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This study aimed to explore how soft skills development is done in higher education institutions (HEIs) by considering the roles of HEIs and students. The study used a mixed research approach comprising qualitative and quantitative methods. Qualitative data was collected from 16 students using semi-structured interviews. In comparison, quantitative data was collected using a standard questionnaire from 342 students pursuing management and administrative undergraduate programmes in one of the universities in Tanzania. Through questionnaires, participants were asked to rank soft skills according to their relevance to their careers. The top five most relevant soft skills identified were communication, leadership, decision-making, teamwork/orientation and problem-solving. In addition, participants self-evaluated their levels of soft skills. Findings demonstrate that students perceived to have more customer orientation, communication, decision-making, problem-solving, and work-ethic skills. Through qualitative interviews, participants narrated the role of HEIs in developing soft skills and their personal initiatives to acquire the skills. It was found that joining clubs and associations, taking leadership roles, reading self-development books, watching videos and attending soft skills training are initiatives that students use for soft skills acquisition.

This study examined the role of soft skills, technical skills and academic performance on graduate employability. The study was underpinned by the Human Capital Theory. By using a positivist quantitative approach data were collected from one higher education institution in Tanzania. The study used a sample of 217 final year students who filled a standard questionnaire. Data analysis employed descriptive and inferential statistics. The study found that soft skills (r=.644, p<.05), technical skills (r=.593, p<.05) and academic performance (r=.376, p<.05) individually predict perceived graduate employability. As per the findings, students with better soft and technical skills have a higher chance of getting employed. On the other hand, students with higher academic performance as measured by grade point average (GPA) are more employable than those with lower performance. Controlling these three independent variables depends on efforts of various stakeholders. This research calls for collective efforts of educators, policy makers, students, regulatory authorities and other stakeholders to work in ensuring that right and relevant skills are provided in HEIs and there is a supportive environment for students to perform better academically.

Given that undergraduates, graduates and tertiary institutions of higher learning are uncertain Given that undergraduates, graduates, and tertiary institutions of higher learning are uncertain regarding the expectations of employers in the work organizations on the skill that graduates possess, the study presented in this paper attempts to provide some meaningful clues in that directions. The study followed a research question that interrogates what employability skills employers expect graduates to possess for an entry-level job. Designed as a descriptive study, a quantitative research approach was chosen, where the survey method of data collection was employed through a closed-ended structured questionnaire. The study targeted employers (managers) of public and private work organizations in the health and education sectors in a South African town Mthatha, from where a sample of 41 participants (representing organizations) was drawn. The study employed a stratified random sampling in selecting the participants, which ensured that the principle of selecting representatives of the target population was met. Data collected from the participants were analyzed by the use of selected descriptive tools. The analyzed data revealed that all employers expect graduates to possess all the 13 skill areas that employees require to function in the workplace. Surprisingly, the employers mostly expect least from the young graduates in terms of quantitative skills and leadership capabilities. While this finding corroborates what exists in the literature, it provides a new dimension with regard to priority skills needed by employers in the South African labor market. The study, therefore, recommends that the work organizations and higher institutions of learning should form a partnership and a close relationship so that they can assist one another in building the employability skills of graduates.

This paper aims to examine the determinants influencing students' choices of academic majors, with a specific focus on business programs at private universities in Bangladesh. It evaluates the relative impact of various factors including subject interest, perceived prestige of the major, faculty reputation, earning potential, and availability of the major. Additionally, this study seeks to analyze how these determinants align with broader socio-economic and institutional contexts. Employing a hybrid analytics method, the study utilizes both quantitative analysis and factor analysis techniques. A dataset of 276 students from three private universities in Bangladesh was surveyed using a structured questionnaire based on a Likert scale. This data was collected over a period that reflects the current trends and perceptions among students regarding their choice of academic majors. The main findings of the study demonstrate that (i) intrinsic interest in the subject significantly influences major choice, (ii) perceptions of economic outcomes associated with the profession, such as earning potential, play a crucial role, and finally, (iii) institutional factors like faculty reputation and the prestige of the major also significantly impact students' decisions. These findings underscore the complexity of factors that students consider when choosing their academic majors, highlighting the interplay between personal interests, economic considerations, and institutional attributes.

In South Africa, the internship programme was introduced under the Skills Development Act of 1998, with the primary goal of addressing the country's skills shortage and fostering the growth of a skilled workforce. This act laid the foundation for various skills development initiatives, including internships, aimed at enhancing employment prospects and facilitating the transfer and development of essential skills among graduates. As a result, the pursuit of internship programme has become a prevalent practice among university and college graduates in South Africa, as they recognize its significance in securing employment and acquiring the necessary skills. Considering this, the objective of this study was to examine the relationship between internship programme and skills development within three government departments in Limpopo Province. The research employed a quantitative research approach and collected empirical data using semi-structured questionnaires. Seventy-one (71) past and present interns from the three select government departments were surveyed between October and December 2019. The data collected were analysed using Microsoft Excel. The study's findings reveal a positive nexus between the internship programme and skills development. Interns were able to acquire a diverse range of skills.  The study recommends that there should be a rotational assignment as part of the internship programme to expose interns to different departments. Internship programme should serve as a valuable platform for the transfer and development of skills, providing interns with meaningful experiential learning opportunities.

Work Integrated Learning (WIL) has surfaced as a process that involves the transfer of theoretical knowledge to the actual practical application in the working environment. It is a pedagogical approach to placing students in touch with the realities of the working environment. Hence, the role of WIL is to develop student readiness for the working environment. The study explored the influence of WIL on student readiness for the working environment of the final year students in the department of Human Resources Management at the DUT. The objectives of the study were threefold: (i) to establish whether there is a relationship between WIL and student readiness of third year HRM for the working environment (ii) to ascertain the perception of third year HRM students regarding WIL, and (iii) to identify the factors that influence the effectiveness of WIL. The study adopted the positivist research paradigm and used the quantitative approach. A structured closed-end questionnaire was used to gather data which was analysed using SPSS version 30. Both descriptive and inferential statistics were conducted to draw deductions. The study used consensus sampling and a total of 80 responses were received. The results of the study indicated that student readiness exhibited a strong positive correlation with the WIL programme effectiveness. Furthermore, readiness showed a moderate positive correlation with the preparation programme. A weaker yet statistically significant correlation was observed between readiness and support.

The COVID-19 pandemic profoundly disrupted traditional Work-Integrated Learning (WIL) practices in South African Universities of Technology (UoTs), necessitating rapid adaptation to virtual, hybrid, and project-based learning models. This study investigates post-COVID WIL practices, stakeholder perceptions, curriculum impacts, and the effectiveness of newly implemented strategies. Situated within an interpretivist paradigm, a qualitative approach was adopted to explore the meanings participants ascribe to WIL experiences. An exploratory multiple case-study design enabled in-depth insights across six UoTs. Data were collected via semi-structured interviews with 27 participants; including lecturers, WIL coordinators, and document analysis to capture diverse perspectives and institutional artefacts. Interviews were transcribed verbatim and managed in NVivo; thematic analysis combining deductive and inductive coding was applied to generate categories, subthemes, and overarching themes aligned to the research objectives. Thematic analysis revealed four overarching dimensions: (1) current WIL practices, including communication strategy development, traditional placements, project-based learning, and collaborative mentorship; (2) stakeholders’ perceptions, highlighting opportunities and constraints in transitioning to online and hybrid modalities; (3) curriculum impacts, reflecting both enhanced work-readiness and systemic limitations such as misaligned placements, insufficient exposure, and financial inequities; and (4) a balanced assessment of WIL strategies, emphasizing the integration of virtual approaches, simulation technologies, traditional placements, and industry partnerships. The main findings demonstrate that hybrid, adaptive WIL models supported by structured mentorship, formalised industry collaboration, and reflective practices optimally cultivate employable, competent, and resilient graduates. The study underscores the need for strategic planning, institutional capacity building, and equity-focused interventions to sustain WIL effectiveness in post-pandemic higher education

This study demonstrates that transitioning into a new career at 35 is not a restart but a strategic shift enabled by business education. Through qualitative insights from mid-career participants, the findings show that motivations for pivoting often stem from the pursuit of stability, growth, and renewed professional purpose. Business education supported by mentorship, practical learning and exposure to modern business practices was found to enhance confidence, expand skill sets, and open new career opportunities. Importantly, many respondents only fully recognised the transformative value of such education during their learning journey. Overall, the study highlights the critical role of accessible and relevant educational pathways in empowering individuals to navigate career change effectively and sustainably. 

This study investigates the correlation between the enhancement of digital skills and employability among university students in South Africa, with ramifications for inclusive economic growth. The escalation of graduate unemployment and the growing digitisation of the job market have heightened apprehensions regarding the disparity between higher education results and industry skill demands. This study examines the impact of several dimensions of digital skills on employability readiness and perceived employment outcomes, utilising Human Capital Theory, the Technology Acceptance Model, and Skill-Biased Technological Change theory. A quantitative, cross-sectional survey approach was employed, utilising a prepared questionnaire distributed to 384 final-year students at an Open Distance and e-Learning (ODeL) university. The data were examined via descriptive statistics, correlation analysis, and Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate generally inadequate digital skill mastery, especially in related and collaborative aspects, despite extensive utilisation of digital tools. Nonetheless, substantial positive correlations were identified between all categories of digital skills and employment readiness. Cognate skills (β = 0.271, p < 0.001) and technical skills (β = 0.263, p < 0.001) were identified as the most important determinants of perceived employment outcomes, although inventive skills exhibited no notable direct effect. The findings affirm that essential digital competencies are crucial factors influencing graduate employment within the South African setting. The research underscores the necessity for systematic integration of digital skills into university curricula and enhanced collaboration among higher education institutions, industry, and government. By augmenting digital human capital, institutions may improve graduate employability and foster greater inclusivity in the digital economy.

Africa’s labour market is undergoing rapid transformation driven by technological disruption, demographic shifts, climate-related pressures, and evolving employer expectations. For higher education institutions, this context presents both a challenge and a strategic opportunity: the need to recalibrate curricula to meet the demands of a future driven workforce to address this imperative, the study employs a structured desktop review drawing on scholarly literature, policy frameworks, labour market analytics, and regional case studies across African higher education, between the period of January 2020 and January 2026.  This methodological approach enables the systematic synthesis of cross-sector insights and supports a critical evaluation of the misalignments between current curriculum practices and the competencies required in an evolving labour market. The aim of this study is to critically examine the alignment between African higher education curricular and the evolving demands of the labour market, and to identify curriculum design principles that can support the development of adaptable, digitally fluent, and socially responsive graduates suited to a future driven African workforce. The analysis examines how African higher education can intentionally align curriculum design with emerging workplace realities to produce graduates who are adaptable, digitally fluent, and socially responsive. The findings reveal persistent limitations in traditional content-heavy programmes, which often fail to cultivate the flexible, interdisciplinary, and technology-enabled competencies demanded by contemporary employers in response, this study argues for a shift toward competency based, industry informed, and contextually grounded curriculum models. Curriculum recalibration is a critical lever for shaping a resilient, innovative, and inclusive African workforce. A future proof curriculum, it argues, must integrate technological competence, adaptability, and social responsibility to prepare graduates for fluid, technology-enabled, and socially responsive careers.