, communication skills, organizational skills, interpersonal skills, reputation, scholarship, higher order thinking skills, personal resourcefulness, and active citizenship. Many of the domains were conceptualized as transferable or interdisciplinary, highlighting the relevance of the attributes doctoral graduates possess. The review findings align with existing frameworks yet extend those that tend to focus on generic “seen” attributes, and include a range of “unseen”, intrinsic qualities as outcomes of the doctoral degree. The review contributes to the conceptual development of doctoral graduate attributes, by synthesizing actual outcomes, as opposed to prospective attributes or attributes-in-process. Doctoral graduate attributes should be conceptualized to integrate both generic attributes alongside intrinsic qualities that are important for employability. Increased awareness as to the scope of doctoral graduate attributes among stakeholders, such as doctoral supervisors, students, graduates and employers, may facilitate improved educational outcomes and employability. Future research into the contextual relevance of the domains identified and how they are developed may be beneficial. Future research could involve the development of context-relevant scales to empirically measure doctoral graduate attributes among alumni populations, as a quality assurance outcome indicator. Such findings could inform program reform, improving the relevance of doctoral education and the employability of doctoral graduates.
Professional training in psychology typically focuses on competencies and learning outcomes. However, this does not necessarily translate into long-term employability. Graduate tracer studies are recommended for exploring employment destinations and employability. Graduate tracer studies are noted to be of particular use for investigating health professionals’ career paths and examining field-specific issues. The reported study examined the employability and employment destinations of 29 alumni from two psychology Master’s programmes at a South African higher education institution, by incorporating best practices for tracer studies and survey research. Results indicated that 86.2% had secured employment in various fields and sectors, suggesting their skills and training were relevant and transferable. Differential patterns of registration with the Health Professions Council of South Africa were reported. Most respondents identified their studies as closely related to their work, and pragmatic reasons were provided by those pursuing work in unrelated fields. Entrepreneurial skills were identified as a gap in their training, that, if included, has the potential to boost employability. Graduate employability was identified to be a complex, non-linear issue. Professional competencies are, therefore, not sufficient for conceptualising employability within the South African context. A broader and more nuanced understanding of employability is needed. Practically, this means that educational processes need to prepare students for securing long-term employment. The tracer study methodology applied in this study may be utilised by other institutions and disciplines to explore key issues of employment and employability in the South African health professions and higher education context.
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