1

University of Namibia

Faculty of Humanities and Social Sciences

Department of Information and Communication Studies

Report on a Tracer Study of the Graduates of the Department of Information

and Communication Studies

2000-2007

Dr. C. T. Nengomasha and Dr. E. R. T Chiware

University of Namibia, Department of Information and Communication Studies

May 2009

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Acknowledgements

The Department of Information and Communication Studies would like to acknowledge the

financial and logistical support received from the University to carry out this study. The lead

researchers also wish to acknowledge Mr. Wilhelm Uutoni and Ms Astri Uuyuni the research

assistants who assisted with the data collection and Ms Lillian Pazvakawambwa the data analyst.

We further acknowledge the assistance of the Faculty of Humanities and Social Sciences and

colleagues in the Department of Information and Communication Studies in carrying out this

benchmark study that we hope will be used in further discussions to improve the offerings in the

department and the faculty as a whole. We also hope that other Departments in the Faculty and

the University at large can improve on our adopted research methodology to carry out similar

studies on their graduates. It is important that Departments and the University build a continuous

knowledge base on former graduates so that this body of knowledge can be used to inform

curriculum and programmes improvement.

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Contents Acknowledgements ................................................................................................................................... 2

List of Abbreviations ................................................................................................................................ 5

Executive summary ................................................................................................................................... 6

1. Introduction ......................................................................................................................................... 10

2. Background and the research objectives of the study ......................................................................... 10

Objectives of the study .......................................................................................................... 12

3. Research methodology ........................................................................................................................ 12

Research Design .................................................................................................................... 12

Instruments for data collection .............................................................................................. 12

Population and Sampling ....................................................................................................... 13

Data collection procedures .................................................................................................... 13

Data analysis .......................................................................................................................... 14

4. Results ................................................................................................................................................. 14

4.1 Diploma in Information Studies ...................................................................................... 14

4. 2 BA Library Science and Records Management ............................................................. 20

4.3 BA Media Studies (BAMS) ............................................................................................. 27

4.4 Employers ........................................................................................................................ 34

5. Summary of the results and conclusions ............................................................................................. 39

5.1 Current employment trends of former graduates of DICS .............................................. 39

5.2 Immediate and long-term value and contribution of the Department’s graduates to

industry and the employer community in general ................................................................. 39

5.3 Current trends in labour market requirements for DICS graduates from labour market

signals .................................................................................................................................... 39

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5.4 Graduate’s perception of the study conditions and provisions while at the university ... 39

5.5 Transition from higher education to employment from the graduate’s perception ......... 40

5.6 Present job status of the graduates and the extent to which their jobs are appropriate to

their level of education .......................................................................................................... 40

5.7 Graduates’ use of knowledge, attitudes and skills acquired during their study at the

university in their present jobs ............................................................................................... 40

6. Conclusion .......................................................................................................................................... 41

References ............................................................................................................................................... 41

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List of Abbreviations

BAMS - Bachelor of Arts, Media Studies

BALSRM - Bachelor of Arts, Library Science and Records Management

DICS - Department of Information and Communication Studies

SADC - Southern African Development Community

UNAM - University of Namibia

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Executive summary

1. Introduction

This is a report of a tracer study carried out in 2008 by the Department of Information and

Communication Studies (DICS) of its graduates for the period 2000-2007. The purpose of the

study was to get feedback from the former students on their current employment, a perspective of

their education at the university, what they feel should be done to improve courses and how

prepared they were for the job market.

The study was sponsored by the University of Namibia. Graduates of the following programmes

took part in the study:

Diploma in Information Studies (Now restructured since 2009 into three separate

Diplomas, Diploma in Library Science, Diploma in Records Management and Diploma

in Public Relations)

B.A. Library Science and Records Management (since 2008 B. A. Library Science)

B.A. Media Studies

2. Objectives of the study

The objectives of the tracer study were:

To establish the current employment trends of former graduates of DICS;

To provide information that will allow assessment of the immediate and long-term value

and contribution of the Department’s graduates to industry and the employer community in

general by conducting the tracer study;

To assess current trends in labour market requirements for DICS graduates from labour

market signals;

Assess graduate’s perception of the study conditions and provisions while at the university;

Examine the transition from higher education to employment from the graduate’s

perception;

Identify the present job status of the graduates and the extent to which their jobs are

appropriate to their level of education; and

Determine the extent to which graduates use knowledge, attitudes and skills acquired during

their study at the university in their present jobs.

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3. Population of the study and data collection methods

The study population was former graduates and employers of former graduates.

Questionnaires were physically administered in Windhoek and outside Windhoek, including

outside the country questionnaires were sent by email. Thirty questionnaires were sent by

email and only 12 graduates responded.

4. Characteristics of the surveyed graduates

In the Library Science and Records management programme the respondents were

85% Namibians, 10% (southern African Development Community (SADC) and 5%

from other countries, Rwanda and Kenya). In the Media Studies programme, 75%

were Namibians, 13% from SADC and 9% from other countries, Germany and

Cuba).

Most of the Diploma respondents (42%) had enrolled in 2002 and few of the

respondents had enrolled in 2005 and 2006 showing a sharp decrease to 8%. Most of

the B.A. Library Science respondents had registered in 2003 (29%),

Psychology is by far the most popular second major. Library Science and Records

management Programme, 75.6% psychology, sociology 9.8%,

geography/environmental studies (4.9%) and other majors including computer

science (9.8%). Media Studies, 50% psychology, sociology 20.8% and the other

majors were geography/environmental studies (4.2%) , political studies 8.3%, Other

- english and drama (16.7%)

In the three programmes the majority of the respondents were female (83% Diploma,

78% Library Science and Records Management, and 83% Media Studies);

5. Summary of the results and conclusions

The following is a summary of the results organized according to the objectives of the study

and answers to the study’s research questions.

5.1 Current employment trends of former graduates of DICS

The study shows that more of the former B. A. Media Studies graduates (54%) had had regular

employment than the B. A. Library Science graduates (29%). Fifty percent (50%) of Diploma

students had had regular jobs. Most former graduates had gone through various temporary jobs,

43% BA Library Science, 38% B. A. Media Studies and 42% Diploma graduates. The

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percentage of those who embarked on further study is greater for the Diploma former graduates

(25%), compared to Library Science (7%) and Media Studies (13%).

5.2 Immediate and long-term value and contribution of the Department’s graduates to

industry and the employer community in general

Ninety three percent (93%) of the employers regarded the field of study as the most important

criteria for recruitment selection as they expect the graduates to bring in new skills and

knowledge to the organization.

5.3 Current trends in labour market requirements for DICS graduates from labour market

signals

The employers in the library and information science field felt that issues to be addressed

should include, cataloguing and classification, information searching skills, library marketing

and management and digitization and preservation of documents and global electronic

resources and digitization.

The employers in the media section felt that the issues to be addressed should include, focus

on running commercial radio stations, advanced reporting and editing skills in print and

audio visual media.

5.4 Graduate’s perception of the study conditions and provisions while at the university

Library science, media studies and diploma programme graduates indicated that the

programme had good lecturers with relevant skills, had a variety of modules which gave them

flexibility. They felt that some of the weaknesses of the programme were little practical

experience, limited resources in terms of lecturers, computers and limited library resources.

The library science graduates saw the broadness of the programme as a weakness as it denied

them specialization. The media studies graduates felt the curriculum had a bias towards certain

courses at the expense of others such as Journalism leaving out specialties such as TV and

Radio; and Print Media leaving out Electronic Media. The graduates from the three

programmes suggested changes in practical work placement, improvement of computer

facilities, changes in the curriculum, the teaching and learning methods and improved access to

the university library, and more lecturers.

5.5 Transition from higher education to employment from the graduate’s perception

The graduates were asked to indicate how long it took them to find their first employment

excluding casual and volunteer work. For media studies, most of the graduates (60%) were

employed within the first five months. Forty nine percent (49%) of library since were

employed within the first five months and 39% within five to one year. For the Diploma

students, it was 50% within five months. In terms of their first employment, most of the

graduates said that they had responded to an advertisement.

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Upon joining the first employer, very few graduates (16% media studies, 25% diploma and

12% library science) said they had participated in some training or orientation programme. The

majority said they had to rely on advice and help from experienced colleagues.

5.6 Present job status of the graduates and the extent to which their jobs are appropriate to

their level of education

The library science graduates occupy various positions with titles ranging from librarian, senior

librarian, records administrator, cataloguer, senior documentation officer, teacher, assistant

archivist, information officer, and resource center officer. The media studies graduates

positions include: public relations officer, corporate relations officer, private control

information officer, assistant producer, radio news and current affairs [officer], news journalist,

corporate communications officer/manager, information officer, administration assistant,

enumerator, liaison officer, radio presenter/technician, investment clerk. The nature of the

employment the former graduates are engaged in suggests that most are employed on the basis

of their Library Science or Media Studies major.

5.7 Graduates’ use of knowledge, attitudes and skills acquired during their study at the

university in their present jobs.

The graduates were asked to indicate how long it took them to have the impression that they

were competent enough to do their jobs effectively. Most graduates, 67% Diploma, Library

Science 58% and Media Studies 72% indicated that it took them less than five months. The

employers however felt that the students lacked insight and practical experience and hence a

lot of in-service training of the new recruits was required. There was dissatisfaction with poor

skills in the following: English language and communication, information and communication

technology (ICT) skills, and information retrieval. The employers also felt that new

inexperienced graduates did not perform well in interviews as they lacked confidence, and had

language problems.

Fourteen percent of the organizations studied indicated that they had an orientation

programme in place. The majority of the employers (83%) seemed to have no problems with

graduates immediately assuming normal tasks without any support.

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Report on a Tracer Study of the Graduates of Department of Information and

Communication Studies

2000-2007

1. Introduction

This report presents the results of a tracer study conducted on former graduates of the

Department of Information and Communication Studies who graduated from the University of

Namibia from 2000 to 2007. The main objectives of the study were to get feedback from the

former students on their current employment, a perspective of their education at the university,

what they feel should be done to improve courses and how prepared they were for the job market

and

The report present the findings of the survey on three different programs offered in the

Department of Information and Communication Studies between 2000 and 2007 and these are

the Diploma in Information Studies, Bachelor of Arts degree in Library Science and Records

Management (BALSRM) and Bachelor of Media Studies (BA Media Studies). The report of

present results of the survey carried out with employers to determine the employment trends of

University of Namibia graduates as well as their comments on how the diploma and degree

programs should be improved.

Graduate and employer surveys constitute one form of empirical study which can provide

valuable information for evaluating the results of the education and training of a specific

institution of higher education. Depending on the approach of the tracer study, the institution is

able to get information to enable it to identify deficits in its programmes and to serve as a basis

for future planning. Data gathered from the former students include the professional success of

the graduates, relevance of education and training received. The employers provided valuable

information on the methods and criteria of recruitment and on the competencies of the graduates

as well as future needs (Schomburg, 2003).

2. Background and the research objectives of the study

From 1990 to 1992 the Department of Library and Information Science, now known as the

Department of Information and Communication Studies, carried a survey on “The state of library

and information services in Namibia and the need for training for library and information services”

(Totemeyer, 1992). The survey was conducted upon the request of the former government’s

Central Personnel Institution (now known as the Public Service Commission), at a meeting held in

September 1987 where the need for training courses in the field of information science was

discussed. The aims of the survey were to investigate the nature of the information services

provided in Namibia, the users of the services, physical facilities and organization of the

collections, staffing as well as training needs. It was hoped that the findings and recommendations

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would “provide a basis for the establishment of properly staffed information services in private and

parastatal organizations and the establishment of the needed training courses at the University of

Namibia” (Totemeyer, 1992: 2). The need to satisfy the training needs of the time greatly

influenced the nature of the training courses offered by the University of Namibia.

At the time the survey was carried out, there was a vacuum in the training of information

professionals in the country. Except for the training of school librarians at the University of

Namibia, there were no formal training courses for other librarians as well as archivists and

records managers. The Department of Library Science offered school librarianship courses to

students registered for Bachelor of Education or Post-Graduate Diploma in education. Institutions

in South Africa mostly offered training for other information professionals but the majority of the

information workers did not meet the academic entry requirements of these institutions.

(Totemeyer, 1992:2) From the findings of the Survey, it became clear that there was a need for the

University of Namibia to offer basic formal training courses as well as short courses for further

training in order to meet this need.

A pure information studies programme for graduate training for information professions including

records and archives management was introduced at the University of Namibia in 1995 when the

Department of Library and Information Science had its first students [i.e. as opposed to only

offering courses to Education students]. Although the degree program in information studies was

only introduced in 1995, the Department had been trying to introduce one since 1987. The 1990 to

1992 surveys carried out by the Department were also aimed at proving to the Central Personnel

Institution (Public Service Commission) that there was a need for such a programme.

The Department of Information and Communication Studies, which offers this training, has

changed over the years. From the Department of Library Science (formed in 1985), to the

Department of Library and Information Studies in 1994 and to its current name, Department of

Information and Communication Studies in 1997. The name changes came along with a

broadening of the curricula, from offering mostly librarianship courses, to offering a broad base of

information studies courses as well as media studies, hence Department of Information and

Communication Studies, as it is known today. The broadening of the curricula was seen as an

opportunity to give students a wider choice on the job market, as well as attract more students,

which it did as it now attracts students from Angola, Zambia, Zimbabwe, Botswana, Lesotho and

Swaziland (Nengomasha, 2006).

A tracer study was proposed to establish the employment patterns of former graduates of the

Department of Information and Communication Studies. The results from the study will be used by

the department in further strengthening its programmes as well as building partnerships with

employers to provide practical training programmes for students. The results of the tracer study

will also be used to measure and track graduate performance and hence infer the Department’s

performance.

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Objectives of the study

The objectives of the tracer study were:

To establish the current employment trends of former graduates of DICS;

To provide information that will allow assessment of the immediate and long-term value

and contribution of the Department’s graduates to industry and the employer community in

general by conducting the tracer study;

To assess current trends in labour market requirements for DICS graduates from labour

market signals;

Assess graduates’ perception of the study conditions and provisions while at the university

Examine the transition from higher education to employment from the graduate’s

perception;

Identify the present job status of the graduates and the extent to which their jobs are

appropriate to their level of education; and

Determine the extent to which graduates use knowledge, attitudes and skills acquired during

their study at the university in their present jobs.

3. Research methodology

Research Design

A literature review was conducted of related studies in Africa (Aina, 1999; Cosser, 2003; Bennel

and Ncube, 1993; Kimani (2002), Kaijage (n.d.); Mayanja and Nakayiwa, 1997; Narman, 1992;

Zembere and Chinyama, 1996; and Ugwuonah and Omeje, 1998). The literature review focused on

methodologies used, results obtained and recommendations made. Studies in this area show that

tracer studies are a very reliable way of identifying the impact of programmes offered by

institutions of higher learning and provide valuable data on which to base decisions on curriculum

development and improvement.

The tracer study which employed the survey method was mostly quantitative. It combined a field

survey which was conducted in Windhoek, and an email survey which mostly targeted those

respondents outside Windhoek and in other countries.

Instruments for data collection

Data was collected through the use of questionnaires with close and open-ended questions. The

first questionnaire collected data on biographical data, course of study in DICS, employment

history, assessment of further training/education undertaken since completion of studies at

UNAM.. The second questionnaire for employers collected data on recruitment procedures,

assessment of relevance of UNAM’s qualifications to their organizations, in-house training of new

recruits and employers’ suggestions on improvement of UNAM’s courses.

The questionnaires were adapted from the ones developed by Schomburg (2003).

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Population and Sampling

The target population of the tracer study was graduates of the BA Library Science and Records

Management, BA Media Studies, and the Diploma in Information Studies. The Faculty of

Humanities and Social Sciences provided a list of all the former graduates for the period under

review. A total of 512 graduates broken down as follow: Diploma 301; B A. Library Science and

Records Management 76; and B.A. Media Studies 135. See Table 1 for a breakdown by year.

Table 1: DICS Graduation Statistics 2000-2007

N=512

Year B.A. Library Science

and

Records Management

B.A. Media Studies Diploma in Information

Studies

2000 2 2 None

2001 3 12 8

2002 3 6 74

2003 4 14 77

2004 12 24 56

2005 15 28 26

2006 23 25 29

2007 14 24 31

Total 76 135 301

Grand Total = 512

Due to lack of employment records, the snowball technique was used to trace graduates.

Data collection procedures

The questionnaires were administered by research assistants who were contracted to cover the

Windhoek district in Namibia. The research assistants physically distributed the questionnaires. In

most cases they had to leave the questionnaires and went back to collect them. The rest of the

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questionnaires were sent out through emails to former graduates in other parts of Namibia as well

as other countries.

Data analysis

The data collected was analyzed with the aid of SPSS. All the returned questionnaires were

analyzed for suitability for further data analysis. They correctly answered questionnaires were

coded and the returns entered into Excel files that were later processed using SPSS.

4. Results

4.1 Diploma in Information Studies

This section presents results from the survey of Diploma in Information Studies.

Characteristics of the surveyed graduates

Out of a total of 30 questionnaires mailed to former Diploma in Information Studies students, 12

responses were received and 83% of the respondents were females while 17% were males. All

the respondents indicated their nationality and country of residence as Namibia. Half of the

respondents (50%) had completed some professional education prior to the commencement of

studies at the University of Namibia (UNAM). Only 8% of the respondents had been employed

before commencing studies but did not indicate how many years of work has been completed. Of

the 12 responding diploma graduates, all are employed with 2 undergoing professional training

and 4 engaged in further academic studies.

Educational background

All the graduates had gone through high school prior to coming to university and none of them

entered the university through mature entry.

Higher education courses

It is interesting to note that most of the graduates started their diploma programmes in 2002

(42%) and the enrollment decreased sharply to 8% by 2006. See Figure 1 below.

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The respondents were required to indicate why they chose the University of Namibia and

responses ranged from; it being the only university in the country (67%), close to home (17%),

no other alternative (8%), to affordability to parents/guardians (8%).

Job search and sequence and professional activities

The majority of the respondents (75%) sought employment after graduation. Most of the

Diploma graduates started looking for jobs after graduation (46%) with the reminder starting to

look for jobs prior to graduation (27%) or around graduation (27%). The respondents were

required to indicate how they found their first employment after graduation. The responses are

highlighted in Figure 2 below.

When did you start your diploma program at the University of Namibia? 2006 2005 2003 2002 2001

Frequency

5

4

3

2

1

0

Figure 1: When did you start your diploma program at the University of Namibia?

N = 12

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Figure 2: Methods of Finding Employment

N=12

Most respondents (90%) indicated that they applied for an advertised vacancy and 20% indicated

that they contacted employers without knowing about the existence of any vacancies. Only one

continued with previous employment

The survey also sought to establish the time taken to find employment (excluding casual work).

The results (see figure 3 below) indicate that the time taken ranged from 1 to 5 months for 50% of

the respondents and 5 months to a year for 25% and one year and above for the other 25% of the

respondents. It was also important for the study to establish the importance of certain aspects of

their field of study to their employment recruitment. The results show that the main focus of the

subject area was the most important, followed by examination results and computer skills. To a

lesser extend were recommendations and references from third parties and so were previous work

experiences and personality of the candidates

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The study further sought to establish whether education at the University of Namibia had

prepared the respondents for job interviews and 64% indicated in the affirmative. And the study

also sought to establish the areas in which respondents had been prepared for in job interviews.

The respondents indicated that the course content covering computer skills, records management,

cataloguing, database management, IT, marketing and business communication had assisted in

preparing them for interviews. The respondents also felt that lack of job relevance, lack of

communication skills, interviews skills and lack of practical presentation skills had not prepared

them for job interviews.

Current activities, employment and work

Since last graduation, most students are on a regular job, some on various temporary jobs and

other predominately engaged in child rearing or family care.

The current positions occupied by the graduates ranged from customs and excise officer, registry

clerk, librarian, library assistant, records management administrator, records administrator,

resource centre manager, finance administrator and Basic Information Science teacher. The

survey also showed that since graduation 42% of the respondents had changed their employer or

employment and that the reasons for changing employment or employer were mainly to get a

better position and to use the qualification acquired during studies.

How long did it take you to find your first employment? (excluding casual or volunteer work)

1 year and above 5 months -1 year 1-5 months

Frequency

6

5

4

3

2

1

0

Figure 3: Time taken to find first employment (excluding casual or

volunteer work) N = 12

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Work orientation, further education and training

Regarding the current employment trends in the field of study, the respondents felt that the areas

that should be covered in the diploma program at the University of Namibia include; more

computer courses, more practical in all courses, electronic records management, cataloguing and

classification, exchange programmes, field work, archiving and registry work, research and

writing skills and the use of various electronic equipment.

The respondents were required to describe the character of the training period in their first

employment after completing their studies. They indicated that the training periods at their first

occupation were characterized by getting advice/help from experienced colleagues. There was no

training time provided, and some help was given by superiors and to a lesser extent, participation

in short training or orientation programs was provided. Those participating in training

programmes, 50% indicated that the programs were between 1 and 5 months and the other 50%

indicated that the training was above 5 months. For most of the graduates (67%) it took only 1 to

5 months for them to have the impression that they were competent enough to do their jobs

effectively.

The respondents were required to indicate the areas in which they gained new knowledge /

abilities at the beginning of their employment. The following were indicated as the new areas in

which they gained knowledge and abilities: computer skills, records management, information

dissemination and user services, database use, customer care, practical work, filling systems,

circulation desk, registry office, use of electronic equipment, cataloguing and classification, and

reference services.

The percentage of diploma graduates who were trained at the beginning of their jobs to take up

management positions was only 17%.

Retrospective assessment of studies

The respondents rated the provision of study conditions as very good or good with the exception

of the provision of teaching materials. Overall, studies were rated as useful or very useful by

most graduates especially for the development of personality and education, for finding jobs after

finishing studies and for fulfilling present tasks. In retrospect the respondents were satisfied with

their original choices regarding the course of study and the institution of higher learning and

would choose a higher degree level of higher education at the same institution.

The respondents indicated that the study programs were very informative and had relevant

practical aspects, that the lecturers are supportive, encouraging and hardworking, the University

enabled students to have access to information resources and there were many aspects of

practical information sharing within the university community. Furthermore the students also

indicated that the programme has a wide scope allowing flexibility, that there are no other

institutions in the country that offer the same programme and that the study programme offers

flexibility as far as employment opportunities are concerned.

The respondents were also required to indicate the weaknesses of the study programme at the

university.

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Figure 4: Weaknesses in the programme

The respondents indicated that the program offers very little practical exposure and field work,

that resources are limited as evidenced by lack of computers, study materials and latest literature

and that the program covers to much content in one semester. The other weaknesses include

limited focus on the field of study, that there is need to offer other options like part-time and

distance education and that the programme is not very marketable in Namibia.

Respondents also suggested a lot of changes especially regarding computer facilities, curriculum

content, practical placements, and the methods of teaching and availability of lecturers.

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4. 2 BA Library Science and Records Management

This part of the report presents the findings on the BA Library Science and Records Management

graduates.

Characteristics of the surveyed graduates

A total of 41 (out of the 76 (53.9%) former graduates responded to the questionnaire sent and of

these 78% were females while 22% were males. This indicates that most of the graduates from

the BA degree program in Library Science and Records Management are females. The

composition of the nationalities (see Figure 5) was 85% Namibian, 10% SADC (Malawi and

Swaziland) and 5 % from other countries (Rwanda and Kenya).

Figure 5: Nationalities of the Library Science and Records Management Former

Graduates

N = 41

What is your country of birth?

OtherSADCnamibia

Fre

qu

en

cy

40

30

20

10

0

What is your country of birth?

In terms of the country of birth 82% indicated that they were born in Namibia while 9% were

born in the SADC region and 5 % in other countries. The present country of residence 92%

indicated Namibia and 8% the SADC. The reasons for not staying in their country of birth were

indicated as war and employment opportunities.

21

Seventy one percent of the graduates had completed some professional education prior to their

studies at the University of Namibia with 85% having completed high school and 15% with

diploma qualifications. Only 2% of the graduates had entered the university through mature

entry. The results indicated that only 34% of the graduates were employed before they started

studies at the University of Namibia. Of those that were employed, years of work ranged from 2

to 16 with an average working period of seven year with a standard deviation of four years. Most

the graduates are employed with some undergoing professional training or further academic

studies. Eight graduates are not employed and still seeking employment.

Most of the graduates participating in the survey started their degree programmes in 2003 (29%),

and a further 20 % in 2004 and 22% in 2005. See Figure 6.

Figure 6: Dates of enrolling in the degree programme

N = 41

When did you start your degree program at the University of Namibia?

200520042003200220012000

Fre

qu

en

cy

12

10

8

6

4

2

0

When did you start your degree program at the University of Namibia?

They completed their degree programmes in 2005 (23%), 28% in 2006 and 30% in 2007. They

were all awarded the BA degree in Library Science and Records Management. The most popular

second major was psychology (76%), followed by sociology and geography and environmental

studies and other majors such as computer science. See Figure 7.

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Figure 7: Second Major of BALSRM former graduates

N = 41

What was your second major?

Othergeography / Environmental studies

SociologyPsychology

Fre

qu

en

cy

40

30

20

10

0

What was your second major?

Educational background

Most of the graduates chose to study at the University of Namibia because it was the only

university in the country.

The participants were required to point out both the strengths and weaknesses of the programmes

at the University of Namibia. On the strengths of the programmes the participants indicated that

the programme had good lecturers with relevant skills, that it had a wide variety of modules

which gave them flexibility and that the programme had good resources which gave them the

required exposure.

The participants pointed out that weakness of the study programme at the University of Namibia

include little practical experience; the considerable mismatch of the program’s content to market

demands due to irregular review to accommodate changes in technology at the international

23

level. They also pointed out that the programme has insufficient capacity for delivery in the form

of inadequate resources such as facilitators, tutors, lecturers, computers and limited access to the

library. It was also pointed that the programme is too broad instead of being more specialized.

In terms of the improvement of the programme most graduates suggested changes in practical

work placement, improvement of computer facilities and the curriculum, the teaching and

learning methods, improvement of laboratory facilities and the university library.

Job search and sequence of professional activities

Most of the graduates (73%) sought employment after graduation. Prior to graduation 72% of

them had already started looking for employment with the rest looking for jobs after graduation.

In terms of their first employment most of the graduates responded to advertised vacancies and a

relatively fewer number contacted employers without knowing if there was a vacancy. All the

other ways of looking for employment like using personal contacts, listing with a career

placement office or employment agency were not popular with the graduates.

Graduates took between 1 to 5 months (49%) to get their first employment, while 39% took

between 5 months to one year and a further 12% took above one year to secure first employment.

The aspects of employment that the graduates regarded as important or very important were

mainly the field of study, previous work experiences, personality, subject area specialization and

final examination. According to the graduates’ perceptions, employers regarded the following as

the important recruitment aspects; field of study, practical work experience acquired during

course of study, computer skills, main subject specialization, practical work experience acquired

prior to the work of study and to a lesser extent examination results, personality and

recommendations from third parties. These responses are highlighted in Figure 8 below.

24

Figure 8: Aspects BALSRM employers consider when recruiting

N = 41

Most of the graduates (69%) said that the training at the University of Namibia had prepared

them for job interviews. The aspects that the degree program prepared them for interviews

included courses like industrial psychology, information technology, and management, English

for academic purposes and computers skills and in some cases the practical presentation skills

during the programme.

In terms of the aspects that did not prepare them for interview graduates cited the little exposure

to practical and little preparations for interviews itself and in some cases they felt that the

training and teaching materials for interview preparation was substandard.

Current activities, employment and work

Since graduation, most graduates held various temporary jobs and few had spent most of their

time on regular jobs. The graduates in employment in library and information science field

occupy various positions with titles ranging from librarian, senior library assistant, records

administrator, cataloguer, senior documentation officer, quality assurance officer, teacher,

assistant archivist, information officer, and resource centre officer.

Most of the graduates (59%) had not changed their employment since securing employment after

graduation. The other 33% had changed employment and the remainder was unemployed. The

reasons for changing employment ranged from obtaining higher income, getting better positions

25

to taking over desirable professional tasks. The majority of those that changed occupations had

had between 1 and 5 employers (92%). Furthermore without counting their present employers,

most of the graduates had held between 1 and 5 occupations (94%).

Work orientation, further education and training

The graduates were required to evaluate current employment trends with what they felt should

have been covered in the degree program at the University of Namibia. The areas that they felt

should have been covered include, field work, internship and practical training, electronic

information studies with components of digital librarianship, database management systems,

management and marketing of information and library services and user needs identification and

analysis. The graduates also felt that information repackaging, corporate information

management, knowledge creation, budgeting public relations and museums and archives training

should have been included.

The graduates felt that in their new employment the initial training period was mainly

characterized by no training schedules and that they were required to start immediately with

normal tasks with help or advice from experienced colleagues. If there were any training

programmes the graduates indicated that they lasted from 1 to 5 months. For most of the

graduates, it only took the first 1 to 5 months before they had the impression that they were now

competent to do their jobs effectively. Only 28% of the graduates were trained at the beginning

of their jobs to take over management positions in the future.

Retrospective assessment of studies

Generally the respondents were satisfied with the study provisions which were rated by the

majority as being good. Table 2 presents the responses to the question, “How do you rate the

study provision and study conditions experienced in the course of your study?”

Table 2: Retrospective assessment of study provisions and conditions

Study Provisions and conditions Very

Good

Good Bad Very

Bad

Non-

Response

Academic Advice offered in general 12 21 3 1 4

Assistance/Advice for final examination 9 23 4 1 4

Course content of first major 9 24 3 1 4

Course content for second major 10 23 4 1 3

Variety of courses offered 9 22 3 1 6

Design of degree program 6 23 5 1 6

Testing and grading system 11 17 5 2 6

Opportunity to choose courses and areas of

specialization

9 20 7 2 3

Practical emphasis of teaching and learning 2 19 16 1 3

Teaching quality 7 21 8 2 3

Chances to participate in research projects 8 17 7 4 5

Research emphasis of teaching and learning 5 21 4 4 7

26

Opportunity of out-of-class contacts with

teaching staff

5 16 15 2 3

Provision of work placement and other work

experiences

5 13 16 2 5

Contact with fellow students 11 19 5 3 3

Chance of fellow students to have impact on

university policies

6 11 19 2 3

Equipment and stocking of libraries 4 15 16 2 4

Supply of teaching material 2 19 10 2 8

However there was need for improvement when it comes to provision of work placement and

other work experiences. There was also need to expose student to working with various types of

equipment and the development of collections in libraries. The respondents suggested the

curriculum consider the following

Fieldwork, Internship and Practical Training

Electronic Information Studies including Digital Libraries

Information Technology practice including Database Management Systems based on the

best international practice

Management and Marketing of Information and Library services

Teaching Curriculum

User Needs Identification and Analysis

Information Repackaging

Corporate Information

Multimedia Application in libraries

Knowledge Creation

Records Management as a separate programme

CDS-ISIS Programming

Classification and Cataloguing

Work Progress Reporting

Budgeting

Practical Shelving

Communication Skills and Interview Preparation

Public Relations Management

Museums and Archives Training

The graduates were also required to rate the usefulness of their studies, which was generally

rated highly as either useful or very useful by all respondents. And when asked if they would

choose the same course again, , most of the respondents were very likely or likely to choose the

same course of study, the same institution of higher learning, a higher degree level of higher

education, but not a lower degree level of higher education.

27

4.3 BA Media Studies (BAMS)

Twenty four (24) Media Studies graduates, out of a total of 137 (17.5%) responded to the survey.

All respondents were Namibians and the majority, 20 (83%) were female.

Educational background prior to study

Prior to coming to the University, 92% of the graduates were coming from high school and 2 were

diploma holders. Two percent of the respondents had entered the University through mature age

entry.

Higher education courses taken

The respondents had commenced studies from 1998 to 2005, with the highest number of enrolment

being in 2004, followed by 2000 and 2001. There seems to be a marked decline in enrolment in

2002 and 2005. This is presented in Figure 9.

Figure 9: Year of enrolment in the BAMS programme

N = 24

When did you start your degree program at the University of Namibia?

20052004200320022001200019991998

Fre

qu

en

cy

6

4

2

0

When did you start your degree program at the University of Namibia?

Psychology was the most popular second major 12 (50%) followed by Sociology (21%),

Geography /Environmental Studies (5 %), Political Studies (9%). Other majors were English and

Drama.

28

Figure 10: Second Major of BAMS former graduates

What was your second major?

OtherPolitical Sciencegeography / Environmental

studies

SociologyPsychology

Fre

qu

en

cy

12

10

8

6

4

2

0

What was your second major?

Job search and sequence of professional activities

Thirty six percent (36%) of the graduates had completed some professional education prior to their

studies at the University of Namibia. Only 25 % of the respondents were employed before they

started their studies at the University of Namibia. Of these, the number of years of employment

ranged from 1 to 11 years, with an average of 4 years, and a standard deviation of 4 years.

Occupation since graduation

Eighteen (75%) of the 24 respondents were employed; 5 (21%) in professional

training; 3 (13%) further academic studies.

Eight three (83%) of the graduates sought employment after graduation, with 8% continuing with

their previous jobs and the remainder obtained work without actually searching. Most (68%) of the

graduates started looking for employment prior to graduation. The most popular method of finding

first employment was applying for advertised vacancies, followed by being approached by the

employers, enlisting the help of teaching staff, and establishing contacts during internship.

Some students had applied for as many as 100 times. The average number of applications was 17

with a standard deviation of 29. Participation in tests and/or auditions ranged from 0 to 5 with a

mean of 2 and a standard deviation of 1 test/audition. Interview invitations ranged from 0 to 8 with

29

a mean of 3 and standard deviation of 2 interviews. Positions offered ranged from 0 to 10 with an

average of 2 and a standard deviation of 3 positions.

Most (60%) of the graduates were employed within the first 5 months, 20 within a year and the

remainder after a year.

The field of study and previous work experiences stood out as the most important aspects as

criteria for selection for employment, and to a lesser extent, the main focus of subject

areas/specialisation and reputation of the Department or University.

Figure 11: Aspects BAMS employers consider when recruiting (former graduates’

perspective)

N = 24

In terms of suitability for employment, employers tended to consider field of study (71%), main

subject/specialisation (46%), recommendations/references from third persons (46%), practical

work experience acquired prior to study (38%), experience abroad (38%); and to a lesser extent

reputation of the university/department (29%). Examination results (17%), foreign language

proficiency (13%) and computer skills (4%) come much down the line.

30

Forty six percent of the respondents said that the training at UNAM had prepared them for

interviews. The following aspects of the programme were cited as having contributed to this:

Communication Skills

Interpersonal Skills

Journalistic Creativity

Behavioural Aspects

Interview Skills

Industrial Psychology

Public Relations

The following aspects were considered lacking in the programme in respect of interviews

preparation:

Entire coaching for job interviews

No course provided to cover the aspects

Presentation skills were not emphasized

Occupation since graduation

Most (54%) of the graduates had spent most of their time on regular jobs or had held various

temporary jobs (38%).

Job titles include: Public Relations Officer, Corporate Relations Officer, Private Control

Information Officer, Assistant Producer; Radio News and Current Affairs [Officer]; News

Journalist, Corporate Communications Officer/Manager, Information Officer, Administration

Assistant, Enumerator, Liaison Officer, Radio Presenter/Technician, Investment Clerk;

Most (73%) of the graduates had changed their employment since graduation. Of these, 93% hahd

had between 1-5 employers. The reasons for change of employment include: better positions

(46%), higher income (42%), to take over desirable professional tasks (36%), use qualifications

acquired during studies (33%). Length of service with the current employer ranged from 2 to 62

months, with an average of 21 months and standard deviation of 18 months.

Work orientation, further education and training

Respondents recommended the following to be covered in the degree programme in view of the

current trends in their fields of employment:

Technology Communication

Corporate Communication Strategy

Relationship Management

Marketing of Brand

Public Relations Best Practices and Practical Guide

TV, Radio and Film Production

Presentation Skills

31

Media Law Reform

Media Monitoring Analysis and reform

Journalism (both print and electronic)

Photography

Investigative journalism

More practicals and hands on in the corporate world

Web Page Design

Desktop Publishing

Report writing

Events Management

Graphic Design

Public Entertainment

Interview Preparation

MSc in Corporate Communication

Upon joining first employer after completion of studies, there was no training (29%), and most

help was sought from experienced colleagues (42%), and relatively less help sought from superiors

(21%). Very few had attended any orientation/training programmes (4%). For those that

participated in training programmes, 75% attended those of 1-5 months duration. The others, their

programmes lasted more than five months.

Most of the graduates (72%) felt that they were competent enough to do their work effectively

within the first 5 months.

They gained new knowledge/skills in the following areas at the beginning of their employment:

Strategic Orientation

Relationship Management

Stakeholder communication

Events Management

Media Relationships

Production of Materials

Internet Use

Public Relations Management

Script Writing

Interview and Presentation Skills

News Compilation and Translation

Speed and Accuracy

Publication and media relations planning

Data Capturing Processing and Sharing

Report Writing

Communication Skills

Radio/TV Broadcast Production and Presentation

32

Camera

Text and Picture Editing

Magazine Compilation

Banking Sector

Negotiating

Handling Pressure

Only 33% of the graduates were trained at the beginning of their employment to take over

management positions in future.

Retrospective assessment of studies

Most (54%) of the respondents chose to study at the University of Namibia because it is the only

university in the country. For others (21%), it was close to home and for 13%, it was affordable for

parents/guardians. Four percent (4%) felt there was no alternative. Another reason was “it offers

study of my choice and is in my home country”.

The following were identified as the strengths of the study programme:

It has good and competent lecturers;

The curriculum is broad and hence covers all parts of the study programme; and

The theoretical content is extensive and well covered

The weaknesses of the study programme were identified as:

Very little practical coverage

Lack of lecturers;

Bad teaching methods;

Bias towards certain courses at the expense of others, e.g. Journalism leaving out other

media specialties such as TV and Radio, and Print Media, leaving out Electronic Media;

Lack of resources like computers, laboratory equipment and materials; and

Lack of part-time programme

Suggestions on changing the degree programme included: practical work 21 (88%); 15 (63%)

computer facilities; 12 (50%) curriculum; research 11 (46%); 11 (46%) availability of lecturers; 9

(38%). Other changes included classroom space, counselling and methods of teaching.

Generally the respondents were satisfied with the study provisions which were rated by the

majority as being either good or very good.

33

Figure 12: Retrospective assessment of study provisions and conditions

N = 24

Ratings of provision of work placement and other work experiences, contacts with fellow students,

practical emphasis of teaching and learning, chances for students to have impact on University

policies, and supply of teaching materials were rather negative.

Generally the graduates rated their studies as fairly useful to very useful for job placement,

fulfilling present tasks, professional/career development and economic development of their

country. See Table 3 for details.

Table 3: Usefulness of studies for job placement

N = 24

Usefulness of studies Very

Useful

useful Fairly

useful

Not

useful

Not at all

Useful

Non-

respon

se

For finding an adequate

job after finishing studies

6 10 4 0 2 2

For fulfilling your present

tasks

4 7 9 0 2 2

34

For professional/ career

development

7 7 5 1 1 3

For the development of

your personality/education

8 8 3 1 1 3

For the economic

development of your

country

8 8 4 0 1 2

Most of the graduates were likely to choose the same course of study (42%), choose a higher

degree level of higher education (50%), and relatively few students (17%) would settle for a lower

degree level of higher education. Relatively few students (17%) would choose the same institution

of higher learning.

4.4 Employers

Type of organizations

This part reports on the survey conducted with employers of UNAM’s Diploma in Information

Studies, BA Library Science and Records Management and BA Media Studies.

Table 4 indicates that a total of 14 organizations responded to the survey and the economic

sectors for the employers ranged from education (36%), government (29%), NGO (14%), private

companies (7%), parastatals (7%) and other sectors (7%), the one indicated other is from the

media sector.

Table 4: Type of employer organizations

N = 14

Type of organization Frequency Percent

Education 5 36

NGO 2 14

Private company 1 7

Parastatal 1 7

Government 4 29

Other 1 7

Total 14 100

35

The organizations which participated in the survey indicated that most (54%) employed more

than 31 employees and 14% of them employed between 1 and 10 employees. The remainder

employed between 21 and 30 employees.

Recruitment procedures

The organizations were required to indicate the procedures that they use to recruit graduates from

the market.

Figure 13: Recruitment procedures

N = 14

The most used method was advertisement of vacancies in the press and internal advertisements

and to a lower extent binding students who had received support to pursue certain courses. In

terms of gender equity in the employment of graduates 64% of the organizations indicated that

they followed such a policy while 21% did not follow any gender equity policy and 14% did not

respond to the question. Most of the companies (75%) have gender policies in place and these

policies were derived from parent organizations policies like government affirmative policy.

In terms of the recruitment of graduates the employers generally regarded the field of study,

main focus of subject area specialization, practical experience acquired during course of study,

recommendations /references from third parties, and results of recruitment tests. The lesser

considerations include behavior during interviews and reputation of the university.

36

Figure 14: Aspects BAMS employers consider when recruiting

N = 14

Assessment of University of Namibia graduates and relevance of qualifications

All the organizations that participated in the survey employed University of Namibia graduates.

The reasons for employing these graduates include the applications received and the job

requirements, creating employment opportunities and bring in new blood and skills and

knowledge to the organizations to fulfil government policy and due to the shortage of staff.

The organizations were required to indicate the relevance of the University of Namibia’s

qualifications. In terms of the employers’ responses the University of Namibia qualifications

seem relevant to certain departments. There was however a feeling that there was lack of insight

and practical experience and hence a lot of in-service training was required of the new recruits.

There was dissatisfaction with poor English language and communication skills, ICTs skills and

information retrieval skills as well among the new graduates.

In terms of preparation of the University of Namibia’s graduates for job interviews, the

employers indicated that the experienced ones are better than fresh ones that generally they were

not good as they found it difficult to answer questions and that they lacked confidence and had

language problems with interviews.

37

The last part of this section required employers to access the relevance of the University of

Namibia qualifications to their organizations. In response to the question “How relevant do you

find the university of Namibia graduates’ qualifications?” the varied responses were:

Relevant to some of our departments but we `do not get researchers with trade union

background;

Lack of insight and practical experience and hence in service training required;

Relevant as far as Public and State Radio is concerned but little focus on Commercial

Radio;

Poor English language in communication;

Lack of information retrieval skills; and

Low ICT skills

Some employers felt that they were not familiar with UNAM qualifications and hence could not

make a good assessment. Some employers felt that new employees and UNAM graduates were

well placed according to their fields of study when they joined these organizations. Furthermore

employers felt that there was a lack of understanding of computers and working languages like

English and Afrikaans and that some students had bad personalities.

In-house training of new recruits

Only two of the fourteen organizations sampled indicated that they had an orientation program in

place. The rest of the organizations did not respond to the question. The employers seemed to

have no problems with graduates immediately assuming normal tasks without any in-house

training or induction. They expected the graduates to seek advice from their superiors. Extensive

formal training programs did not seem to be popular with the employers. Refer to figure 15

below.

38

Figure 15: In-house training of new recruits

N=14

Improvement of UNAM’s courses

The employers were required to indicate the issues that they felt should be part of UNAM’s

curriculum in view of current industry trends. Many issues were suggested and they include the

following:

Practical attachments and internship for exposure and experience;

Career guidance;

Presentation and public speaking skills;

Library management and marketing;

Personality testing;

Cataloguing and classification;

Extra curricular skills such as coaching, debating, orators, etc.;

Work ethics;

Basic numeracy and administration skills;

Counselling skills, especially regarding to HIV/AIDS;

Focus more on Commercial Station;

Broadcasting telecommunications policy and regulatory issues;

Advanced reporting and editing skills in print and audio visual media;

Digitalization and preservation of documents;

English language bridging courses;

ICT skills like ICDL;

Global electronic resources and digitalisation;

Information searching skills;

39

Customer care and public relations;

Pollution and climate change;

Environmental impact assessment; and

Hospitality management

5. Summary of the results and conclusions

The following is a summary of the results organized according to the objectives of the study and

answers to the study’s research questions.

5.1 Current employment trends of former graduates of DICS

The study shows that more of the former B. A. Media Studies graduates (54%) had had regular

employment than the B. A. Library Science graduates (29%). Fifty percent (50%) of Diploma

students had had regular jobs. Most former graduates had gone through various temporary jobs,

43% BA Library Science, 38% B. A. Media Studies and 42 % Diploma graduates. The percentage

of those who embarked on further study is greater for the Diploma former graduates (25%),

compared to Library Science (7%) and Media Studies (13%).

5.2 Immediate and long-term value and contribution of the Department’s graduates to

industry and the employer community in general

Ninety three percent (93%) of the employers regarded the field of study as the most important

criteria for recruitment selection as they expect the graduates to bring in new skills and knowledge

to the organization.

5.3 Current trends in labour market requirements for DICS graduates from labour market

signals

The employers in the library and information science field felt that issues to be addressed should

include, cataloguing and classification, information searching skills, library marketing and

management and digitization and preservation of documents and global electronic resources and

digitization.

The employers in the media section felt that the issues to be addressed should include, focus on

running commercial radio stations, advanced reporting and editing skills in print and audio visual

media

5.4 Graduate’s perception of the study conditions and provisions while at the university

40

Library science, media studies and diploma programme graduates indicated that the programme

had good lecturers with relevant skills, had a variety of modules which gave them flexibility. They

felt that some of the weaknesses of the programme were little practical experience, limited

resources in the terms of lecturers, computers and limited library resources. The library science

graduates saw the broadness of the programme as a weakness as it denied them specialization. The

media studies graduates felt the curriculum had a bias towards certain courses at the expense of

others such as Journalism leaving out specialties such as TV and Radio; and Print Media leaving

out Electronic Media. The graduates from the three programmes suggested changes in practical

work placement, improvement of computer facilities, changes in the curriculum, the teaching and

learning methods and improved access to the university library, and more lecturers.

5.5 Transition from higher education to employment from the graduate’s perception

The graduates were asked to indicate how long it took them to find their first employment

excluding casual and volunteer work. For media studies, most of the graduates (60%) were

employed within the first five months. Forty nine percent (49%) of library since were employed

within the first five months and 39% within five to one year. For the Diploma students, it was 50%

within five months. In terms of their first employment, most of the graduates said that they had

responded to an advertisement.

Upon joining the first employer, very few graduates (16% media studies, 25% diploma and 12%

library science) said they had participated in some training or orientation programme. The majority

said they had to rely on advice and help from experienced colleagues.

5.6 Present job status of the graduates and the extent to which their jobs are appropriate to

their level of education

The library science graduates occupy various positions with titles ranging from librarian, senior

librarian, records administrator, cataloguer, senior documentation officer, teacher, assistant

archivist, information officer, and resource center officer. The media studies graduates positions

include: public relations officer, corporate relations officer, private control information officer,

assistant producer, radio news and current affairs [officer], news journalist, corporate

communications officer/manager, information officer, administration assistant, enumerator, liaison

officer, radio presenter/technician, investment clerk. The nature of the employment the former

graduates are engaged in suggests that most are employed on the basis of their Library Science or

Media Studies major.

5.7 Graduates’ use of knowledge, attitudes and skills acquired during their study at the

university in their present jobs

41

The graduates were asked to indicate how long it took them to have the impression that they were

competent enough to do their jobs effectively. Most graduates, 67% Diploma, Library Science

58% and Media Studies 72% indicated that it took them less than five months. The employers

however felt that the students lacked insight and practical experience and hence a lot of in-service

training of the new recruits was required. There was dissatisfaction with poor skills in the

following: English language and communication, ICT skills, and information retrieval. The

employers also felt that new inexperienced graduates did not perform well in interviews as they

lacked confidence, and had language problems.

Fourteen percent of the organizations studied indicated that they had an orientation programme in

place. The majority of the employers (83%) seemed to have no problems with graduates

immediately assuming normal tasks without any support.

6. Conclusion

This study’s findings indicate the strengths and weaknesses of the programmes offered by the

Department of Information and Communication Studies. Whereas some of the weaknesses were

addressed by the curriculum review exercise in 2007, the Department needs to look at curriculum

again in view of these findings and identify areas that can still be strengthened.

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