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The relevance of educational qualifications to job performance among academic administrators at a university
Author(s)
Stoffberg, Jason
Date Issued
2022
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Education has been considered a key predictor of job performance. The impact of
educational qualifications on the job performance of academic administrative staff at
a university in the Western Cape province of South Africa is, however, not understood
by administrative managers of the University. This study aims to determine the
relationship between educational qualifications and job performance among staff in
academic administrative positions at the University and to make recommendations to
improve the current situation. As job performance and employability are both latent
variables, the study utilised a model that indirectly measured these variables by
employing a set of observable indicators that can be directly measured using a survey
method, utilising the Individual Work Performance Questionnaire (IWPQ)—a 47-item
generic questionnaire developed to measure work performance at the individual level.
After defining job performance into four dimensions (Contextual Performance
Behaviour, Adaptive Performance Behaviour, Task Performance Behaviour, and
Counterproductive Work Behaviour), the results indicate no significant correlations
between job performance and the level of NQF qualifications held by employees.
Spearman’s Rho tests were employed to determine the relationship between
respondents' NQF level of qualifications and their performance ratings. A moderately
significant positive correlation (p=0.056) between the NQF level and job performance
ratings that ‘exceed the requirements’ of the job was observed. The research helps to
determine the preferred educational levels for academic administrative positions of
varying complexity and provides the University with additional guidelines to recruit staff
who are most likely to impact organisational objectives positively.
educational qualifications on the job performance of academic administrative staff at
a university in the Western Cape province of South Africa is, however, not understood
by administrative managers of the University. This study aims to determine the
relationship between educational qualifications and job performance among staff in
academic administrative positions at the University and to make recommendations to
improve the current situation. As job performance and employability are both latent
variables, the study utilised a model that indirectly measured these variables by
employing a set of observable indicators that can be directly measured using a survey
method, utilising the Individual Work Performance Questionnaire (IWPQ)—a 47-item
generic questionnaire developed to measure work performance at the individual level.
After defining job performance into four dimensions (Contextual Performance
Behaviour, Adaptive Performance Behaviour, Task Performance Behaviour, and
Counterproductive Work Behaviour), the results indicate no significant correlations
between job performance and the level of NQF qualifications held by employees.
Spearman’s Rho tests were employed to determine the relationship between
respondents' NQF level of qualifications and their performance ratings. A moderately
significant positive correlation (p=0.056) between the NQF level and job performance
ratings that ‘exceed the requirements’ of the job was observed. The research helps to
determine the preferred educational levels for academic administrative positions of
varying complexity and provides the University with additional guidelines to recruit staff
who are most likely to impact organisational objectives positively.
Additional information
Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2022
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