Abstract

In the post-apartheid era, South African universities are striving to attract and retain diverse faculty, as mandated by the 1998 Employment Equity Act (EEA). While the focus on faculty is critical to the transformation agenda, it is informative to step back and consider the factors that influence graduate students’ decisions regarding joining the academy. This qualitative study explores the educational experiences and vocational decisions of 50 masters and doctoral students from the EEA's “designated groups,” who are poised to become academics. Factors influencing graduate students’ vocational choices should be taken into consideration as universities strive to attract more diverse faculty.

Citation

Portnoi, L. To be or not to be an academic: South African graduate students’ vocational choices. International Journal of Educational Development, 29(4), 406-414. Elsevier Ltd. Retrieved December 3, 2023 from https://www.learntechlib.org/p/196314/.

Keywords

• COMPARATIVE EDUCATION
• educational policy
• Graduate students
• South Africa