Department of Industrial Psychology

Permanent URI for this community

https://scholar.sun.ac.za/handle/10019.1/69

Browse

Browsing Department of Industrial Psychology by browse.metadata.advisor "Adams, S. P."

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    An examination of the factors that influence postgraduate students’ intention to stay in higher education
    (Stellenbosch : Stellenbosch University, 2019-12) De Villiers, Adelaide; Adams, S. P.; Stellenbosch University. Faculty of Economic and Management Sciences. Dept. of Industrial Psychology.
    ENGLISH SUMMARY : The National Development Plan (NDP) was established with the vision of uniting South Africa’s citizens, growing the economy, and building the capabilities of the state and leadership. Part of this vision is the enhancement of education and training through early childhood development, quality schooling, and higher education. Even though training, education, and innovation are not a solution to all of South Africa’s problems, these factors bolster society’s ability to develop competitively, solve problems, reduce inequality, and eliminate poverty. These efforts are currently hampered by a lack of quality education, training, and innovation. In the space of higher education, the aim is to produce more postgraduates each year. The skills of educated professionals are in high demand in South Africa, as they allow organisations to gain a competitive advantage and engender knowledge that is responsive to a range of societal desires. A well-educated workforce with postgraduate qualifications also plays an important role in the national system, as these graduates have the knowledge and skills that underpin global growth and expansion. Postgraduate students who complete their honours or Master’s degree can experience benefits such as a higher income, personal development, increased career prospects, global opportunities, enhanced credibility, self-differentiation, professional advancement, and better work opportunities. However, South Africans are currently enjoying very few of these benefits, because the country is not delivering on its targets for postgraduates, which can be attributed to dropout or discontinuation of studies. Various studies have focused on student dropout rates at undergraduate level, with even fewer having focused on student retention at postgraduate level. Moreover, there is a gap in extant literature regarding the factors that impact postgraduate students’ decision to stay at university. The present study therefore investigated what factors impact postgraduate students’ intention to stay, i.e. complete their higher education studies (not to remain in academia as a career choice). A quantitative research approach was followed in order to find support for a structural model of postgraduates’ intention to stay, which was developed through a thorough review of the literature. Postgraduates from Stellenbosch University were invited to participate in the study, and 494 students completed the online questionnaire. The data collected were analysed using a variety of techniques, including item analysis, exploratory factor analysis, structural equation modelling, and partial least squares structural equation modelling. Support was found for five of the seven hypotheses. According to the respondents, motivation, career preparation, and academic fit have an impact on their decision to stay at university and complete their postgraduate studies. They also indicated that their level of engagement has little impact on their decision to stay, and that social support from friends, family, and significant others have no direct impact on their decision to stay. This study’s contribution lies in the examination of the primary factors that impact postgraduate students’ motivation to complete their studies, rather than dropping out. The information can be used to understand and influence student retention.