The integration and alignment of graduate attributes with the industry advisory bodies’ requirements in the Human Resource Management diploma.

Abstract

Graduate attributes have become increasingly important in South African Higher Education (HE) as universities strive to produce employable graduates who add value once they are employed This study aimed to examine the integration of graduate attributes into the curriculum using a single case study of a Diploma in Human Resource Management (HRM) and the extent to which these attributes align with Industry Advisory Body (IAB) requirements. Undertaken at a University of Technology (UoT) that offers career-orientated programmes, the study further sought to determine whether or not the curriculum prepares employable graduates for the world of work. Designing and implementing an industry-responsive curriculum requires collaboration with industry advisory bodies and professionals. Industry bodies provide academic departments with meaningful inputs and feedback on curriculum development concerning industry graduate attributes and programme quality, thus strengthening programmes, enhancing programme quality and shaping course content. In HRM, such industry bodies also undergird the conceptualisation of graduate attributes. Integrating graduate attributes into the curriculum appears not straightforward and is not always clearly understood. A qualitative research approach was adopted, underpinned by an interpretive philosophical stance. Through the purposive sampling technique, a sample of six lecturers with a combined HR teaching experience of over 30 years were selected and interviewed. Data generated from the interviews were transcribed and analysed through Atlas.ti, thus generating codes and themes. The findings were interpreted and explained according to Legitimation Code Theory (LCT) dimensions, which led to a proposed systems approach of embedding graduate attributes into the selected curriculum. The findings revealed that a high degree of HRM diploma graduate attributes are aligned to industry and that integrating graduate attributes into the curriculum is a multifaceted approach involving several stakeholders. The study recommends that departments in UoTs should foster and cultivate strong and sustainable relationships with industry to ensure that beyond the curriculum alignment, students and graduates are also provided with opportunities for applied learning.