The relevance of educational qualifications to job performance among academic administrators at a university

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.