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Knowledge Innovation Excellence

LUANAR GRADUATE TRACER STUDY REPORT FOR 2013 AND 2014 COHORTS

December 2016

i

FOREWORD

The purpose of the tracer study was to determine the kind of skills sought by the job market and

hence assess the relevance of LUANAR graduates. In addition, the tracer study has created a

forum for discourse between LUANAR, its alumni and the corporate world for improving nature,

scope and the relevance of LUANAR's academic programmes. It remains indisputable that

economic growth of any country is contingent on the availability of a skilled critical mass that is

expected to conceive innovative and entrepreneurial ideas that will turn the economic status of a

country around. This premise, coupled with the fact that Malawi’s economy is to a greater extent

agro-based, expressly underscores the need for LUANAR to instill a sense of innovativeness in

its graduates, who will eventually respond positively to diverse conditions affecting agriculture

and natural resources. Furthermore, the university needs to steer Malawi to an era of economic

flourishment through agriculture, and to ensure that food and nutrition security is guaranteed in

Malawi irrespective of the adverse conditions which, if left unchecked, may lead to reduced

agricultural yields and food insecurity in the country. It is the desire to achieve this goal, among

others, that renders this tracer study an integral part of the training process as it provides

enlightenment to the University on what to incorporate into the curriculum to respond to societal

expectation and fulfill its noble mandate. It is LUANAR’s core belief that tracer studies will

significantly contribute towards the realization of its shared vision which is to be a World Class

University.

Prof. Emmanuel Kaunda,

Acting Vice Chancellor

ii

ACKNOWLEDGEMENTS

The successful undertaking of this graduate tracer study was contingent on the concerted effort

by, and support from, different players. The study was carried out by a study-team comprising

Dr. Patsani Kumambala, Dr. Precious Gawanani, Mr. Aaron Mapondera, Dr Wilson Jere, Dr

Kenneth Wiyo, Dr. Joseph Dzanja, Mrs. Loveness Mgalamadzi, Dr. Beatrice Mtimuni, and Mr.

Innocent Pangapanga. The guidance and advice of the Acting Vice Chancellor is acknowledged.

The study further recognises Dr. Joshua Valeta, the SDP Coordinator and Dr. Thabbie Chilongo

for their appreciable input. LUANAR also wishes to express profound gratitude to the World

Bank for providing the financial resources to conduct this study. Further, LUANAR

acknowledges the contributions made by the World Bank Consultant, Dr Harald Schomburg and

the National Council of Higher Education (NCHE) who relentlessly provided technical support

throughout the study. LUANAR would like also to thank all respondents who participated in the

survey. The University also wishes to thank profusely the Faculty Deans, Heads of Department

and all staff, for their valuable input, without which this study could not have been completed

within the brief period it was conducted.

iii

ABBREVIATIONS

CHANCO Chancellor College

Computer Lab Computer Laboratory

Lab Equipment Laboratory Equipment

LUANAR Lilongwe University of Agriculture and Natural Resources

MZUNI Mzuzu University

POLY The Malawi Polytechnic

NCHE National Council for Higher Education

NGO Non-Governmental Organization

NRC Natural Resources College

ODL Open and Distance Learning

SDP Skills Development Project

TEVETA Technical, Entrepreneurial, Vocational Education and Training

Authority

WCU World Class University

iv

TABLE OF CONTENTS

FOREWORD .. ................................................................................................................................ i

ACKNOWLEDGEMENTS ............................................................................................................ ii

LIST OF TABLES ....................................................................................................................... viii

LIST OF FIGURES ....................................................................................................................... xi

EXECUTIVE SUMMARY .......................................................................................................... xii

CHAPTER 1 INTRODUCTION ................................................................................................. 1

1.1 Background ...................................................................................................................... 1

1.2 Objectives of the Study .................................................................................................... 2

1.3 Specific Objectives of the Study ...................................................................................... 2

1.4 Methodology of the Study ................................................................................................ 2

1.4.1 Description of Target Population and Justification .................................................. 2

1.4.2 Graduate Tracing Process ......................................................................................... 3

1.5 The Graduate Survey Questionnaire ................................................................................ 5

1.6 Questionnaire Production ................................................................................................. 6

1.7 Methods of Sending Invitations to Graduates .................................................................. 6

1.8 Employer Satisfaction Survey .......................................................................................... 6

1.9 Analysis and Discussion of Representation ..................................................................... 6

1.10 Proposals for Future Tracer Studies ............................................................................. 7

1.11 The Structure of the Report .......................................................................................... 7

CHAPTER 2 COURSE OF STUDIES AND EVALUATION OF STUDY CONDITIONS ..... 8

2.1 Introduction ...................................................................................................................... 8

2.2 The Programme of Study at LUANAR ............................................................................ 8

2.3 Qualification Attained at LUANAR ................................................................................ 8

v

2.4 Duration of Attending Courses and Study Activities (hours) by Gender ........................ 9

2.5 Internship/Industrial Attachment During the Course of Study at LUANAR ................. 10

2.6 Evaluation of Study Conditions and Study Provisions at LUANAR ............................. 13

2.7 Competencies and Satisfaction with the Course of Study.............................................. 16

2.8 Acquired Competencies at the Time of Graduation ....................................................... 18

2.9 Satisfaction with Study................................................................................................... 20

2.10 Summary ..................................................................................................................... 22

CHAPTER 3 GRADUATES TRANSITION AFTER LUANAR ............................................. 23

3.1 Introduction .................................................................................................................... 23

3.2 Employment Status Within Six Months After Graduation ............................................ 23

3.3 Waiting Time Until Start of First Job After Graduation ................................................ 24

3.4 Job Search Methods ....................................................................................................... 24

3.5 Successful Job Search Method ....................................................................................... 25

3.6 Timing of Job Search ..................................................................................................... 26

3.7 Duration of Job Search ................................................................................................... 27

3.8 Number of Applications for Employment ...................................................................... 27

3.9 Number of Acknowledgements ...................................................................................... 28

3.10 Summary ..................................................................................................................... 29

CHAPTER 4 EMPLOYMENT SITUATION AND RELATIONSHIP BETWEEN STUDY

AND WORK 30

4.1 Introduction .................................................................................................................... 30

4.2 Employment Status at Survey Time ............................................................................... 30

4.3 Duration of Work Experience by Gender ...................................................................... 31

4.4 Type of Employment ...................................................................................................... 32

4.5 Region of Employment .................................................................................................. 32

vi

4.6 Type of Employer by Gender ......................................................................................... 32

4.7 Income ............................................................................................................................ 33

4.8 Size of the Company/Firm/Organisation........................................................................ 34

4.9 Utilization of Acquired Knowledge and Skills .............................................................. 36

4.10 Appropriateness of Field of Study .............................................................................. 37

4.11 Appropriateness of Field of Study for the Job by Gender .......................................... 38

4.12 Appropriateness of Position to Study ......................................................................... 38

4.13 Characteristics of Employment and Work .................................................................. 41

4.14 Summary ..................................................................................................................... 44

CHAPTER 5 INDIVIDUAL BACKGROUND AND MOBILITY .......................................... 46

5.1 Introduction .................................................................................................................... 46

5.2 Background Information of Respondents ...................................................................... 46

5.2.1 Gender ..................................................................................................................... 46

5.2.2 Age .......................................................................................................................... 46

5.2.3 Education of the Parents ......................................................................................... 46

5.3 Country of Residence ..................................................................................................... 48

5.4 Regional Mobility .......................................................................................................... 48

5.5 Education and Training Before Studies at LUANAR .................................................... 49

5.6 Evaluation of the Questionnaire ..................................................................................... 50

CHAPTER 6 EMPLOYER SATISFACTION SURVEY ......................................................... 52

6.1 Employer Satisfaction with LUANAR Graduates ......................................................... 52

6.1.1 Employers' assessment of diploma holders' skills .................................................. 52

6.1.2 Employers' assessment of degree holders' skills ..................................................... 53

6.1.3 Comparisons between actual levels of competencies of diploma and degree

graduates ............................................................................................................................... 53

vii

6.2 Conclusion ...................................................................................................................... 55

CHAPTER 7 CONCLUSION AND RECOMMENDATIONS ................................................ 56

7.1 Conclusion ...................................................................................................................... 56

7.2 Recommendation ............................................................................................................ 57

REFERENCES 58

APPENDICES 59

Appendix1: Academic Programmes Offered at LUANAR ...................................................... 59

Appendix 2: Graduate Survey Questionnaire ........................................................................... 62

Appendix 3: Employer Survey Questionnaire .......................................................................... 97

viii

LIST OF TABLES

Table 1.1 Faculty and study programme of the targeted graduates by cohort (count) ................... 3

Table 1.2 Respondents and response rates, by campus (count and per cent) ................................. 4

Table 2.1 Name of the LUANAR Campus by Gender of respondents (percent) ........................... 8

Table 2.2 Proportion distribution of qualification attained by graduates ....................................... 9

Table 2.3 Duration of attending courses (hours) by Gender (percent) ........................................... 9

Table 2.4 Duration of study activities outside courses (hours) by Gender (percent) ................... 10

Table 2.5 Industrial attachment during course of studies by Gender (percent) ............................ 10

Table 2.6 Number of mandatory industrial attachment by Gender percent; only graduates who

attended mandatory internships .................................................................................................... 11

Table 2.7 Number of voluntary industrial attachment by Gender (percent; only graduates who

attended voluntary industrial attachment) ..................................................................................... 12

Table 2.8 Duration of industrial attachment by Gender (percent; only graduates who attended

internships) .................................................................................................................................... 12

Table 2.9 Rating of study conditions and study provisions by Gender (arithmetic mean) ........... 13

Table 2.10 Rating of study conditions and study provisions by Gender (percent) ....................... 15

Table 2.11 Evaluation of the study elements related to employment and work by Gender

(arithmetic mean) .......................................................................................................................... 16


(percent) ........................................................................................................................................ 17

Table 2.13 Acquired competencies at the time of graduation by Gender (arithmetic mean) ....... 18

Table 2.14 Acquired competencies at the time of graduation by Gender (percent) ..................... 19

Table 2.15 Satisfaction with the selection of the field of study by Gender (percent; arithmetic

mean)............................................................................................................................................. 20

Table 2.16 Satisfaction with the selection of the LUANAR by Gender (percent; arithmetic mean)

....................................................................................................................................................... 21

Table 2.17 Satisfaction with the study in general by Gender (percent; arithmetic mean) ............ 22

Table 3.1 Employment status after graduation by Gender (percent; multiple responses) .. 23

Table 3.2 Waiting time until start of first job after graduation by Gender (percent) .......... 24

Table 3.3 Job search methods for first job by Gender (percent; multiple responses) ................... 24

ix

Table 3.4 Most successful method for finding the first job by Gender (percent; Filter text: only

graduates who searched a job after graduation) ............................................................................ 26

Table 3.5 Duration of job search by Gender (percent; only graduates who searched for a job after

graduation) .................................................................................................................................... 27

Table 3.6 Number of applications for employment by Gender (percent; only graduates who

searched for a job after graduation) .............................................................................................. 28

Table 3.7 Number of acknowledgements by Gender (percent; only graduates who searched for a

job after graduation) ...................................................................................................................... 28

Table 3.8 Number of calls for interview by Gender (percent; only graduates who searched for a

job after graduation) ...................................................................................................................... 29

Table 4.1 Employment status at the time of the survey by Gender (percent; multiple responses)30

Table 4.2 Number of jobs since graduation by Gender (percent) ................................................. 31

Table 4.3 Working hours per week by Gender (percent; only employed graduates) ................... 31

Table 4.4 Duration of work experiences by Gender (percent; only employed graduates) ........... 32

Table 4.5 Type of employer by Gender (percent; only employed graduates) .............................. 33

Table 4.6 Gross monthly income by Gender (percent; Filtertext: only employed graduates) ...... 33

Table 4.7 Kind of fringe/other benefit(s) by Gender (percent; multiple responses; only employed

graduates) ...................................................................................................................................... 34

Table 4.8 Size of the company/firm/organisation by Gender (percent; only employed graduates)

....................................................................................................................................................... 34

Table 4.9 Required competencies by Gender (arithmetic mean; only employed graduates) ....... 35

Table 4.10 Required competencies by Gender (percent) .............................................................. 36

Table 4.11 Utilisation of acquired knowledge and skills in the job by Gender (percent; arithmetic

mean; only employed graduates) .................................................................................................. 37

Table 4.12 Appropriateness of field of study for the job by Gender (percent; only employed

graduates) ...................................................................................................................................... 37

Table 4.13 Appropriateness of field of study for the job by Gender (percent; only employed

graduates) ...................................................................................................................................... 38

Table 4.14 Match of job and qualification/degree level by Gender (percent; only employed

graduates) ...................................................................................................................................... 38

x

Table 4.15 Appropriateness of position to study by Gender (percent; arithmetic mean; only

employed graduates) ..................................................................................................................... 39

Table 4.16 Reasons for not close related job by Gender (percent; multiple responses; only

employed graduates) ..................................................................................................................... 40

Table 4.17 Evaluation of the usefulness of studies by Gender (arithmetic mean) ....................... 41

Table 4.18 Characteristics of employment and work by Gender (arithmetic mean; only employed

graduates) ...................................................................................................................................... 42

Table 4.19 Characteristics of employment and work by Gender (percent) .......................... 42

Table 5.1 Year of birth by Gender (means) .................................................................................. 46

Table 5.2 Highest level of education of father by Gender (percent) ............................................ 47

Table 5.3 Highest level of education of mother by Gender (percent) .......................................... 48

Table 5.4 Region of residence by Gender (percent) ..................................................................... 49

Table 5.5 Vocational training/post-secondary school courses before entering LUANAR by

Gender (percent) ........................................................................................................................... 49

Table 5.6 Time needed to fill in the questionnaire (minutes) by Gender (means) ....................... 50

Table 5.7 Rating of different aspects of the questionnaire by Gender (arithmetic mean) ............ 50

xi

LIST OF FIGURES

Figure 3.1 Timing of job search by Gender (percent) .................................................................. 27

Figure 1 Level of Employer Skill requirement against degree graduate skill level............... Error!

Bookmark not defined.

Figure 2 Level of Employer Skill requirement against diploma graduate skill level ............ Error!

Bookmark not defined.

xii

EXECUTIVE SUMMARY

The Lilongwe University of Agriculture and Natural Resources (LUANAR), in its quest to

improve performance, embarked on a project to trace its graduates and assess employer

satisfaction in order to establish relevance of programmes, products and delivery mechanisms.

The study used two sampling approaches. First, the study adopted a snowballing technique to

reach out to 231 graduates of 2013 and 2014 cohorts from Bunda and NRC campuses. Second,

the study employed a purposive approach to select employers. Paper based semi structured

questionnaires were used as data collection tools for both graduates and employers.

Results of the study found that 51% of graduates were employed by the sixth month after

graduation. It is equally important to note that10% of the respondents were self-employed

(entrepreneurs) soon after graduation.

In addition, the survey revealed that most graduates undertook internship/industrial attachments

during their study. Furthermore, graduates rated most of the study conditions positively.

Conditions that were highly rated by graduates included: contacts with fellow students, teaching

quality of lecturers, and opportunity for consultation with teaching staff. In the light of this, most

graduates felt that they had acquired necessary skills and competencies for the positions they

currently hold. Most employers had high expectations from both diploma and degree holders.

Nevertheless, degree holders were deemed highly knowledgeable in their subject matter but

exhibited low innovativeness and managerial skills. Diploma holders were praised for being

highly skillful in hands on experience and extension. Overall employer satisfaction with

LUANAR graduates is at 52%.

The findings suggest that LUANAR graduates are relevant to industry, but there is need to

improve their relevance to the dynamic industrial needs. To improve quality of graduates, it is

recommended that LUANAR should;

i. Involve the corporate world more in the development, review and delivery of curricula

to improve innovativeness and managerial skills,

ii. invest in library resources and technical equipment,

iii. promote entrepreneurship skills among its students,

iv. maintain and enhance the internship and attachment programmes for hands-on

experience,

v. consult widely – stakeholders, alumni and employers - when setting policies; and

vi. conduct tracer studies regularly to inform its future curriculum development and

implementation.

1

CHAPTER 1 INTRODUCTION

1.1 Background

Lilongwe University of Agriculture and Natural Resources (LUANAR) was created through

an Act of Parliament No. 22 of 2011. LUANAR comprises three physical campuses, namely,

Bunda, Natural Resources College and City Campus, and a virtual campus offering

programmes through open and distance learning (ODL). LUANAR started her operations on

1st July 2012. The vision of LUANAR is to be a World Class University (WCU), while its

mission is to advance knowledge and produce relevant graduates with entrepreneurship skills

for agricultural growth, food security, wealth creation and sustainable natural resources

management, through teaching, training, research, outreach consultancy and sound

management.

Bunda campus has five faculties, namely Agriculture, Natural Resources, Development

Studies, Food and Human Sciences and Postgraduate Studies while Natural Resources

College has one faculty. Bunda Campus has 16 academic departments offering 30

undergraduate and 24 postgraduate programmes (19 Masters and 5 PhD). On the other hand,

NRC campus has 2 departments offering 8 undergraduate programmes (7 Diploma and 1

Bachelors) (see Appendix 1).

LUANAR's strategic plan (2012-2017) aims at enabling the University to take advantage of

the opportunities present from an expanding demand for higher education, research and

consultancies to become a world class University. Through this plan, the University intends to

widen access to higher education, develop infrastructure, improve quality of programmes, and

provide research and outreach activities.

In August 2014, Malawi Government signed a loan agreement with the World Bank to

support the Skills Development Project (SDP). The SDP aims at combining education,

training, and labour market activities to improve skills needed to contribute to productivity

and economic growth of Malawi. Five institutions are participating in the project namely:

Lilongwe University of Agriculture and Natural Resources (LUANAR), University of Malawi

- The Polytechnic (Poly), University of Malawi - Chancellor College (CHANCO), Mzuzu

University (MZUNI), and Technical, Entrepreneurial, Vocational Education and Training

Authority (TEVETA). These participating institutions are required, under the SDP Project, to

carry out tracer studies annually.

2

1.2 Objectives of the Study

The overall objective of the study was to establish the employment status and employer

satisfaction of 2013 and 2014 LUANAR graduates. The study also assessed whether the

knowledge, skills and values imparted on graduates were relevant and adequate to prepare

them for their present employment. Finally, the study assessed employer satisfaction with

LUANAR graduates in general.

1.3 Specific Objectives of the Study

Specifically, the study intended to achieve the following objectives:

(i) Establish employment status of LUANAR graduates.

(ii) Establish how long it takes graduates from LUANAR to secure employment.

(iii) Assess adequacy of knowledge, skills and values, which LUANAR graduates

acquire for job preparation and performance.

(iv) Identify strategies that enhance the skills need base for LUANAR graduates.

1.4 Methodology of the Study

This section presents research methods that were used in this study. The study used a

quantitative research design, descriptive in particular, targeting both graduates and employers.

Data were collected through structured questionnaires one for graduates and another for

employers.

1.4.1 Description of Target Population and Justification

The study targeted all 2013 and 2014 graduates from Bunda and NRC given the small

numbers of graduates from each programme. The total number of graduates of the two cohorts

were 1,156 thus 629 from the 2013 cohort and 527 from the 2014 cohort. Table 1.1 gives

details about the faculty and the study programme of the targeted graduates by cohort.

3

Table 1.1 Faculty and study programme of the targeted graduates by cohort (count)

Faculty/Programme 2013 2014

Agriculture

BSc. Animal Science 14 24

BSc. Agricultural Engineering 3 7

BSc. Irrigation Engineering 26 34

BSc. Agriculture 21 22

BSc. Agronomy 21 13

BSc. Horticulture 19 8

Total 104 108

Development

Studies

BSc. Agricultural Economics 24 45

BSc. Agriculture Education 17 37

BSc. Agricultural Extension 29 39

BSc. Agribusiness Management 22 44

Total 92 165

Natural Resources

BSc. Aquaculture and Fisheries 14 11

Environmental Science

31

BSc. Natural Resources Management 16 25

BSc. Forestry 12 12

Human Ecology

Total 42 79

BSc. Nutrition and Food Science 35 41

Family Science 12 8

Total 47 49

NRC 344 126

Total 629 527

Source: University Records

1.4.2 Graduate Tracing Process

The tracing process involved identification of LUANAR graduates through the following

procedures:

i. Obtaining graduate database containing names and contact information.

ii. Snowballing technique.

1.4.2.1 Graduate Database

Graduate database was created through compiling contact records of all graduates from the

University Registrar's office. The study solicited information on graduates’ name, gender,

contact and email address, phone numbers, year and programme of study. However, the

database had information gaps such as lack of updated email addresses and working phone

numbers of the graduates. Consequently, the study team followed up with respective faculties

and departments for additional information.

4

1.4.2.2 Snowballing Technique

The study adopted a non-probability sampling approach, Snowballing Technique, to create a

sample size. This approach was chosen in the absence of updated graduate contact details.

First, the study used an initial sample of graduates to provide contact details of peer graduates.

Second, the study followed up on graduates that were provided by the first initial group. This

process continued till a converging point of graduates was reached. In total, we had 686 and

470 graduates to trace from Bunda and NRC, respectively. Table 1.2 presents respondents and

response rates by campus.

Table 1.2 Respondents and response rates, by campus (count and per cent)

Description Bunda NRC Total

Target population 686 470 1156

Respondents 205 26 231

Response rate 30% 6% 20%

The study managed to trace 205 (30%) and 26 (6%) graduates from Bunda and NRC

respectively, representing 20% of the target respondents. Only 26 graduates from NRC could

be traced as it was difficult to contact them through email or mobile phone.

Nevertheless, the above sample is still statistically representative given the relatively small

target populations. We demonstrate this statistically. There are several sampling formulae that

can be used depending on objectives of the study and/or information available. In this case,

since we know the exact number of our target populations, we apply a formula that takes care

of finite universe (as detailed by Creative Research Systems, 2012; Edriss, 2013; The

Pennsylvania State University, 2016). Equation 1 is a formula for obtaining a representative

sample from a finite universe, i.e. known target population:

(1)

Where:

n = sample size;

p = proportion of population containing the major interest (the default is 50%, i.e. 0.5);

z = Z-statistic corresponding with confidence level (in this study we use 95%

confidence level hence z = 1.96);

e = confidence interval (error allowance); and

N = population size.

5

For social science studies like this, the error allowance can range from 1% to 10% while the

confidence level can range from 90% to 99%. In this study, the confidence level of 95% and

an error allowance of 6% was used. Thus, at LUANAR level (target population of 1156),

plugging these details into the formula, the representative sample would be 217. Therefore,

the actual sample size of 231 is slightly above the required representative sample. Using the

same formula for Bunda Campus only, the required sample size of 192 obtained. However, it

is for NRC as an individual campus where the sample size is underrepresented. But as

explained earlier, the reasons were beyond the study implementers' control. Therefore, the

sample size is representative for LUANAR as a whole and Bunda Campus individually but

not for NRC as a lone Campus.

The results therefore should be interpreted for LUANAR as a whole. The following example

will demonstrate how the results should be interpreted. The overall results give us a 95%

confidence that the true population parameters are ± 6% of the sample estimates. For

example, if we find that overall 70% of LUANAR graduates get employed, from these

sampling details, it means we are 95% confident that 70% ± 6% of LUANAR graduates (i.e.

64% to 76%) get employment after work.

1.5 The Graduate Survey Questionnaire

The study adapted the Malawi Graduate Survey master questionnaire which was developed by

representatives from various universities in Malawi. The design of the master questionnaire

was financially supported by National Council of Higher Education through the SDP. The

questionnaire was designed to provide relevant information. The questionnaire had both

quantitative and qualitative questions (See Appendix 1.2).

Specifically, the questionnaire collected information on the following topics: Course of

studies, internship and work experience, evaluation of study conditions, satisfaction with

study, employment and work, work requirements, relationship between study and

employment, work orientation and job satisfaction. The questionnaire also solicited

information on demographic information, and migration and regional mobility. Relevant

documents relating to curriculum of both Faculties were reviewed to identify salient issues.

The study triangulated various data sources, namely, policy documents, internet and others to

analyse related implications with the aim of suggesting appropriate action on improving the

curricula.

6

1.6 Questionnaire Production

In this exercise, a paper questionnaire was used to collect data from graduates. The graduate

questionnaire was covering areas such as education before training at LUANAR, course of

study at LUANAR, internships, evaluation of the study programs, competencies and

satisfaction with the study programs, employment, work requirements, relationship between

study and employment, work orientation and job satisfaction, further education after study,

further training, individual background, migration and regional mobility and further

comments and recommendations. After adaptation, the questionnaire was pilot-tested on some

graduates. Data was collected through face-to-face interview, phone interviews and emailing.

1.7 Methods of Sending Invitations to Graduates

Graduates were invited to participate in the study through phone calls. They were called and

asked to fill in the questionnaire which was emailed to them. Email addresses in the databases

were used to send the questionnaire to participants, and reminders to complete this

questionnaire were sent regularly on weekly basis.

Subjects were interviewed over the phone and the research assistants, on the other end, were

filling the paper questionnaire. Reminders were usually by phone and email. Phone reminders

proved effective in getting graduates fill questionnaires that were emailed to them. Data

collection took place between months of September 2016 and mid-November 2016.

1.8 Employer Satisfaction Survey

In addition to the graduate survey, the study team also contacted a few selected employers

(13) in different public and private sectors to solicit their perceptions and satisfaction with

LUANAR graduates. A full list of the employers contacted is presented in the appendices

section.

1.9 Analysis and Discussion of Representation

The study largely collected quantitative data which was entered into SPSS software for

analysis. The analysis of the data took a descriptive approach to statistics. The analysis

provided the team with means, percentages, and tables of cross tabulation of the various

variables. Analysis was mostly done by gender. The tracer study encountered some

challenges. For example, out of 239 study participants, 8 questionnaires had missing data on

most questions and were omitted during data analysis.

7

1.10 Proposals for Future Tracer Studies

Tracer studies are important tools to help Higher Education Institutions to continuously

improve themselves through self-examination for the ultimate purpose of preparing graduates

for a life of engaged citizenship and productive careers. Tracer studies of graduates provide

information for reformation of study programmes to meet the requirements of the

employment world and further study. In so doing, Tracer studies regularly become a vehicle

for maintaining and improving curriculum relevance in any market economy and providing

targeted benefits to graduates.

Validity and reliability are therefore important characteristics of every tracer study. In order to

address these issues, future tracer studies should consider the following:

• Pretesting the master questionnaire in Malawi context;

• Using up-to-date graduate database to reach out to every possible participant;

• Using different approaches of data collection, in addition to phone interviews and

email, to avoid respondent bias.

• Migrating to computerized assisted personal interviews to improve on data quality

1.11 The Structure of the Report

This report is organized into 6 chapters. Chapter 1 introduces the tracer study, presents the

objectives of the study, and the methodological approach of the study. Chapter 2 highlights

findings on the course of studies and evaluation of study conditions. Chapter 3 presents

findings on transition to employment. Chapter 4 focuses on employment situation and

relationship between study and work. Chapter 5 presents findings on individual background

and mobility. Chapter 6 provides results from an employer satisfaction survey with LUANAR

graduates. Finally, the conclusion and recommendations for the graduate tracer study have

been presented in Chapter 7.

8

CHAPTER 2

COURSE OF STUDIES AND EVALUATION OF STUDY CONDITIONS

2.1 Introduction

This chapter discusses the courses of study and evaluation of study conditions at LUANAR

by the respondents. Specifically, the discussion focuses on the programmes of study at

LUANAR, industrial attachment during the course of study, and evaluation of study

conditions and provisions. The chapter also looks at graduate competencies and satisfaction

with their programme of study.

2.2 The Programme of Study at LUANAR

This study targeted all 2013 and 2014 graduates from Bunda and NRC. Table 2.1 presents

proportion of gender of respondents by LUANAR campuses. Most respondents (88%) in this

study were from Bunda and 12% were from NRC. In terms of gender, there were more male

respondents (59%) than their female counterparts (41%). The differences in the proportion of

respondents can be explained by the gender dimension of admission at LUANAR. For

example, over the years the institution has been admitting more male students than female

students.

Table 0.1 Name of the LUANAR Campus by Gender of respondents (percent)

Male Female Total

Name of LUANAR Campus

Bunda 86 91 88

NRC 14 9 12

Total 100 100 100

Count 136 95 231

Question B1: At which LUANAR Institution did you complete your study?

2.3 Qualification Attained at LUANAR

Table 2.2 shows that 88% of responded attained a Bachelor degree from LUANAR, while

10.8% obtained a Diploma qualification. Less than one percent of the study participants

attained a certificate from LUANAR.

9

Table 0.2 Proportion distribution of qualification attained by graduates

Qualification Frequency Percent

Diploma 25 11

Bachelor 206 89

Total 231 100.0

2.4 Duration of Attending Courses and Study Activities (hours) by Gender

Most (65%) of respondents had more than 30 hours of contact suggesting that graduates had

more workload. About 35 graduates reported that they spent at most 29 hours per week

attending classes or courses (see Table 2.3). Table 2.4 shows that most students had less than

30 hours on study activities outside class work. This implies that graduates have too much

contact with teaching staff while, on the other hand, this means graduates have little time

studying independently.

Table 0.3 Duration of attending courses (hours) by Gender (percent)

Male Female Total

Duration of attending courses (hours)

Up to 10 hours 4 4 4

11 to 19 hours 13 9 11

20 to 29 hours 19 21 20

30 to 39 hours 38 32 35

40 to 49 hours 21 26 23

50 hours and more 5 9 7

Total 100 100 100

Count 134 92 226

Question B7: On average, how many hours per week did you spend attending courses /

classes during the course of your study?

10

Table 0.4 Duration of study activities outside courses (hours) by gender (percent)

Male Female Total

Duration of study activities outside courses

(hours)

Up to 10 hours 27 24 26

11 to 19 hours 28 31 29

20 to 29 hours 30 25 28

30 to 39 hours 9 9 9

40 to 49 hours 4 5 5

50 hours and more 2 5 3

Total 100 100 100

Count 134 95 229

Question B8: On average, how many hours per week did you spend on study activities outside

of courses/classes (e.g. library time, group discussions) during the course of your study?

2.5 Internship/Industrial Attachment During the Course of Study at LUANAR

Internships or Industrial attachments are embedded into a course of study to enhance students'

practical skills. Respondents were therefore asked whether they had mandatory and/or

voluntary internship/industrial attachment during the course of their study at LUANAR. Table

2.5 shows proportion of respondents who indicated they did industrial attachment during

course of study by gender.

Table 0.5 Industrial attachment during course of studies by Gender (percent)

Male Female Total

Internships during course of studies

Yes 88 89 88

No 12 11 12

Total 100 100 100

Count 136 95 231

Question C1: Did you do any internship during your course of studies (this does not refer to

team projects, practical courses etc.)?

Eighty eight percent (88%) of graduates had industrial attachment during the course of their

study at LUANAR. The higher proportion can be explained by the industrial attachment

requirement for almost all the programmes at LUANAR. Secondary data showed that

11

different programme curricula at LUANAR have been developed to provide a mandatory

industrial attachment for all its students before completing their studies. The finding therefore

suggests that the practical aspects of the curricula were implemented. Further, the finding

could be an indication of the good partnership that exists between LUANAR and its key

stakeholders.

Respondents were also asked about the number of mandatory internships/industrial

attachments they had during their course of study. Table 2.6 shows number of mandatory

industrial attachment by Gender.

Table 0.6 Number of mandatory industrial attachment by Gender percent; only

graduates who attended mandatory internships

Male Female Total

Number of mandatory industrial attachment

One mandatory internship 82 86 83

Two mandatory internships 4 4 4

Three mandatory internships 11 10 10

Four and more mandatory internships 3 0 2

Total 100 100 100

Count 121 91 212

Question C2: How many mandatory industrial attachments did you have in total during your

course of studies?

Majority of the respondents (83%) had one mandatory industrial attachment with no

significant differences between male and female graduates. This is not surprising as most

programmes require one mandatory industrial attachment.

In addition to the mandatory industrial attachment, some students secure industrial

attachments on their own especially during vacations. These are voluntary industrial

attachments and are not assessed. Table 2.7 presents number of voluntary industrial

attachments by gender.

12

Table 0.7 Number of voluntary industrial attachment by Gender (percent; only

graduates who attended voluntary industrial attachment)

Male Female Total

Number of voluntary industrial attachment

One voluntary internship 86 68 79

Two voluntary internships 8 22 14

Three voluntary internships 3 10 6

Four and more voluntary internships 2 0 1

Total 100 100 100

Count 59 41 100

Question C3: How many voluntary industrial attachments did you have in total during your

course of studies?

Majority of the respondents who ever had a voluntary industrial attachment (79%) had one

attachment. Though the proportion of students doing more than one voluntary attachment are

small, the finding still suggests availability of opportunities for both mandatory and voluntary

attachments. The table also shows that females are more likely than males to have more than

one voluntary industrial attachment. Respondents were also asked how long the industrial

attachments lasted. The findings are presented in Table 2.8.

Table 0.8 Duration of industrial attachment by Gender (percent; only graduates who

attended internships)

Male Female Total

Duration of internships

Two weeks 3 3 3

Three weeks 7 1 4

Four weeks 56 53 55

More than four weeks 34 42 37

Total 100 100 100

Count 121 90 211

Question C4: How many weeks did these internships last?

13

Majority of the respondents (92%) who have ever had industrial attachments indicated that

they had either four or more than four weeks of industrial attachment. Similarly, there were no

significant differences between male and female respondents.

2.6 Evaluation of Study Conditions and Study Provisions at LUANAR

Respondents were asked to rate their level of satisfaction with study conditions and provisions

at LUANAR (See Tables 2.9 to 2.12). The study used the following rating scale: 1 = 'Very

bad' to 5 = 'Very good'.

Table 0.9 Rating of study conditions and study provisions by Gender (arithmetic mean)

Male Female Total

Quality of classroom learning 3.1 3.6 3.3

Student recreational facilities on campus 2.9 3.4 3.1

Supply of learning materials (e.g. books, internet access) 2.8 2.9 2.8

Opportunity for consultation with teaching staff 3.6 3.6 3.6

Teaching quality of lecturers 3.9 3.9 3.9

Teaching/grading system 3.6 3.4 3.6

Internship programme 3.1 3.3 3.2

Contacts with fellow students 4.4 4.3 4.4

Chances for students to have an influence on LUANAR policies 2.0 2.8 2.3

Availability of technical equipment (e.g. lab equipment, measuring instruments, computer lab) 2.8 2.9

2.9

Quality of technical equipment 2.8 3.0 2.9

Supply of teaching materials 3.0 3.1 3.1

Quality of buildings 2.9 3.1 3.0

Stocking of the library 2.9 2.9 2.9

Count 136 95 231

Question D1: How would you rate the study conditions and provisions you experienced at

LUANAR? Scale of answers from 1 = 'Very bad' to 5 = 'Very good'.

In general, most conditions were rated above 3 and those which were rated lowest were just

below 3, except for "chances for students to have an influence on LUANAR policies" (See

Table 2.9). Conditions and/or provisions that were highly rated by graduates included:

contacts with fellow students (4.4), teaching quality of lecturers (3.9), and opportunity for

consultation with teaching staff, and teaching/grading system were both rated 3.6. On the

other hand, chances for students to have an influence on LUANAR policies, quality of

technical equipment, availability of technical equipment (e.g. lab equipment, measuring

instruments, computer lab), stocking of the library and quality of technical equipment were

rated low on the list. It can also be observed that there were no significant differences between

male and female graduates with regard to satisfaction with study conditions and provisions.

14

The study also sought to determine proportions of graduates who rated the conditions and

provisions at different levels (See Table 2.10). It is noted that above two third of respondents

reported that they had high quality lecturers and good contacts with fellow students.

Furthermore, most students were satisfied with the opportunity for consultation with teaching

staff, quality of lecturers, teaching grading system and internship programme.

Nonetheless, approximately one third of respondents were concerned about other conditions

and provisions at LUANAR. For example, a significant percentage (30% and above)

participants are concerned about supply of learning materials, availability and quality of

technical equipment, quality of buildings, supply of teaching materials and stocking of the

library.

15

Table 0.10 Rating of study conditions and study provisions by Gender (percent)

Male Female Total

Quality of classroom learning

High 39 33 37

Medium 27 27 27

Low 33 40 36

Student recreational facilities on campus

High 23 32 27

Medium 47 33 42

Low 30 34 32

Supply of learning materials (e.g. books, internet access)

High 27 33 29

Medium 43 36 40

Low 31 32 31

Opportunity for consultation with teaching staff

High 60 63 61

Medium 9 10 9

Low 32 27 30

Teaching quality of lecturers

High 78 77 77

Medium 4 4 4

Low 18 19 18

Teaching/grading system

High 54 50 52

Medium 16 15 16

Low 30 35 32

Internship programme

High 44 45 44

Medium 33 23 29

Low 23 32 27

Contacts with fellow students

High 93 87 90

Medium 3 1 2

Low 4 12 7

Chances for students to have an influence on LUANAR policies

High 7 19 12

Medium 70 53 63

Low 24 28 25

Availability of technical equipment (e.g. lab equipment, measuring

instruments, computer lab)

High 25 29 27

Medium 38 35 37

Low 37 36 37

Quality of technical equipment

High 23 28 25

Medium 36 31 34

Low 41 41 41

Supply of teaching materials

High 31 34 32

Medium 25 21 24

Low 43 45 44

Quality of buildings

High 29 27 28

Medium 38 26 33

Low 34 46 39

Stocking of the library

High 30 25 28

Medium 33 34 33

Low 37 41 39

Count 136 95 231

Question D1: How would you rate the study conditions and provisions you experienced at

LUANAR? Scale of answers from 1 to 2= Low; 3= Medium; 4-5 = High.

16

2.7 Competencies and Satisfaction with the Course of Study

Respondents were also asked about whether they were satisfied with the competencies they

acquired during the course of study in relation to employment and work (See Tables 2.11 and

2.12).


(arithmetic mean)

Male Female Total

Professional advice provided by teaching staff 3.8 3.6 3.7

Individual occupational advice in your field 3.6 3.4 3.5

Support of internship search 3.3 3.5 3.4

Practice-oriented teaching contents 3.3 3.4 3.3

Practical experiences of teaching staff 3.7 3.7 3.7

Mandatory internships 3.6 4.0 3.8

Support of employment/job search 2.2 2.2 2.2

Preparation for work 3.0 3.2 3.1

Count 136 95 231

Question D2: How do you rate the following elements related to employment and work in

your study course/training? Scale of answers from 1 = 'Very bad' to 5 = 'Very good'.

Findings show that graduates rated high the following elements related to employment and

work in their course of study; mandatory internships (3.8), Professional advice and guidance

provided by teaching staff (3.7), Practical experiences of teaching staff (3.7), and individual

occupational advice in their field (3.7). However, support of employment/job search was rated

low (2.2). This could be attributable to lack of a job placement/job search office at LUANAR.

With regard to gender, there were no significant differences between male and female

respondents in their ratings.

17


(percent)

Male Female Total

Professional advice and guidance provided by

teaching staff

High 70 57 65

Medium 14 16 15

Low 16 27 20

Individual occupational advice in your field

High 58 43 51

Medium 16 12 15

Low 26 45 34

Support of internship search

High 50 53 51

Medium 28 18 24

Low 21 29 25

Practice-oriented teaching contents

High 49 49 49

Medium 25 19 22

Low 27 32 29

Practical experiences of teaching staff

High 61 61 61

Medium 12 8 11

Low 27 31 29

Mandatory internships

High 60 59 60

Medium 17 16 17

Low 23 24 23

Support of employment/job search

High 16 15 16

Medium 67 64 66

Low 16 21 18

Preparation for work

High 39 45 41

Medium 37 28 34

Low 24 27 25

Count 136 95 231

Question D2: How do you rate the following elements related to employment and work in

your study course/training? Scale of answers from 1 to 2= Low; 3= Medium; 4-5 = High.

18

2.8 Acquired Competencies at the Time of Graduation

Respondents were also asked the extent to which they acquired some competencies upon

graduation which would have improved their performance at work. Findings are presented in

Table 2.13.

Table 0.13 Acquired competencies at the time of graduation by Gender (arithmetic

mean)

Male Female Total

Mastery of my field/subject specific knowledge 4.1 4.2 4.2

Ability to develop new ideas and solutions 4.0 3.9 4.0

Ability to adapt to changing conditions 4.2 4.0 4.2

Analytical thinking 4.3 4.7 4.5

Willingness to question my and others ideas 4.3 4.1 4.2

Ability to work efficiently towards a goal 4.5 4.8 4.7

Ability to organise my work processes efficiently 4.4 4.3 4.4

Ability to work productively with others 4.5 4.4 4.5

Ability to perform well under pressure 4.9 4.3 4.6

Count 136 94 230

Question E1: To what extent did you acquire the following skills / competencies upon

graduation? Scale of answers from 1 = 'Not at all' to 5 = 'To a very high extent'.

Both male and female graduates rated all skills/competencies highly (Tables 2.13 and 2.14).

This implies that LUANAR programmes adequately prepare graduates for the world of work.

19

Table 0.14 Acquired competencies at the time of graduation by Gender (percent)

Male Female Total

Mastery of my field/subject specific knowledge

High 79 84 81

Medium 3 3 3

Low 19 13 16

Ability to develop new ideas and solutions

High 70 73 72

Medium 4 7 5

Low 26 19 23

Ability to adapt to changing conditions

High 78 79 78

Medium 3 5 4

Low 19 16 18

Analytical thinking

High 87 84 86

Medium 4 3 4

Low 10 13 11

Willingness to question my and others ideas

High 85 82 84

Medium 2 4 3

Low 13 14 13

Ability to work efficiently towards a goal

High 87 87 87

Medium 4 2 3

Low 9 11 10

Ability to organise my work processes efficiently

High 90 86 89

Medium 1 2 1

Low 9 12 10

Ability to work productively with others

High 90 87 89

Low 10 13 11

Ability to perform well under pressure

High 92 85 89

Medium 2 3 2

Low 7 12 9

Count 136 94 230

Question E1: To what extent did you acquire the following skills / competencies upon

graduation? Scale of answers from 1 to 2= Low; 3= Medium; 4-5 = High.

20

2.9 Satisfaction with Study

The study further solicited information on the extent to which graduates would choose the

same field of study. Findings are presented in Table 2.15.

Table 0.15 Satisfaction with the selection of the field of study by Gender (percent;

arithmetic mean)

Male Female Total

Would you probably choose the same field of

study/training?

Not at all 7 7 7

2 2 3 3

3 10 13 12

4 22 24 23

To a very high extent 58 53 56

Total 100 100 100

Count 133 91 225

Recoded values

Values 1 and 2 9 10 9

Value 3 11 13 12

Values 4 and 5 80 77 79

Arithmetic mean 4.2 4.1 4.4

Question E2: Looking back, if you were free to choose again to what extent would you

probably choose the same field of study/training? Scale of answers from 1 = 'Not at all' to 5 =

'To a very high extent'.

Most graduates (79%) reported that they would choose the same programme. This implies

that graduates were satisfied with their programme of study at LUANAR. This was the same

across gender.

21

Table 0.16 Satisfaction with the selection of the LUANAR by Gender (percent;

arithmetic mean)

Male Female Total

Would you probably choose the same

TEVET/Higher Education institution?

Not at all 11 9 10

2 3 6 4

3 13 19 15

4 19 23 20


Total 100 100 100

Count 133 93 226

Recoded values

Values 1 and 2 14 15 14

Value 3 13 19 15

Values 4 and 5 74 66 70


Question E3: Looking back, if you were free to choose again to what extent would you

probably choose the same LUANAR? Scale of answers from 1 = 'Not at all' to 5 = 'To a very

high extent'.

Respondents were also asked to what extent they would probably choose the same LUANAR

for their studies. Majority of the graduates (70%) said that they would to a high extent choose

same LUANAR for their studies. Again, this is to some extent an indication of satisfaction.

Similar trends were also recorded when asked, in retrospective, to what extent they were

satisfied with their studies in general. Table 2.17 presents the findings.

22

Table 0.17 Satisfaction with the study in general by Gender (percent; arithmetic mean)

Male Female Total

Satisfaction with the study in general

Not at all 1 4 3

2 7 4 6

3 25 18 22

4 37 49 42


Total 100 100 100

Count 134 90 224

Recoded values

Values 1 and 2 8 9 8

Value 3 25 18 22

Values 4 and 5 67 73 70


Question E4: In retrospective, to what extent are you satisfied with your studies in general?

Scale of answers from 1 = 'Not at all' to 5 = 'To a very high extent'.

2.10 Summary

In summary, chapter 2 revealed that most respondents (88%) were graduates from Bunda

Campus while 12 percent were from Natural Resource College. Mandatory attachment in all

undergraduate programmes is shown in almost all respondents participating in industrial

attachment before their graduation. Study conditions such as consultation with teaching staff,

quality of teaching staff, grading system and contacts with fellow students were rated high by

above 50% of respondents. The study has shown that students spend more time attending

classes than on study activities. Equally important, above 70% of respondents indicated that

they would, in retrospective, choose the same programme of study and same learning

institution. Study results depicted no significant differences between responses from female

and male students across all questions.

23

CHAPTER 3 GRADUATES TRANSITION AFTER LUANAR

3.1 Introduction

This chapter discussed the experiences of the students immediately after their graduation from

LUANAR. The chapter focused on the transition from studentship at LUANAR through their

job search activities to being employed. In this chapter, the study addressed the following

questions about LUANAR graduate: how long do LUANAR graduates take to get their first

job? What are the prevalent methods that graduates use in their job search activities? What is

the average number of job applications before graduates get their first job? The chapter

therefore sought to elicit a clear understanding of the experiences of LUANAR graduates

(segregated by gender) after they left the university.

3.2 Employment Status Within Six Months After Graduation

One aspect of this transition was the employment status after graduation, disaggregated by

gender. Table 3.1 illustrated that about 41% of the graduates were employed within the first

six months. Among the male graduates, the proportion that was employed within 6 months

was 43% while among the females the proportion was 37%. Some graduates (10%) went into

self-employment indicating some development in entrepreneurship skills. Twenty six percent

(26%) of the graduates indicated that they were unemployed, but searching for a job within

the same period.

Table 3.1 Employment status after graduation by Gender (percent; multiple responses)

Male Female Total

Employment status after graduation

Employment 43 37 41

Self-employed / freelance work 14 4 10

Occasional job (just to earn money) 16 25 20

Internship 19 28 23

Further academic education (higher education) 8 5 7

Further vocational education/training 4 3 4

Housewife, househusband, family work 7 5 6

Not employed, but searching for a job 28 23 26

Military or civil service 1 1 1

Other 4 2 3

Total 145 135 141

Count 134 92 226

Question F1: What applied to your situation in the first six months after graduating? Multiple

answers possible

24

3.3 Waiting Time Until Start of First Job After Graduation

The study further revealed that about 13% of graduates had their first job before graduation

and 38% got their first job within the first 6 months after graduation. The majority (60%)

were at least employed within the first twelve months after graduation, while 13% took more

than a year to get their first job. There were however some graduates (14%) that were never

employed since graduation.

Table 3.2 Waiting time until start of first job after graduation by Gender (percent)

Male Female Total

Start of first job after graduation

Before graduation 14 12 13

At the time of graduation 3 4 4

Less than 1 month after graduation 4 2 3

1 to less than 3 months after graduation 12 17 14




More than one year after graduation 14 11 13

I was never employed since graduation 14 15 14

Total 100 100 100

Count 132 92 224

Question F2: When did you start your first job after graduation?

3.4 Job Search Methods

Graduates also responded on job searching method question that they used to find their first

job. Almost all respondents reported to have used personal contacts of friends and fellow

students to find their first job (see Table 3.3). This reflected the value of social capital.

Furthermore, the study found that about 81% used job adverts/announcements (e.g.

newspaper, internet, notice) as a search method for their first job. Almost none of LUANAR

graduates used a University Career Center to get their first job. This was because the

University does not have a job center.

Not surprising, a number of graduates (20%) use of Internet, especially social media in the job

search exercise. Across gender, there was no significant difference between male graduates

and female graduates as far as the use of Internet. Furthermore, seven percent (7%) of the

graduates reported being assisted by teaching staff to get their jobs. This is one area that needs

to be explored further to find ways of appropriating staff networks in job search activities for

graduates.

Table 3.3 Job search methods for first job by Gender (percent; multiple responses)

25

Male Female Total

Job search methods for first job

Replied to job ads/announcements (e.g. newspaper) 85 76 81

With the help of family contacts of parents, relatives 19 13 16

With help of personal contacts of friends, fellow students etc. 100 100 100

Speculative application – independent contact to employers 15 12 13

Through internships during my course of studies 2 4 3

Through internships after graduation 10 9 10

Through (side) jobs during the study 2 1 2

Through (side) jobs during after graduation 1 2 2

I was contacted by an employer 4 4 4

Job fair 0 0 0

Through the public job centre 1 1 1

Through private job agencies 1 0 0

Through Internet (social) networks (e.g. FACEBOOK) 21 18 20

Through the career centre at LUANAR 0 0 0

Through teaching staff at LUANAR 7 7 7

Not applicable, I have not searched for employment 4 2 3

Other 10 8 9

Total 280 258 271

Count 136 95 231

Question F3: How did you search for the first job after graduation? Multiple answers possible

Interestingly, the study noted that there were few graduates (3%) who reported that they had

not searched for any jobs at all. The study found that such group of graduates did not search

for jobs due to the following reasons: continuing a job they had prior to studying (12%);

found a job without searching (9%), continued studying (6%) and others sought to become

self-employed (3%).

3.5 Successful Job Search Method

Further analysis was done to identify the most successful job search method. The results

reflect the experiences of respondents to job search methods. Closer to half of respondents

(46%) reported job adverts (i.e. newspaper, internet, notice etc.) as the most successful

method. This was followed by use of personal contacts of friends and fellow students (11%).

The trend was the same across gender of graduates.

26

Table 3.4 Most successful method for finding the first job by Gender (percent; Filter

text: only graduates who searched a job after graduation)

Male Female Total

Most successful method for finding the first job

Replied to job ads/announcements

(e.g. newspaper, internet, notice) 46 46 46

With help of personal contacts of friends, fellow students etc. 12 11 11

Speculative application – independent contact to employers 7 9 8

Through teaching staff at LUANAR 3 5 4

Through internships after graduation 3 5 4

With the help of family contacts of parents, relatives 5 1 4

Through internships during my course of studies 3 1 3

Through (side) jobs during after graduation 1 3 2

Through internet (social) networks (e.g. FACEBOOK) 3 1 2

Through (side) jobs during the study 2 0 1

I was contacted by an employer 0 1 1

Through private job agencies 1 0 1

Not applicable, I did not find a job until now 11 13 12

Other 4 3 4

Total 100 100 100

Count 116 76 192

Question F7: What was the most successful method for finding your first job? Choose only

one answer

3.6 Timing of Job Search

Figure 3.1 showed the timing of job search by gender. Most graduates (67%) started searching

for a job prior to graduation; 14% just around the time of graduation and 18% after

graduation. The pattern was the same for both males and females. This is not surprising, as

students normally do not want to finish their university education without an assurance of job

security. This finding underscores the need for the establishment of a job placement center –

targeting graduating students a year before graduation.

27

Figure 3-1 Timing of job search by Gender (percent)

Question F5: When did you start searching for a job?

3.7 Duration of Job Search

Table 3.5 shows analysis results of the duration of searching for the first job, segregated by

gender. The study found that 25% of the graduates got their jobs after more than one year

since they started searching for a first job. Only a small proportion (7%) got their jobs less

than one month since they began searching for a job. The pattern was the same between male

and female graduates.

Table 3.5 Duration of job search by Gender (percent; only graduates who searched for a

job after graduation)

Male Female Total

Duration of job search

Less than 1 month 8 5 7

1 to less than 3 months 17 23 19




More than one year 26 23 25

Total 100 100 100

Count 109 74 183

Question F6: How long have you searched for your first job? Include also job search period

before graduation.

3.8 Number of Applications for Employment

It was also interesting to find out the number of applications that the graduates sent out in

search for jobs before their first job. The majority of the graduates cluster around 1 to 20

applications. This is one of the indicators of the degree of severity and rigor associated with

64

17 19

72

1018

0

10

20

30

40

50

60

70

80

Prior to graduation Around the time of graduation After graduation

Male Female

28

job search in Malawi. A good proportion of the graduates (19%) had to contact more than 20

employers before they could get their first job.

Table 3.6 Number of applications for employment by Gender (percent; only graduates

who searched for a job after graduation)

Male Female Total

Number of applications for employment

I have no employer approached 3 4 4

1 employer 16 18 17

2 to less than 5 employers 35 34 35



More than 20 employers 21 17 19

Total 100 100 100

Count 116 76 192

Question F8: How many employers have you approached for the first employment after

completion of your study programme?

3.9 Number of Acknowledgements

Normally when a job application letter is sent out to employers, one expects some kind of

acknowledgement of receipt of the message. Table 3.7 presents the results on the receipt of

acknowledgement by gender. Only 14% did not receive any acknowledgement. However,

most employers acknowledged. The majority (47%) received acknowledgement from two to

five employers.

Table 3.7 Number of acknowledgements by Gender (percent; only graduates who

searched for a job after graduation)

Male Female Total

Number of acknowledgements

From no employer 13 15 14

From 1 employer 32 29 31

From 2 to less than 5 employers 46 49 47



From more than 20 employers 1 1 1

Total 100 100 100

Count 117 79 196

Question F9: From how many employers did you receive acknowledgements?

The study also examined whether graduates were invited for interviews. The results have

shown that 9% of the respondents received no invitations for interviews (see Table 3.7). The

rest received invitations; though the majority received invitations from one and 10 employers.

29

Table 3.8 shows the rest of the results. There was no significant differences between man and

women.

Table 3.8 Number of calls for interview by Gender (percent; only graduates who

searched for a job after graduation) Male Female Total

Number of calls for interview

From no employer 6 12 9

From 1 employer 31 28 30




Total 100 100 100

Count 118 81 199

Question F10: From how many employers did you receive calls for interviews?

3.10 Summary

The chapter discussed the graduates’ transition from studentship at LUANAR through their

job search activities to the time of their employment. The major questions explored include

the following: how long do LUANAR graduate take to get the first job? What are the

prevalent methods that the graduates use in their job search activities? What is the mean

number of job applications before the graduate get their first job. The study revealed that

barely above 40% of graduates managed to get their job within 6 months after graduation. The

most prevalent method for job search was the use of personal contacts. In terms of

employment status after graduation a small proportion of 26 % were unemployed until after

the first six months. The results in the chapter have shown no significant differences between

female graduates and male graduates.

30

CHAPTER 4 EMPLOYMENT SITUATION AND RELATIONSHIP BETWEEN

STUDY AND WORK

4.1 Introduction

This chapter focuses on determining the employment status of LUANAR graduates at the

time of survey, number of jobs that have had since graduation, working hours per week,

duration of work, types of job, income and benefits and size of organization. The chapter also

identifies the competencies in the graduates required for good performance at work. It also

evaluates the appropriateness of field of study for the job.

4.2 Employment Status at Survey Time

About 61% of the graduates were employed at the time of the survey, with slightly more

males (64%) than females (56%) (see Table 4.1). In general majority of LUANAR graduates

were employed at the time of the study. About 8% were self-employed indicating some

development in entrepreneurship skills. Some are finding occasional jobs, others are into

internships to gain job experience. Only 21% were not employed, with more females (27%)

than males (17%) not employed.

Table 4.1 Employment status at the time of the survey by Gender (percent; multiple

responses)

Male Female Total

Employment status at the time of the survey

Employment 64 56 61

Self-employed / freelance work 12 2 8

Occasional job (just to earn money) 11 10 11

Internship 2 9 5

Further academic education (higher education) 14 11 13

Further vocational training 3 1 2

Housewife, househusband, family care 2 7 4

Not employed, but searching for a job 17 27 21

Military or civil service 1 1 1

Other 2 0 1

Total 129 125 127

Count 132 89 221

Question G1: What applies to your current situation? Multiple answers possible

After establishing the employment status of LUANAR graduates, it was necessary to

determine if the graduates had switched jobs. Most (44%) had not changed jobs since

31

graduation (see Table 4.2). The majority (74%) had had up to three jobs since graduation.

There were no significant gender differences as regards number of jobs since graduation.

Table 4.2 Number of jobs since graduation by Gender (percent)

Male Female Total

Number of jobs since graduation

No job, I was never employed since graduation 19 20 19

One job 41 49 44

Two jobs 23 18 21

Three jobs 11 7 9

More than three jobs 6 7 6

Total 100 100 100

Count 133 92 225

Question G3: How many jobs (including your current one) have you had altogether since

graduation?

The number of working hours is another aspect that was investigated by the study team. Most

(73%) are working up to 40 hours per week with the rest (27%) working for more than 40

hours. No significant difference was observed between males and females (see Table 4.3).

Table 4.3 Working hours per week by Gender (percent; only employed graduates)

Male Female Total

Working hours per week

Less than 20 hours per week 7 5 7

21 to 30 hours 10 9 10

31 to 40 hours 55 61 57

41 to 50 hours 20 20 20

More than 50 hours 7 5 7

Total 100 100 100

Count 96 56 152

Question G4: How many hours do you work per week?

4.3 Duration of Work Experience by Gender

Duration of work experience reflects the amount of time one has stayed on the job with the

particular employer. The study revealed that 24% have been working with their current

employer for less than 6 months, 55% have been working with their current employer for up

to one year, while 45% have worked with their current employer for more than a year (see

Table 4.4).

32

Table 4.4 Duration of work experiences by Gender (percent; only employed graduates)

Male Female Total

Duration of work experiences

Less than 1 month 2 7 4





More than one year 46 45 45

Total 100 100 100

Count 96 56 152

Question G7: How long have you been working in your current job?

4.4 Type of Employment

The majority of the graduates (60%) had permanent employment and the rest were not

permanently employed. Among the female graduates, 57% had permanent employment while

the proportion was 62% among the male graduates.

4.5 Region of Employment

The majority of the graduates were working in the Central Region of Malawi (66%), followed

by Southern Region (25%). The Central Region commands the employment market for the

LUANAR graduates – probably because the majority of organizations that employ them are

located in the Central Region. The Northern Region only accounts for 7% of the employment

market.

4.6 Type of Employer by Gender

Most of the graduates (38%) are working for NGOs, followed by private companies (28%)

and then government (25%). No major differences between males and females (see Table

4.5). It is interesting to note that government is not employing a lot of graduates as before, a

reflection of public reform program that is limiting the wage bill. There were no significant

gender differences as far as type of employer was concerned.

33

Table 4.5 Type of employer by Gender (percent; only employed graduates)

Male Female Total

Type of employer

Public/government 24 25 25

Parastatal 7 4 6

Private company 31 23 28

Self-employed 3 0 2

Non-governmental organisation (NGO) 32 48 38

Other 3 0 2

Total 100 100 100

Count 98 56 154

Question G9: What type of employer do you work for?

4.7 Income

Income constitutes the major motivation of employment and this aspect was also investigated.

Majority of the graduates (72%) are earning a monthly gross income of between MK 100,000

and MK 400,000 with 31% receiving between MK 100,000 and MK 200,000 (see Table 4.6).

Those receiving less than MK 100,000 are likely to be diploma graduates from NRC. Only

4% had monthly income more than MK800, 000.00.

Table 4.6 Gross monthly income by Gender (percent; Filtertext: only employed

graduates)

Male Female Total

Gross monthly income

Less than 100,000 Malawian Kwacha 9 15 11

100,001 - 200,000 Malawian Kwacha 34 25 31

200,001 - 300,000 Malawian Kwacha 21 29 24

300,001 - 400,000 Malawian Kwacha 17 16 17

400,001 - 500,000 Malawian Kwacha 3 5 4

500,001 - 600,000 Malawian Kwacha 3 5 4

600,001 - 700,000 Malawian Kwacha 4 2 3

700,001 - 800,000 Malawian Kwacha 3 0 2

More than 800.000 Malawian Kwacha 5 2 4

Total 100 100 100

Count 96 55 151

Question G13: What is your current gross monthly income?

Along with monthly remuneration come fringe benefits, which was also investigated (see

Table 4.7).

34

Table 4.7 Kind of fringe/other benefit(s) by Gender (percent; multiple responses; only

employed graduates)

Male Female Total

Kind of fringe/other benefit(s)

Housing (subsidy, rent allowance) 41 52 44

Transportation (car/transport allowance) 28 24 27

Health (medical aid, insurances) 44 39 42

Education and training (staff development, family study rebate) 14 12 13

Retirement (pension, gratuity) 38 33 36

None 22 12 19

Other (please specify) airtime 3 6 4

Total 189 179 186

Count 64 33 97

Question G14: What kind of fringe/other benefit(s) do you receive? Multiple answers possible

Majority of graduates (81%) are receiving more than one fringe benefits such as; housing,

transportation, health insurance, education and training and pension and gratuity. 19% do not

receive any benefits with more males than females.

4.8 Size of the Company/Firm/Organisation

Majority of graduates (62%) are employed in organizations of less than 100 employees while

38% are employed in organizations with more than 100 employees (see Table 4.8). This

shows that the majority are working in small and medium enterprises.

Table 4.8 Size of the company/firm/organisation by Gender (percent; only employed

graduates)

Male Female Total

Size of the company/firm/organisation

1 to 9 employees 5 9 7

10 to 49 employees 39 47 42

50 to 99employees 14 9 13

100 to 249 employees 11 16 13

250 to 999 employees 15 5 12

1000 or more employees 14 13 14

Total 100 100 100

Count 97 55 152

Question G15: How many employees work in your company / organisation in total? Please

estimate the number.

35

The graduates were also asked to rate the relevance of various skills to their current jobs on a

rating scale of 1 to 5 – where 1 = 'Not at all' to 5 = 'To a very high extent'. Graduates indicated

that all the listed competencies are required in their current employment (See Table 4.9). This

means that LUANAR curriculum should emphasize these competencies.

Table 4.9 Required competencies by Gender (arithmetic mean; only employed

graduates)

Male Female Total

Mastery of my field/subject specific knowledge 3.8 4.1 3.9

Ability to develop new ideas and solutions 4.2 4.4 4.3

Ability to adapt to changing conditions 4.4 4.5 4.5

Analytical thinking 4.5 4.6 4.5

Willingness to question my and others’ ideas 4.2 4.3 4.2

Ability to work efficiently towards a goal 4.6 4.7 4.6

Ability to organise my work processes efficiently 4.6 4.7 4.6

Ability to work productively with others 4.6 5.6 5.0

Ability to perform well under pressure 4.6 4.6 4.6

Count 99 56 155

Question H1: To what extent are the following skills / competencies required in your current

employment? Scale of answers from 1 = 'Not at all' to 5 = 'To a very high extent'.

The same skills were analysed further to elicit deeper understanding of the need of such skills

by LUANAR graduates. The results are the same (see Table 4.10). All the competencies have

been rated highly by the graduates. This means that LUANAR curriculum should emphasize

these competencies.

36

Table 4.10 Required competencies by Gender (percent)

Male Female Total

Mastery of my field/subject specific knowledge

High 66 73 68

Medium 19 14 17

Low 15 13 14

Ability to develop new ideas and solutions

High 80 86 82

Medium 7 4 6

Low 13 11 12

Ability to adapt to changing conditions

High 88 91 89

Medium 2 0 1

Low 10 9 10

Analytical thinking

High 87 91 88

Medium 3 0 2

Low 10 9 10

Willingness to question my and others’ ideas

High 78 82 79

Medium 6 2 5

Low 16 16 16

Ability to work efficiently towards a goal

High 91 96 93

Medium 1 0 1

Low 8 4 6

Ability to organise my work processes efficiently

High 91 98 94

Medium 3 2 3

Low 6 0 4

Ability to work productively with others

High 95 100 97

Medium 2 0 1

Low 3 0 2

Ability to perform well under pressure

High 91 89 90

Medium 3 0 2

Low 6 11 8

Count 99 56 155

Question H1: To what extent are the following skills / competencies required in your current

employment? Scale of answers from 1 = 'Not at all' to 5 = 'To a very high extent'.

4.9 Utilization of Acquired Knowledge and Skills

Sixty-six per cent (66%) of the graduates reported that they utilize knowledge and skills

acquired during study in their current job to a high extent (see Table 4.11).

37

Table 4.11 Utilisation of acquired knowledge and skills in the job by Gender (percent;

arithmetic mean; only employed graduates)

Male Female Total

Utilisation of knowledge and skills acquired during course

of study in current job?

Not at all 7 3 6

2 12 10 11

3 17 15 17

4 32 34 32


Total 100 100 100

Count 98 59 157

Recoded values

Values 1 and 2 19 14 17

Value 3 17 15 17

Values 4 and 5 63 71 66


Question I1: To what extent are the knowledge and skills you acquired during study utilised

in your current job? Scale of answers from 1 = 'Not at all' to 5 = 'To a very high extent'.

4.10 Appropriateness of Field of Study

About 20% indicated that exclusively their own field is appropriate to their current job (see

Table 4.12). The majority (60%) indicated that their own or related field is appropriate for

their current job. About 15% indicated that a completely different field is appropriate for their

current job indicating that there is a mismatch between what they learnt and the job they are

doing. Very few graduates are working in jobs that do not require any particular field

Table 4.12 Appropriateness of field of study for the job by Gender (percent; only

employed graduates)

Male Female Total

Appropriateness of field of study for the job

Exclusively own field 15 27 20

Own or a related field 61 59 60

A completely different field 18 12 15

No particular field 6 2 4

Total 100 100 100

Count 97 59 156

Question I2: In your opinion, what field of study is most appropriate for your current job?

38

4.11 Appropriateness of Field of Study for the Job by Gender

Appropriateness of field study to type of job is very important for job satisfaction. This aspect

was also investigated in the study for the graduates. In addition, matching of academic

qualifications to jobs was also investigated. In terms of appropriateness of field of study for

the job by gender, the majority (60%) reported own or related field of study was appropriate

to their jobs (see Table 4.13).

Table 4.13 Appropriateness of field of study for the job by Gender (percent; only

employed graduates)

Male Female Total

Appropriateness of field of study for the job

Exclusively own field 15 27 20

Own or a related field 61 59 60

A completely different field 18 12 15

No particular field 6 2 4

Total 100 100 100

Count 97 59 156

Question I2: In your opinion, what field of study is most appropriate for your current job?

Table 4.14 Match of job and qualification/degree level by Gender (percent; only

employed graduates)

Male Female Total

Match of job and qualification/degree level

A higher degree/qualification 22 16 19

My degree/qualification 51 69 58

A lower degree/qualification 22 12 18

No degree/qualification necessary 5 3 5

Total 100 100 100

Count 96 58 154

Question I3: In your opinion, which qualification/degree level matches best for your current

job?

The majority of the graduates (58%) reported that their qualification matched best with their

current job (see Table 4.14). However, 19% indicated that they required a higher qualification

and 18% indicated a lower qualification.

4.12 Appropriateness of Position to Study

Sixty three percent (63%) of the graduates reported that their professional position matches

with their course of study (see Table 4.15). This indicates that LUANAR degrees are relevant

to the industry. However, there are 20% of the graduates that have positions unrelated to their

39

course of study suggesting that LUANAR graduates are versatile. It can be observed that

female graduates stick to jobs that match their course of study compared to males who can

take up any opportunity that exists.

Table 4.15 Appropriateness of position to study by Gender (percent; arithmetic mean;

only employed graduates)

Male Female Total

Appropriateness of current job to course of study

Not at all 10 3 8

2 15 7 12

3 19 16 17

4 27 24 26


Total 100 100 100

Count 97 58 155

Recoded values

Values 1 and 2 26 10 20

Value 3 19 16 17

Values 4 and 5 56 74 63


Question I4: To what extent is your professional position appropriate to your course of study?


Graduates reported the following reasons for having a job not related to field of study: being a

stepping stone to a better job, having a flexible time schedule, change of interests and job

security (see Table 4.16).

40

Table 4.16 Reasons for not close related job by Gender (percent; multiple responses;

only employed graduates)

Male Female Total

Reasons for not close related job

Not applicable, my job is closely related to my course of study 56 79 65

My current job is only a temporary stepping stone, I am still searching for professional orientation

35 13 27

I have not found an appropriate job (yet) 23 3 15

I receive a higher salary in my current job 3 0 2

My current job offers more security 6 0 4

My interests have changed 6 5 6

My current job allows a flexible time schedule 10 0 6

My current job allows me to work in a favoured geographical place 5 0 3

My current job allows me to take into consideration the interests of my family/children

2 0

1

Other 0 0 0

Total 147 100 129

Count 62 38 100

Question I5: If your job is not closely related to your course of study, why did you choose this

job? Multiple answers possible

The majority of graduates reported that the studies were useful to very useful for the

following: finding a satisfying job, fulfilling present professional tasks, future professional

development/career, personality development and economic development of the country.

Graduates rated highly the usefulness of the studies to all the above attributes (see Table

4.17).

41

Table 4.17 Evaluation of the usefulness of studies by Gender (arithmetic mean)

Male Female Total

for finding a satisfying job after finishing your studies? 3.8 4.0 3.9

for fulfilling your present professional tasks, if applicable? 3.9 3.9 3.9

for your future professional development/career? 4.4 4.3 4.3

for the development of your personality? 4.3 4.1 4.2

for the economic development of your country? 4.4 4.4 4.4

Count 131 88 219

Question I6: Altogether: How do you rate the usefulness of your studies? Scale of answers

from 1 = 'Not at all useful' to 5 = 'Very useful'.

Male Female Total

for finding a satisfying job after finishing your studies?

High 68 67 67

Medium 17 7 13

Low 15 26 19

for fulfilling your present professional tasks, if applicable?

High 69 63 67

Medium 18 10 15

Low 13 27 18

for your future professional development/career?

High 85 81 83

Medium 5 1 3

Low 10 18 13

for the development of your personality?

High 85 78 82

Medium 2 6 4

Low 13 16 14

for the economic development of your country?

High 83 87 85

Medium 4 4 4

Low 13 9 11

Count 131 88 219

Question I6: Altogether: How do you rate the usefulness of your studies? Scale of answers

from 1 = 'Not at all useful' to 5 = 'Very useful'.

4.13 Characteristics of Employment and Work

Graduates were more concerned about higher salary, time for leisure activities, social status

and possibilities for further professional advancement but were less concerned with aspects

like interesting work tasks, clear and regulated work tasks and possibilities to do something

useful for the society (see Table 4.18).

42

Table 4.18 Characteristics of employment and work by Gender (arithmetic mean; only

employed graduates)

Male Female Total

Possibilities to realise own ideas 3.9 4.1 4.0

High salary 3.0 2.8 2.9

Interesting work tasks 4.2 4.9 4.4

Clear and regulated work tasks 4.4 4.0 4.2

Possibilities for applying acquired competencies 4.0 4.2 4.1

Job security 3.6 3.7 3.7

Social status and recognition 3.6 3.6 3.6

Good work atmosphere 3.7 4.0 3.8

Possibilities of further professional advancement 3.5 3.6 3.6

Possibility for providing social influence 3.8 4.0 3.9

To have a challenging job 3.8 4.0 3.9

Good career advancement prospects 3.8 4.0 3.9

Possibilities to do something useful for the society 4.1 4.2 4.1

Good conditions for managing both work-related and family-related issues 3.7 3.8

3.8

Sufficient time for leisure activities 3.4 3.5 3.4

Count 98 56 154

Question J1: To what extent do the following aspects apply to your current job situation?


Graduates rated various characteristics of employment. A significant percentage of graduates

were concerned with the low salaries they were earning (see Table 4.19).

Table 4.19 Characteristics of employment and work by Gender (percent)

43

Male Female Total

Possibilities to realise own ideas

High 68 84 74

Medium 9 2 7

Low 22 15 19

High salary

High 31 28 30

Medium 34 39 36

Low 34 33 34

Interesting work tasks

High 67 75 70

Medium 15 9 13

Low 18 15 17

Clear and regulated work tasks

High 67 73 69

Medium 10 10 10

Low 24 18 22

Possibilities for applying acquired competencies

High 72 78 74

Medium 10 2 7

Low 18 20 19

Job security

High 57 57 57

Medium 21 20 21

Low 23 22 23

Social status and recognition

High 57 57 57

Medium 15 15 15

Low 28 28 28

Good work atmosphere

High 63 76 67

Medium 17 2 11

Low 21 22 21

Possibilities of further professional advancement

High 56 63 58

Medium 24 22 23

Low 20 15 18

Possibility for providing social influence

High 59 72 64

Medium 9 11 10

Low 32 17 26

To have a challenging job

High 68 70 69

Medium 11 6 9

Low 21 24 22

Good career advancement prospects

High 66 71 68

Medium 14 12 13

Low 20 17 19

Possibilities to do something useful for the society

High 77 75 76

Medium 12 7 10

Low 12 18 14

Good conditions for managing both work-related and family-related issues

High 67 58 64

Medium 17 9 14

Low 16 33 22

Sufficient time for leisure activities

44

High 53 45 50

Medium 28 17 24

Low 19 38 26

Count 98 56 154

Question J1: To what extent do the following aspects apply to your current job situation?


4.14 Summary

This chapter has demonstrated that over 60% of LUANAR graduates find permanent jobs

within two years after graduation. This indicates relevance of LUANAR programmes and

employability of the LUANAR candidates. It is comforting for LUANAR to see eight percent

of their graduates being self-employed as entrepreneurs.

Most of the employed graduates are working in central region given that most of the

organizations have their headquarters in the capital City, Lilongwe. Most of the graduates

(38%) are working for NGOs, followed by private companies (28%) and then government

(25%). No major differences between males and females. It is interesting to note that

government is not employing a lot of graduates as before, a reflection of public reform

program that is limiting the civil service wage bill by freezing new employment. NGOs and

the private sector have emerged as the majority (66%) employer now.

Graduates indicated a number of competencies required at their current employment with no

differences between males and females. Since all the competencies have been rated highly by

the graduates, this means that LUANAR curricula should emphasize these competencies.

Majority of graduates reported that LUANAR studies were useful to very useful for the

following; finding a satisfying job, fulfilling present professional tasks, future professional

development/career, personality development and economic development of the country.

Graduates rated highly the usefulness of the studies to all the above attributes.

Majority of the graduates (58%) reported that their qualification matches best with their

current job. This indicates that LUANAR degrees are relevant to the industry. However, there

are 20% of the graduates have positions unrelated to their course of study suggesting that

LUANAR graduates are versatile. Graduates gave various reasons for working in a job not

related to their studies. These included being a stepping stone to a better job; having a flexible

time schedule; change of interests and job security. It is comforting to note that 66% of the

graduates reported that they utilise knowledge and skills acquired during study in their current

job to a high or very high extent. Overall, LUANAR graduates are utilizing the knowledge

and skills they learned during their study and they seem to value the multi-disciplinary nature

of LUANAR programs giving them flexibility in job choices.

45

Graduates were more concerned about salary, time for leisure activities, social status and

possibilities for further professional advancement but were less concerned with aspects like

interesting work tasks, clear and regulated work tasks and possibilities to do something useful

for the society. A significant percentage of graduates were concerned with the low salaries

they were earning. Overall, 42% of the graduates indicated that they were satisfied with their

current job with more females (50%) satisfied than males (38%). However, a significant

percentage (19%) were not satisfied with little difference between males and females.

46

CHAPTER 5 INDIVIDUAL BACKGROUND AND MOBILITY

5.1 Introduction

This section presents results of the study regarding the background of the individual

respondents and also regarding their mobility. First the background information of the

respondents in terms of gender, sex, education level, country of residence is presented. Then

the education and training before the respondents’ studies at LUANAR is presented. Further,

respondents’ information regarding migration and regional mobility is presented.

5.2 Background Information of Respondents

5.2.1 Gender

The survey sought to examine the outcomes of graduates at an early stage after gaining their

certificates. In order to see how the outcomes differed by gender, respondents were asked

about their gender. Out of the 231 respondents, 59% were male while 41% were female. In

general, the gender profile of the respondents was a reflection of the graduate population at

LUANAR.

5.2.2 Age

In order to see how outcomes differed by age, respondents were asked their year of birth.

Table 5.1 shows the graduates' mean year of birth by gender.

Table 5.1 Year of birth by Gender (means)

Male Female Total

Year of birth

Median 1990 1991 1991

Minimum 1964 1974 1964

Count 119 77 196

Question M2: In which year were you born?

In general, female graduates were younger that male graduates. For example, the median year

of birth for female graduates was 1991, while their counterparts had a median year of birth of

1990. On the other hand, the minimum years of birth were 1974 and 1964 for females and

males respectively.

5.2.3 Education of the Parents

Respondents were also asked about the highest level of education of their parents. Tables 5.2

and 5.3 presents the findings by gender.

47

Table 5.2 Highest level of education of father by Gender (percent)

Male Female Total

Highest level of education of father

Without education 1 2 1

Incomplete primary school 8 5 7

Complete primary school 12 5 9

Junior secondary 11 8 9

Senior secondary 21 13 18

Diploma 20 30 24

Higher education degree (like Bachelor, Master, Doctorate) 21 25 23

Don’t know 6 9 7

Other 2 2 2

Total 100 100 100

Count 133 91 224

Question M3: What is the highest level of education of your father?

Table 5.2 shows that the majority of the respondents’ fathers had reached at least secondary

education (18%), diploma (24%) and Higher education degree (23%). There are slight

differences between male and female respondents where more male respondent’s fathers had

reached secondary education than female respondents’ fathers and more female respondents’

fathers had reached diploma than male respondents’ fathers. Not much differences observed

on higher education degree. This could imply that a good number of students at LUANAR

come from households where parents or guardians have formal education (completed

secondary education or higher) compared to the national average where many people do not

complete secondary education1.

1 UNESCO 2015, Education for All Global Monitoring Report

48

Table 5.3 Highest level of education of mother by Gender (percent)

Male Female Total

Highest level of education of mother

Without education 1 4 3

Incomplete primary school 19 6 14

Complete primary school 20 14 18

Junior secondary 12 12 12

Senior secondary 19 18 19

Diploma 13 26 19

Higher education degree (like Bachelor, Master, Doctorate) 10 12 11

Don’t know 4 3 4

Other 0 4 2

Total 100 100 100

Count 134 93 227

Question M4: What was the highest level of education of your mother?

In Table 5.3, it can be observed that the highest percentages (19%) were observed at senior

secondary and diploma followed by complete primary school (18%). There are slight

differences between male respondents’ mothers and female respondents’ mothers where more

male respondents’ mothers attained complete primary education than females and more

female respondents’ mothers attained diploma than males.

5.3 Country of Residence

Asked about their residential status, all the respondents said that they were born in Malawi,

and were Malawians. In addition, they all had Malawi as their country of residence, and they

attended their secondary school in Malawi. This information can also mean that there has

been little migration and less mobility among respondents with no differences between males

and females. This is in line with university statistics where the number of international

students is very small currently at only 0.75%2.

5.4 Regional Mobility

Respondents were asked about their region of residence at the time of the survey. Table 5.4

presents respondents’ region of residence by gender.

2 University Registry

49

Table 5.4 Region of residence by Gender (percent)

Male Female Total

Region of residence

Northern 7 9 8

Central 67 67 67

Southern 25 22 24

Eastern 1 2 1

Total 100 100 100

Count 135 94 229

Question N5: In which region of Malawi are you living?

From Table 5.4, it is clear that the majority (67%) of the respondents reside in the central

region, followed by 24% of the respondents residing in the southern region, then 8% of the

respondents residing in the northern region. Only 1% of the respondents were residing in the

eastern region of the country. There were no notable differences between male and female

respondents.

5.5 Education and Training Before Studies at LUANAR

Respondents were also asked if they had any vocational training and/or post-secondary school

courses before entering LUANAR. Table 5.5 presents the results by gender.

Table 5.5 Vocational training/post-secondary school courses before entering LUANAR

by Gender (percent)

Male Female Total

Vocational training/post-secondary school courses before

entering LUANAR

Yes 18 12 15

No 82 88 85

Total 100 100 100

Count 135 94 229

Question A1: Did you attend any vocational training/post-secondary school courses before

your study at LUANAR?

Table 5.5 shows that the majority (85%) of the graduates did not attend any vocational

training/post-secondary school courses before their studies at LUANAR. Also, little

differences can be observed between male and female respondents. This means that most

likely the skills they had were obtained from LUANAR.

50

5.6 Evaluation of the Questionnaire

Respondents were asked to evaluate the graduate survey. They were asked about the time they

needed to fill the questionnaire. They were also asked to rate different aspects of the

questionnaire. Results are presented in Tables 5.6 and 5.7.

Table 5.6 Time needed to fill in the questionnaire (minutes) by Gender (means)

Male Female Total

Minutes needed to fill in the questionnaire

Arithm. mean 71 66 69

Median 60 45 50

Standard deviation 61 54 58

Minimum 20 10 10

Maximum 500 300 500

Count 110 73 183

Question O6: How many minutes did you need to fill in this questionnaire?

Table 5.6 shows results of the time taken to complete the questionnaire in minutes by gender.

The results show that the mean time taken to complete the questionnaire was 69 minutes with

slight differences between males (71minutes) and females (66 minutes). It can also be

observed that the minimum time taken was 10 minutes and the maximum time taken was 500

minutes. There are considerable differences observed between male and female respondents

in terms of the minimum and maximum time taken. The minimum time for females to finish

the questionnaire was 10 minutes and for males was 20 minutes while the maximum time for

males was 500 minutes while that of females was 300 minutes. This indicates that generally

males took longer time to complete the questionnaire than females.

Table 5.7 Rating of different aspects of the questionnaire by Gender (arithmetic mean)

Male Female Total

Length of the questionnaire 3.0 3.1 3.0

Clearness of the questions 4.4 4.0 4.3

Understandable phrasing 4.3 4.1 4.2

Relevance of the questions

to improve the TEVET/Higher Education programme 4.0 3.9 4.0

Relevance of the questions to inform about the

labour market situation of graduates 4.2 4.0 4.1

Count 135 93 228

Question O7: How do you rate the following aspects of this questionnaire? Scale of answers

from 1 = ‘Very bad’ to 5 = 'Very good'.

Table 5.7 presents results of the respondents’ rating of the different aspects of the

questionnaire. With a scale of 1-5, where 1 represents very bad and 5 represents very good. In

51

general, respondents rated “length of the questionnaire” 3, which represents neutral meaning

the questionnaire was neither short nor long. However, all the other aspects thus: clearness of

the questions, understandable phrasing, relevance of the questions to improve the higher

education programme, and relevance of the questions to inform about the labour market

situation of graduates were rated good.

In summary, this chapter presented background information of the respondents concentrating

on gender, educational level of parents or guardians. The chapter went further to discuss

country of residents of the respondents, the results indicated that all the graduates who

participated in the study were born in Malawi and are Malawians. This could be attributed to

the low numbers of international students that the university attracts.

52

CHAPTER 6 EMPLOYER SATISFACTION SURVEY

6.1 Employer Satisfaction with LUANAR Graduates

This section discusses the employers’ satisfaction levels with LUANAR graduates.

Specifically, employers assessed the competency levels of graduates from LUANAR against

their organizations' expectations. The assessment was disaggregated by level of qualification

obtained from LUANAR, that is, degree or diploma. The attributes that were rated included:

knowledge of the subject, hands on experience, extension skills, communication skills,

managerial skills, innovativeness (creativity), financial management, planning, time

management, personality, and attitude towards work. Notice that these attributes are

applicable to all programmes. These skills were on a scale of 1 to 5, whereby 1 represented

very low and 5 being very high.

6.1.1 Employers' assessment of diploma holders' skills

Figure 6-1highlights the distribution of skills of diploma holders as assessed by employers.

Overall majority (72%) of employers were satisfied with demonstrated level of skills from

diploma holders. However, diploma holders failed to meet the expectations of the employer in

relation to some of the assessed skill competencies. The graduates were more deficient in

managerial skills and leadership than in the other skills. On the other hand, the percent

difference between the actual graduate skill level and expected skill level was lower in

communication (less than 10%), indicating little difference between actual and expected

communication skills.

Figure 6-1: Scores' distribution of graduate skills by diploma holders

0,00,51,01,52,02,53,03,54,04,55,0

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

Sco

res

Graduate skills

%tg

e d

iffe

ren

ces

Average actual level of skills Average expected levels of skills %tage difference

53

6.1.2 Employers' assessment of degree holders' skills

Overall, employers were 52% satisfied with demonstrated level of skills by the degree

graduates. It was noted that graduates had the expected knowledge but displayed low

innovativeness. In addition, graduates were rated below 50% of employers' expectations in the

following: hands on experience, managerial skills, leadership, financial and time management

(Figure 6-2).

Figure 6-2: Scores' distribution of graduate skills by degree holders

6.1.3 Comparisons between actual levels of competencies of diploma and degree

graduates

It can be observed from Figure 6-3 that employers have higher expectations of degree holders

than diploma holders. Employers, for example, expected graduates to have higher skills in

areas of financial management, planning and managerial skills, while diploma holders were

expected to have hands on experience and extension skills.

0,010,020,030,040,050,060,070,080,0

0,0

1,0

2,0

3,0

4,0

5,0

6,0

%ta

ge d

iffe

ren

ces

Sco

res

Graduate skills

Average expected levels of skills Average actual level of skills %tage difference

54

Figure 6-3: Scores' distribution of expected level of graduate skills by diploma and

degree holders

In line with the employers' expectations, it can be observed from Figure 6-4 that degree

holders are relatively better in knowledge of the subject and communication skills. On the

other hand, degree holders had low levels of hands on experience, extension, planning,

innovativeness and time management.

Figure 6-4: Scores' distribution of actual level of graduate skills by diploma and degree

holders.

0,02,04,06,08,0

10,012,014,0

Sco

res/

%ta

ge d

iffe

ren

ces

Graduate skills

Average expected levels of skills-Diploma Average expeccted level of skills-Degree %tage difference

-30,0

-20,0

-10,0

0,0

10,0

20,0

30,0

40,0

0,00,51,01,52,02,53,03,54,04,5

% d

iffe

ren

ces

Sco

res

Graduate skills

Average actual levels of skills-Diploma Average actual level of skills-Degree %tage difference

55

6.2 Conclusion

In summary, both diploma and degree holders demonstrated slightly above 50% of the

expected level of skills. In terms of actual skills, degree holders demonstrated high knowledge

in subject matter but low innovativeness and managerial skills. Diploma holders demonstrated

high skills in hands on experience and extension. However, surveyed employers had higher

expectations than exhibited by both diploma and degree holders in some performance areas,

which requires improvements.

56

CHAPTER 7 CONCLUSION AND RECOMMENDATIONS

7.1 Conclusion

The purpose of this tracer study was to evaluate whether LUANAR programmes are relevant

for labour market in Malawi. Specifically, the tracer study sought to establish employment

status of 2013 and 2014 LUANAR graduates. Furthermore, the study evaluated whether

graduates were prepared for the labour market and whether they applied the knowledge they

obtained from LUANAR. The study also explored employers' satisfaction with the

performance of LUANAR graduates.

The study targeted LUANAR 2013 and 2014 cohort graduates from Bunda and NRC

campuses. The study used snowballing technique to reach to 231 graduates. The study used a

paper based semi structured questionnaire as a tool for data collection. Results of the study

indicate that most of the respondents (85%) did not go through any training or post-secondary

school courses and were not employed prior to joining LUANAR. This means most of the

graduates acquired their knowledge and skills solely from LUANAR. The implication is that

failure by the university to impart the anticipated knowledge and skills would have a

detrimental effect on the career path of the graduates.

The survey has also revealed that most graduates had internship/industrial attachments during

their study at LUANAR. The figures for those who took part in an internship is high because

most of the degree programs at LUANAR have made it mandatory that every student

undergoes attachment as a requirement of their respective degree programs.

The majority (73%) were at least employed within the first twelve months after graduation.

The study further revealed out of the 73%, 13% of the graduates had their first job before

graduation and 60% got their first job within the first 12 months after graduation. Of

particular interest was that 10% of the respondents were self-employed (entrepreneurs) soon

after graduation.

The study has also established that most graduates felt that they had acquired necessary skills

and competencies for the positions they held, which implies a sense of satisfaction with the

programme of study and the institution. Most of them went further to allude to the fact that

given a chance they would undergo the same degree programme at LUANAR.

The study showed that graduates rated some of the study conditions positively and others

negatively. Conditions and/or provisions that were highly rated by graduates included:

contacts with fellow students, teaching quality of lecturers, and opportunity for consultation

with teaching staff. On the other hand, chances for students to have an influence on LUANAR

57

policies, quality of technical equipment, availability of technical equipment, stocking of the

library and quality of technical equipment were rated low on the list. There were no

differences between male and female graduates in rating study conditions and provisions.

Lastly, the study found that most surveyed employers had higher skill expectations from both

diploma and degree holders. In terms of actual skills, degree holders demonstrated high

knowledge in subject matter but low innovativeness and managerial skills. Diploma holders

demonstrated high skills in hands on experience and extension.

7.2 Recommendation

Following the findings and discussions of this study the following are recommended:

1. LUANAR should intensify engagement with industry in order to improve relevance of

curriculum and delivery.

2. LUANAR should invest in library resources and technical equipment that is used to

facilitate learning.

3. LUANAR should also consider involving the student leadership in setting policies that

shape the direction of the institution as many graduates lamented lack of opportunities

to influence the policies at LUANAR.

4. LUANAR should continue and enhance the internship and attachment programs so

that students get more hands-on experience before graduation. LUANAR curriculum

should strengthen application of theory to real life situations.

5. LUANAR needs to take a proactive approach as far as entrepreneurship is concerned

as the results have shown that majority are seeking employment. LUANAR needs to

have courses that will equip students with skills and knowledge on entrepreneurship.

This can be consolidated by creation of business incubators within the industry so that

there is a process of mentorship from the business gurus in the industry.

6. LUANAR should regularly conduct tracer studies to inform its future curriculum

development and implementation.

58

REFERENCES

Lilongwe University of Agriculture and Natural Resources Students Records

UNESCO (2015). Education for All Global Monitoring Report 2000-2015: Achievements and

Challenges. New York: UNESCO Publishing.

59

APPENDICES

Appendix1: Academic Programmes Offered at LUANAR

PROGRAMMES OFFERED AT LUANAR

Bunda Campus Programmes

Code Name Code Name

1 Diploma in Dairy Science and

Technology BSc of Agriculture with options

2 Diploma in Gender Studies 31 Engineering

3 Diploma in Youth Development 32 Animal Science

4 Bachelor of Science in

Agribusiness Management 33 Economics

5

Bachelor of Science in

Agricultural Development

Communication

34 Nutrition


Agricultural Economics 35 Extension


Agricultural Education 36 Crop Science


Agricultural Engineering 37 Family Science

9

Bachelor of Science in

Agricultural Enterprise

Development and Microfinance

38 Aquaculture


Agricultural Extension 39 Education


Agriculture 40 MSc. in Agribusiness Management

12 Bachelor of Science in Agro-

Forestry 41

MSc. in Agricultural and Applied

Economics


Agronomy 42 MSc. in Agriculture Education

14 Bachelor of Science in Animal

Science 43 MSc. in Agroforestry

15 Bachelor of Science in 44 MSc. in Agronomy - (Agronomy or Plant

60



Code Name Code Name

Aquaculture and Fisheries

Science

Breeding)


Biotechnology 45 MSc. in Animal Science


Development Economics 46 MSc. in Aquaculture


Environmental Sciences 47 MSc. in Crop Protection

19 Bachelor of Science in Food

Science and Technology 48 MSc. in Environment and Climate Change

20 Bachelor of Science in Forestry 49 MSc. in Fisheries

21 Bachelor of Science in Gender

and Development 50 MSc. in Food Science and Human Nutrition


Horticulture 51 MSc. in Food Science and Technology

23

Bachelor of Science in Human

Sciences and Community

Services

52 MSc. in Forestry

24 Bachelor of Science in Irrigation

Engineering 53 MSc. in Horticulture

25

Bachelor of Science in Natural

Resources Management (Land

and Water)

54 MSc. in Irrigation Engineering

26


Resources Management

(Wildlife and Ecotourism)

55 MSc. in Rural Development and Extension

27 Bachelor of Science in Nutrition

and Food Science 56 MSc. in Seed Science

28 Bachelor of Science in Seed

Systems 57 MSc. in Social Forestry

29 Bachelor of Science in Soil 58 MSc. in Soil Science

61



Code Name Code Name

Science

30 Doctor of Veterinary Medicine

(Pre-Veterinary Medicine) 59

PhD in Agricultural and Applied

Economics by Modules and Research

60 PhD in Agricultural and Resource

Economics (Regional Programme)

61 PhD in Animal Science

62 PhD in Aquaculture and Fisheries Science

62 PhD in Rural Development and Extension

62

Appendix 2: Graduate Survey Questionnaire

L

og

o a

nd

im

ag

e

Malawi

Graduate Survey

Survey of Graduates

of the Year 2013 and

2014

(LUANAR Master Version)

Dear Graduates,

As head of the research group, I kindly request your participation in a survey of

graduates who completed their studies in 2014.

We would like to find out what happened to you after you completed your

studies. Did you find a job or are you still looking for a job, did your studies

prepare you well for the workplace, and do you use the knowledge and skills you

have learned during your studies?

Mainly, the improvement of the study programmes and more specific, the

revision of the curricular, are the core objectives of the graduate survey.

Your information will be treated with strict confidentiaIity. The results will be

published in such a way that identification of individual persons is excluded.

Results of this survey will be published on the web site of the

(www.bunda.luanar.mw). On your request we will send you a printed version of

the report with the main results of the survey.

Please return the completed questionnaire as soon as possible to the address

mentioned below.

Thank you very much in advance for your kind support.

Patsani Kumambala, PhD

(Project leader of the LUANAR graduate survey team)

Send the questionnaire to:

Name: University Registrar

Postal address: LUANAR, Bunda College, P.O. Box 219, Lilongwe

Phone: 01277222

Email: [email protected]

63

Explanatory Notes

How long does it take to fill in the questionnaire?

Most of you will need about half an hour. It depends of course on the kind of experiences you have made during the last

years.

We have developed a highly standardized questionnaire, which mainly expect from you to mark boxes which refer to relevant

answers. With this approach we hope that we have made it easy for you to answer the questions.

How to answer the questions?

Please answer all questions applicable to you. In some cases, you will note that the questionnaire suggests you to disregard

some questions not applicable to you (e.g. Please continue with question B7).

Since the questionnaire will be captured with the help of a scanner, please fill it in readable.

Please mark the most appropriate answer like this .

Your help to improve the survey is welcome

This questionnaire is used in different LUANAR with a wide range of different fields of study. We could not

take into consideration every specific detail of study and work, which might be relevant for the survey. Therefore

we would appreciate your comments and additional information.

Overview of the content of the questionnaire

A Vocational education/training before your study at LUANAR ................................................ 64

B The course of studies at LUANAR ........................................................................................... 65

C Internship and work experiences during course of studies at LUANAR .................................. 67

D Evaluation of study conditions and study provisions at LUANAR ......................................... 69

E Competencies and satisfaction with study ................................................................................. 70

F After Graduation from the LUANAR ........................................................................................ 71

G Employment and Work ............................................................................................................. 75

H Work requirements .................................................................................................................... 81

I Relationship between study and employment ............................................................................. 81

J Work orientation and job satisfaction ......................................................................................... 83

K Further education after the study at LUANAR ......................................................................... 85

L Further vocational/professional training .................................................................................... 86

M Individual background .............................................................................................................. 87

N Migration and regional mobility ................................................................................................ 89

O Further comments and recommendations .................................................................................. 90

Final Tracer Study Proofread Edition 051217 to PRO edited pic - Copy.docx version 04/05/2016

64

Malawi Graduate Survey 2016

A Vocational education/training before your study at LUANAR

Please provide us with a few details about your vocational

education/training and employment before your study at LUANAR.

A1 Did you attend any vocational training/post-secondary school courses before your

study at LUANAR?

1 ☐ Yes

2 ☐ No (Please continue with question A3)

A2 Please specify the vocational training/post-secondary school courses.

1 ...............................................................................................................................................................

A3 Were you employed before your study at LUANAR?

1 ☐ Yes

2 ☐ No (Please continue with question B1)

A4 How long were you employed before your study at LUANAR?

1 ☐ Less than 1 year

2 ☐ 1 year to 2 years

3 ☐ 2 years to 3 years

4 ☐ 3 years to 4 years

5 ☐ More than 4 years


65

B The course of studies at LUANAR

In this section please refer in your answers only to the studies that you

finished in 2013 or 2014 at LUANAR. In case you acquired more than

one degree at LUANAR in that year, please refer to the undergraduate

degree (or course of studies) which is most important to you.

B1 At which LUANAR Institution did you complete your study?

1 ☐ Bunda

2 ☐ NRC

B2 When did finish your study at LUANAR?

1 ☐ January 2014 ☐ January 2013

2 ☐ February 2014 ☐ February 2013

3 ☐ March 2014 ☐ March 2013

4 ☐ April 2014 ☐ April 2013

5 ☐ May 2014 ☐ May 2013

6 ☐ June 2014 ☐ June 2013

7 ☐ July 2014 ☐ July 2013

8 ☐ August 2014 ☐ August 2013

9 ☐ September 2014 ☐ September 2013

10 ☐ October 2014 ☐ October 2013

11 ☐ November 2014 ☐ November 2013

12 ☐ December 2014 ☐ December 2013

B3 Which qualification did you achieve at LUANAR?

1 ☐ Certificate

2 ☐ Diploma

3 ☐ Bachelor

4 ☐ Master

5 ☐ Doctorate

6 ☐ Other (please specify):

..........................................................................................................................................................

B4 What was the name of the study programme at LUANAR?

1

...............................................................................................................................................................


66

B5 How many months did you study at LUANAR?

1 ☐ Less than 6 months

2 ☐ 6 months to less than 12 months



5 ☐ 24 months and more


..........................................................................................................................................................

B6 Did you predominantly study in part-time?

1 ☐ Yes

2 ☐ No

B7 On average, how many hours per week did you spend attending courses / classes

during the course of your study?

1 ☐ Up to 10 hours

2 ☐ 11 to 19 hours

3 ☐ 20 to 29 hours

4 ☐ 30 to 39 hours

5 ☐ 40 to 49 hours

6 ☐ 50 hours and more


67

B8 On average, how many hours per week did you spend on study activities outside of

courses/classes (e.g. library time, group discussions) during the course of your study?

1 ☐ Up to 10 hours

2 ☐ 11 to 19 hours

3 ☐ 20 to 29 hours

4 ☐ 30 to 39 hours

5 ☐ 40 to 49 hours

6 ☐ 50 hours and more

C Internship and work experiences during course of studies at

LUANAR

C1 Did you do any internships during your course of studies (this does not refer to team

projects, practical courses etc.)?

1 ☐ Yes

2 ☐ No (Please continue with question C5)

C2 How many mandatory internships did you do in total during your course of studies?

1 ☐ One mandatory internship

2 ☐ Two mandatory internships

3 ☐ Three mandatory internships

4 ☐ Four and more mandatory internships

C3 How many voluntary internships did you do in total during your course of studies?

1 ☐ One voluntary internship

2 ☐ Two voluntary internships

3 ☐ Three voluntary internships

4 ☐ Four and more voluntary internships

3

3 Mandatory internship could mean attachments required by the study programme and examples include teaching

practice for BAEC Students


68

C4 How many weeks did these internships last?

1 ☐ Up to one week

2 ☐ Two weeks

3 ☐ Three weeks

4 ☐ Four weeks

5 ☐ More than four weeks

C5 Were you employed during your study? Please include full-time as well as part-time

work; excluded are internships.

1 ☐ Yes

2 ☐ No Please continue with question D1

C6 For how many months were you employed during your study? Please include full-

time as well as part-time work; excluded are internships.

1 ☐ Less than 1 month

2 ☐ 1 to 6 months

3 ☐ 7 to 12 months

4 ☐ 13 to 24 months

5 ☐ More than 24 months


69

D Evaluation of study conditions and study provisions at

LUANAR

D1 How would you rate the study conditions and provisions you experienced at

LUANAR?

Very Bad Neutral GoodVery

bad good

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Quality of classroom learning

2 ☐ ☐ ☐ ☐ ☐ Student recreational facilities on campus

3 ☐ ☐ ☐ ☐ ☐ Supply of learning materials (e.g. books, internet access)

4 ☐ ☐ ☐ ☐ ☐ Opportunity for consultation with teaching staff

5 ☐ ☐ ☐ ☐ ☐ Teaching quality of lecturers

6 ☐ ☐ ☐ ☐ ☐ Teaching/grading system

7 ☐ ☐ ☐ ☐ ☐ Internship programme

8 ☐ ☐ ☐ ☐ ☐ Contacts with fellow students

9 ☐ ☐ ☐ ☐ ☐ Chances for students to have an influence on LUANAR policies

10 ☐ ☐ ☐ ☐ ☐ Availability of technical equipment (e.g. lab equipment, measuring

instruments, computer lab)

11 ☐ ☐ ☐ ☐ ☐ Quality of technical equipment

12 ☐ ☐ ☐ ☐ ☐ Supply of teaching materials

13 ☐ ☐ ☐ ☐ ☐ Quality of buildings

14 ☐ ☐ ☐ ☐ ☐ Stocking of the library

D2 How do you rate the following elements related to employment and work in your

study course/training?


bad good

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Professional advice and guidance provided by teaching staff

2 ☐ ☐ ☐ ☐ ☐ Individual occupational advice in your field

3 ☐ ☐ ☐ ☐ ☐ Support of internship search

4 ☐ ☐ ☐ ☐ ☐ Practice-oriented teaching contents

5 ☐ ☐ ☐ ☐ ☐ Practical experiences of teaching staff

6 ☐ ☐ ☐ ☐ ☐ Mandatory internships

7 ☐ ☐ ☐ ☐ ☐ Support of employment/job search

8 ☐ ☐ ☐ ☐ ☐ Preparation for work


70

E Competencies and satisfaction with study

E1 To what extent did you acquire the following skills / competencies upon graduation?

Not To a very

at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Mastery of my field/subject specific knowledge

2 ☐ ☐ ☐ ☐ ☐ Ability to develop new ideas and solutions

3 ☐ ☐ ☐ ☐ ☐ Ability to adapt to changing conditions

4 ☐ ☐ ☐ ☐ ☐ Analytical thinking

5 ☐ ☐ ☐ ☐ ☐ Willingness to question my and others ideas

6 ☐ ☐ ☐ ☐ ☐ Ability to work efficiently towards a goal

7 ☐ ☐ ☐ ☐ ☐ Ability to organise my work processes efficiently

8 ☐ ☐ ☐ ☐ ☐ Ability to work productively with others

9 ☐ ☐ ☐ ☐ ☐ Ability to perform well under pressure

E2 Looking back, if you were free to choose again to what extent would you probably

choose the same field of study/training?

Not To a very at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Would you probably choose the same field of study/training?

E3 Looking back, if you were free to choose again to what extent would you probably

choose the same LUANAR?

Not To a very

at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Would you probably choose the same LUANAR?

E4 In retrospective, to what extent are you satisfied with your studies in general?

Not To a very

at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Satisfaction with the study in general


71

F After Graduation from the LUANAR

F1 What applied to your situation in the first six months after graduating? Multiple

answers possible

1 ☐ Employment

2 ☐ Self-employed / freelance work

3 ☐ Occasional job (just to earn money)

4 ☐ Internship

5 ☐ Further academic education (higher education)

6 ☐ Further vocational education/training

7 ☐ Housewife, househusband, family work

8 ☐ Not employed, but searching for a job

9 ☐ Military or civil service


F2 When did you start your first job after graduation?

1 ☐ Before graduation

2 ☐ At the time of graduation

3 ☐ Less than 1 month after graduation

4 ☐ 1 to less than 3 months after graduation




8 ☐ More than one year after graduation

9 ☐ I was never employed since graduation


72

F3 How did you search for the first job after graduation? Multiple answers possible

1 ☐ Replied to job ads/announcements (e.g. newspaper, internet, notice)

2 ☐ With the help of family contacts of parents, relatives

3 ☐ With help of personal contacts of friends, fellow students etc.

4 ☐ Speculative application – independent contact to employers

5 ☐ Through internships during my course of studies

6 ☐ Through internships after graduation

7 ☐ Through (side) jobs during the study

8 ☐ Through (side) jobs during after graduation

9 ☐ I was contacted by an employer

10 ☐ Job fair

11 ☐ Through the public job centre

12 ☐ Through private job agencies

13 ☐ Through internet (social) networks (e.g. FACEBOOK)

14 ☐ Through the career centre at LUANAR

15 ☐ Through teaching staff at LUANAR

16 ☐ Not applicable, I have not searched for employment


F4 If you did not search for employment: what were your reasons? Multiple answers

possible

1 ☐ I continued studying

2 ☐ I continued a job I had prior to studying

3 ☐ I found a job without searching

4 ☐ I became self-employed / a freelancer

5 ☐ Not applicable, I searched for employment


..........................................................................................................................................................

If you did not search for employment, please continue with question G1

F5 When did you start searching for a job?

1 ☐ Prior to graduation

2 ☐ Around the time of graduation

3 ☐ After graduation


73

F6 How long have you searched for your first job? Include also job search period before

graduation.


2 ☐ 1 to less than 3 months




6 ☐ More than one year

F7 What was the most successful method for finding your first job? Choose only one

answer

1 ☐ Replied to job ads/announcements (e.g. newspaper, internet, notice)

2 ☐ With the help of family contacts of parents, relatives

3 ☐ With help of personal contacts of friends, fellow students etc.

4 ☐ Speculative application – independent contact to employers

5 ☐ Through internships during my course of studies

6 ☐ Through internships after graduation

7 ☐ Through (side) jobs during the study

8 ☐ Through (side) jobs during after graduation

9 ☐ I was contacted by an employer

10 ☐ Job fair

11 ☐ Through the public job centre

12 ☐ Through private job agencies

13 ☐ Through internet (social) networks (e.g. FACEBOOK)

14 ☐ Through the career center at LUANAR

15 ☐ Through teaching staff at LUANAR

16 ☐ Not applicable, I did not find a job until now


F8 How many employers have you approached for the first employment after completion

of your study programme?

1 ☐ I have no employer approached

2 ☐ 1 employer

3 ☐ 2 to less than 5 employers



6 ☐ More than 20 employers


74

F9 From how many employers did you receive acknowledgements?

1 ☐ From no employer

2 ☐ From 1 employer

3 ☐ From 2 to less than 5 employers



6 ☐ From more than 20 employers

F10 From how many employers did you receive calls for interviews?

1 ☐ From no employer

2 ☐ From 1 employer




6 ☐ From more than 20 employers


75

G Employment and Work

G1 What applies to your current situation? Multiple answers possible

1 ☐ Employment

2 ☐ Self-employed / freelance work

3 ☐ Occasional job (just to earn money)

4 ☐ Internship

5 ☐ Further academic education (higher education)

6 ☐ Further vocational training

7 ☐ Housewife, househusband, family care

8 ☐ Not employed, but searching for a job

9 ☐ Military or civil service


G2 Since completing your study programme at LUANAR did you spend time abroad for

study or work?

1 ☐ Yes, I worked abroad

2 ☐ Yes, I continued study/training abroad

3 ☐ No

G3 How many jobs (including your current one) have you had altogether since

graduation?

1 ☐ No job, I was never employed since graduation

2 ☐ One job

3 ☐ Two jobs

4 ☐ Three jobs

5 ☐ More than three jobs

If you are currently unemployed, please continue with question I6


76

G4 How many hours do you work per week?

1 ☐ Less than 20 hours per week

2 ☐ 21 to 30 hours

3 ☐ 31 to 40 hours

4 ☐ 41 to 50 hours

5 ☐ More than 50 hours

G5 Are you permanently employed?

1 ☐ Yes

2 ☐ No

3 ☐ Not applicable, I am self-employed


77

G6 How long did it take you to find your current job after completing your studies in

2013 or 2014?







G7 How long have you been working in your current job?








78

G8 In which region are you employed?

1 ☐ Northern Region

2 ☐ Central Region

3 ☐ Southern Region

4 ☐ Eastern Region

G9 What type of employer do you work for?

1 ☐ Public/government

2 ☐ Parastatal

3 ☐ Private company

4 ☐ Self-employed

5 ☐ Non-governmental organisation (NGO)

6 ☐ Other

G10 In which economic sector are you currently employed (e.g. fisheries, agriculture,

secondary education)?

1

...............................................................................................................................................................

...............................................................................................................................................................


79

G11 What is your occupation/job title? (e.g. primary school teacher)

1

...............................................................................................................................................................

...............................................................................................................................................................

G12 Outline your three main duties/work tasks.

1

...............................................................................................................................................................

2

...............................................................................................................................................................

3

...............................................................................................................................................................

G13 What is your current gross monthly income?

1 ☐ Less than 100,000 Malawian Kwacha

2 ☐ 100,001 - 200,000 Malawian Kwacha

3 ☐ 200,001 - 300,000 Malawian Kwacha

4 ☐ 300,001 - 400,000 Malawian Kwacha

5 ☐ 400,001 - 500,000 Malawian Kwacha

6 ☐ 500,001 - 600,000 Malawian Kwacha

7 ☐ 600,001 - 700,000 Malawian Kwacha

8 ☐ 700,001 - 800,000 Malawian Kwacha

9 ☐ More than 800.000 Malawian Kwacha


80

G14 What kind of fringe/other benefit(s) do you receive? Multiple answers possible

1 ☐ Housing (subsidy, rent allowance)

2 ☐ Transportation (car/transport allowance)

3 ☐ Health (medical aid, insurances)

4 ☐ Education and training (staff development, family study rebate)

5 ☐ Retirement (pension, gratuity)

6 ☐ None


G15 How many employees work in your company / organisation in total? Please estimate

the number.

1 ☐ 1 to 9 employees





6 ☐ 1000 or more employees


81

H Work requirements

H1 To what extent are the following skills / competencies required in your current

employment?


1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Mastery of my field/subject specific knowledge

2 ☐ ☐ ☐ ☐ ☐ Ability to develop new ideas and solutions

3 ☐ ☐ ☐ ☐ ☐ Ability to adapt to changing conditions

4 ☐ ☐ ☐ ☐ ☐ Analytical thinking

5 ☐ ☐ ☐ ☐ ☐ Willingness to question my and others’ ideas

6 ☐ ☐ ☐ ☐ ☐ Ability to work efficiently towards a goal

7 ☐ ☐ ☐ ☐ ☐ Ability to organise my work processes efficiently

8 ☐ ☐ ☐ ☐ ☐ Ability to work productively with others

9 ☐ ☐ ☐ ☐ ☐ Ability to perform well under pressure

I Relationship between study and employment

I1 To what extent are the knowledge and skills you acquired during study utilised in

your current job?

Not To a very

at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Utilisation of knowledge and skills acquired during study in current job?


82

I2 In your opinion, what field of study is most appropriate for your current job?

1 ☐ Exclusively own field

2 ☐ Own or a related field

3 ☐ A completely different field

4 ☐ No particular field

I3 In your opinion, which qualification/degree level matches best for your current job?

1 ☐ A higher degree/ qualification

2 ☐ My degree/qualification

3 ☐ A lower degree/qualification

4 ☐ No degree/qualification necessary

I4 To what extent is your professional position appropriate to your course of study?

Not To a very

at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Appropriateness of position to study


83

I5 If your job is not close related to your course of study, why did you choose this job?

Multiple answers possible

1 ☐ Not applicable, my job is closely related to my course of study

2 ☐ My current job is only a temporary stepping stone, I am still searching for professional

orientation

3 ☐ I have not found an appropriate job (yet)

4 ☐ I receive a higher salary in my current job

5 ☐ My current job offers more security

6 ☐ My interests have changed

7 ☐ My current job allows a flexible time schedule

8 ☐ My current job allows me to work in a favoured geographical place

9 ☐ My current job allows me to take into consideration the interests of my family/children

10 ☐ Other

I6 Altogether: How do you rate the usefulness of your studies?

Not at all Very

useful useful

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ for finding an adequate job after finishing your studies?

2 ☐ ☐ ☐ ☐ ☐ for fulfilling your present professional tasks, if applicable?

3 ☐ ☐ ☐ ☐ ☐ for your future professional development/career?

4 ☐ ☐ ☐ ☐ ☐ for the development of your personality?

5 ☐ ☐ ☐ ☐ ☐ for the economic development of your country?

J Work orientation and job satisfaction

If you are not employed, please continue with question K1


84

J1 To what extent do the following aspects apply to your current job situation?


1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Possibilities to realise own ideas

2 ☐ ☐ ☐ ☐ ☐ High salary

3 ☐ ☐ ☐ ☐ ☐ Interesting work tasks

4 ☐ ☐ ☐ ☐ ☐ Clear and regulated work tasks

5 ☐ ☐ ☐ ☐ ☐ Possibilities for applying acquired competencies

6 ☐ ☐ ☐ ☐ ☐ Job security

7 ☐ ☐ ☐ ☐ ☐ Social status and recognition

8 ☐ ☐ ☐ ☐ ☐ Good work atmosphere

9 ☐ ☐ ☐ ☐ ☐ Possibilities of further professional advancement

10 ☐ ☐ ☐ ☐ ☐ Possibility for providing social influence

11 ☐ ☐ ☐ ☐ ☐ To have a challenging job

12 ☐ ☐ ☐ ☐ ☐ Good career advancement prospects

13 ☐ ☐ ☐ ☐ ☐ Possibilities to do something useful for the society

14 ☐ ☐ ☐ ☐ ☐ Good conditions for managing both work-related and family-related

issues

15 ☐ ☐ ☐ ☐ ☐ Sufficient time for leisure activities

J2 To what extent are you satisfied with your current job situation?

Not To a very

at all high extent

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Job satisfaction


85

K Further education after the study at LUANAR

K1 Have you started a further or another course of studies after the study at LUANAR?


1 ☐ Yes

2 ☐ No, I have not started a further course of studies (Please continue with question L1)

K2 Did you complete or finish the further or another course of studies? Multiple answers

possible

1 ☐ Yes, I have completed it successfully

2 ☐ Yes, I have stopped my further course of studies

3 ☐ No, I am still studying

K3 Please specify the major {subject(s)} of your further studies.

1

...............................................................................................................................................................

K4 a Please specify the name of the institution(s) and country of your further studies.

1

Name of institution: ..............................................................................................................................

2

Country: ................................................................................................................................................

K4b Why did you choose this institution and the programme you are studying?

1. Reasons for choosing

institution…………………………………………………………

…V062_b1_TXT

2. Reasons for choosing the programme of

study………………………………………………………………

……. V062_b2_TXT


86

K5 Please specify the kind of (expected) degree (certificate, diploma, bachelor, master) of

your further studies.

1

...............................................................................................................................................................

K6 When did you start your course of further studies?

1 @@ Month of enrolment in further studies

2 @@@@ Year of enrolment in further studies

K7 When did you/will you finish your course of further studies?

1 @@ Month of graduation from further studies

2 @@@@ Year of graduation from further studies

K8 To what extent do the following reasons for further studies apply to you?


1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Wish to achieve a higher academic or professional degree

2 ☐ ☐ ☐ ☐ ☐ Improvement of chances of finding a job

3 ☐ ☐ ☐ ☐ ☐ Personal interest in particular subject area

4 ☐ ☐ ☐ ☐ ☐ Demanded by my employer

5 ☐ ☐ ☐ ☐ ☐ Wish to improve my promotion prospects

6 ☐ ☐ ☐ ☐ ☐ The training is important for the development of my country

L Further vocational/professional training

Please also take into account all forms of further vocational education - not

only participation in events/courses.


87

L1 Have you continued professional training after completing your studies at LUANAR?


1 ☐ Yes

2 ☐ No, I have not started a further course of studies (Please continue with question M 1)

L2 Please specify the (major-)subjects/name of the course(s) of your further studies.

1

...............................................................................................................................................................

2

...............................................................................................................................................................

3

...............................................................................................................................................................

L3 In which topics would you like to receive further professional training if you had the

opportunity to participate?

1

...............................................................................................................................................................

2

...............................................................................................................................................................

3

...............................................................................................................................................................

M Individual background

Please provide details about yourself in order to enable us to interpret

your work biography as accurately as possible.

M1 What is your sex?

1 ☐ Male

2 ☐ Female

M2 In which year were you born?

1 @@@@ Year of birth


88

M3 What is the highest level of education of your father?

1 ☐ Without education

2 ☐ Incomplete primary school

3 ☐ Complete primary school

4 ☐ Junior secondary

5 ☐ Senior secondary

6 ☐ Diploma

7 ☐ Higher education degree (like Bachelor, Master, Doctorate)

8 ☐ Don’t know


M4 What was the highest level of education of your mother?

1 ☐ Without education

2 ☐ Incomplete primary school

3 ☐ Complete primary school

4 ☐ Junior secondary

5 ☐ Senior secondary

6 ☐ Diploma

7 ☐ Higher education degree (like Bachelor, Master, Doctorate)

8 ☐ Don’t know

9 ☐ Other


89

N Migration and regional mobility

Please provide us some details about your regional background which

help us to interpret your answers.

N1 In which country were you born?

1 ☐ Malawi

2 ☐ Other country (please specify): .........................................................................................................

N2 In which country did you attend (mainly) your secondary education?

1 ☐ Malawi


N3 What is your nationality?

1 ☐ Malawian

2 ☐ Other nationality (please specify): ....................................................................................................

N4 What is your country of residence?

1 ☐ Malawi


N5 In which region of Malawi are you living?

1 ☐ Northern

2 ☐ Central

3 ☐ Southern

4 ☐ Eastern


90

O Further comments and recommendations

Please share further comments and recommendations about your

TEVET/HE education institution/study programme in this part.

O1 What did you like about your study?

1

...............................................................................................................................................................

O2 What did you dislike about your study?

1

...............................................................................................................................................................

O3 Which important changes would you recommend for your LUANAR/study

programme?

1

...............................................................................................................................................................

O4 Which comments/suggestions regarding this survey would you like to make?

1

...............................................................................................................................................................

O5 Which comments/suggestions regarding this questionnaire would you like to make?

1

...............................................................................................................................................................

O6 How many minutes did you need to fill in this questionnaire?

1 @@@ Minutes needed to fill in the questionnaire

O7 How do you rate the following aspects of this questionnaire?


bad good

1 2 3 4 5

1 ☐ ☐ ☐ ☐ ☐ Length of the questionnaire

2 ☐ ☐ ☐ ☐ ☐ Clearness of the questions

3 ☐ ☐ ☐ ☐ ☐ Understandable phrasing

4 ☐ ☐ ☐ ☐ ☐ Relevance of the questions to improve the TEVET/HE programme

5 ☐ ☐ ☐ ☐ ☐ Relevance of the questions to inform about the labour market situation

of graduates


91

F. CONTACTS OR COOPERATION BETWEEN UNIVERSITY AND ITS

GRADUATES

F1. How do you maintain contact with

LUANAR? Multiple responses possible

Explain reasons for your preference

1

LUANAR Website

2

Newsletter

3

Alumni Meetings

4

Field Day

5

Professional collaboration in projects

6

Social Media

7

None

8

Others (please specify)


92

G. Contact Address/s of your friend/s, who had graduated in the same year you had

graduated:

[Note: Please provide contact address of your colleagues whom you know from your cohort. This will help

us to effectively complete this tracer study.]

Name Workplace Contact

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


93

General Comment

[SNID - Social Network ID | You can use additional sheet if you have information of more of your friends of your

batch.]

.............................................

Signature of the graduate

Thank you very much for your help.

94

Code Sheet for Programmes


Code Name Code Name

1 Diploma in Dairy Science and

Technology BSc of Agriculture with options

2 Diploma in Gender Studies 31 Engineering

3 Diploma in Youth Development 32 Animal Science


Agribusiness Management 33 Economics

5 Bachelor of Science in Agricultural

Development Communication 34 Nutrition


Economics 35 Extension


Education 36 Crop Science


Engineering 37 Family Science

9

Bachelor of Science in Agricultural

Enterprise Development and

Microfinance

38 Aquaculture


Extension 39 Education

11 Bachelor of Science in Agriculture 40 MSc. in Agribusiness Management

12 Bachelor of Science in Agro-

Forestry 41 MSc. in Agricultural and Applied Economics

13 Bachelor of Science in Agronomy 42 MSc. in Agriculture Education

14 Bachelor of Science in Animal

Science 43 MSc. in Agroforestry

15 Bachelor of Science in Aquaculture

and Fisheries Science 44

MSc. in Agronomy - (Agronomy or Plant

Breeding)


Biotechnology 45 MSc. in Animal Science

95



Code Name Code Name


Development Economics 46 MSc. in Aquaculture


Environmental Sciences 47 MSc. in Crop Protection

19 Bachelor of Science in Food

Science and Technology 48 MSc. in Environment and Climate Change

20 Bachelor of Science in Forestry 49 MSc. in Fisheries

21 Bachelor of Science in Gender and

Development 50 MSc. in Food Science and Human Nutrition

22 Bachelor of Science in Horticulture 51 MSc. in Food Science and Technology

23 Bachelor of Science in Human

Sciences and Community Services 52 MSc. in Forestry

24 Bachelor of Science in Irrigation

Engineering 53 MSc. in Horticulture

25


Resources Management (Land and

Water)

54 MSc. in Irrigation Engineering

26


Resources Management (Wildlife

and Ecotourism)

55 MSc. in Rural Development and Extension

27 Bachelor of Science in Nutrition

and Food Science 56 MSc. in Seed Science

28 Bachelor of Science in Seed

Systems 57 MSc. in Social Forestry

29 Bachelor of Science in Soil Science 58 MSc. in Soil Science

30 Doctor of Veterinary Medicine

(Pre-Veterinary Medicine) 59

PhD in Agricultural and Applied Economics by

Modules and Research

60 PhD in Agricultural and Resource Economics

(Regional Programme)

61 PhD in Animal Science

96



Code Name Code Name

62 PhD in Aquaculture and Fisheries Science

62 PhD in Rural Development and Extension

Natural Resources College Programmes

1 BSc Food Technology

2 Diploma in Agriculture and Natural Resources Management.

3 Diploma in Animal Health and

Production

4 Diploma in Environmental Management for Sustainable Development

5 Diploma in Food Nutrition and Livelihood

Security

6 Diploma in Horticulture

7 Diploma in Irrigation Technology

8 Diploma in Land Administration

97

Appendix 3: Employer Survey Questionnaire

LUANAR (Bunda and NRC) Graduate Tracer Study

Employer Questionnaire

Dear Employer,

LUANAR (Bunda and NRC Campuses) is establishing a system of tracing its graduates and getting feedback regarding the

type of work, the quality of the graduate and relevance of qualifications and skills to their work. Your organization has

been selected because we regard you as a key stakeholder. We therefore kindly request you to spare your valuable time to

complete this questionnaire. Be as open as possible. Results of this tracer study will only be presented in summary form

and your responses will be kept strictly confidential. We would, therefore, highly appreciate if you could return to us the

filled questionnaire at your earliest convenience.

Thank you for your kind cooperation and support

A. ORGANIZATION INFORMATION:

A1 Name of organization

A2 Name and Contact details of the

Respondent (Phone, emails)

A3 Position of respondent in the

organization

98

Q# Question

Option

Codes Options

A4

Which of the following best describes your

organisation? 1 Private

2 Public (Parastatal)

3 Self Employed

4 Public (Civil Service

5 Local NGO

6 International NGO

7 UN Agency

8 Donor Organisation

9 Other (specify)

A5

Which of the following categories best applies to the

main product or service of this firm? Multiple

responses possible

1 Agriculture, and forestry

2 Fishing, aquaculture and service activities incidental to fishing

3 Mining and quarrying

4 Manufacturing

5 Electricity, gas and water supply

6 Construction

7 Wholesale and retail trade; repair of motor vehicles, motorcycles and

personal and household goods

8 Accommodations and restaurant/food/beverage service

9 Transport, storage and communications

10 Financial institutions/Banking/Insurance

11 Real estate, renting and business activities

12 Public administration and defense; compulsory social

13 Education

14 Health and social work

15 Other community, social and personal service activities

99

16 Extraterritorial organizations and bodies

100

B GRADUATE EMPLOYMENT

B1 Are you aware of the programmes being offered at LUANAR (Bunda and NRC)? 1. Yes… 2. No…

B2 Which of the programmes offered at LUANAR are most relevant to your institution or organisation?

List programme

Level required (e.g., certificate, diploma,

Bachelors,…)

B3 Do you employ or have you ever employed graduates from LUANAR (Bunda and NRC)?

If “Yes” to B3 go to B. If “No” to B1 go to B2

1. Yes 2. No

Bunda

NRC

B4 Reasons for not employing LUANAR (Bunda and NRC) graduates then go to section D

Bunda NRC

B5

Kindly provide a summary of LUANAR (Bunda and NRC) graduates employed by your organization in

2013 and 2014by filling the Table below (from Diploma to Ph.D).

Category of graduates, indicating specialization and gender

YEAR Diploma Degree Masters PhD

M F M F M F M F

2014

2013

Q# Question

Option

Codes Options

Rate accordingly

1=very low…..5Very

high

101

B6

What are the Major Criteria for

Recruiting Graduates? (Multiple

responses apply) 1 Specialisation 1 2 3 4 5

2

Level of

qualification

3

Grade of

qualification

4 Prior experience

5

Communication

Skills

6 Other (specify)

B7

For the skills below, please provide the level of requirement by your organisation versus

LUANAR graduates (1 = very low; 5 = very high)

Category of graduate Skills required for job

performance

Level of requirement by

the organisation (1 =

very low; 5 = very high)

Level of LUANAR

graduates (1 = very low;

5 = very high)

B7.1 Diploma 1 2 3 4 5 1 2 3 4 5

Knowledge of the

subject

Hands on experience

Extension skills

Communication Skills

Managerial skills

Leadership skills

Financial management

skills

Attitude towards work

Time management

Planning

Innovativeness

102

(creativity)

Personality

B7.2 Bachelors degree 1 2 3 4 5 1 2 3 4 5

Knowledge of the

subject

Hands on experience

Extension skills


Managerial skills

Leadership skills


skills


Time management

Planning

Innovativeness

(creativity)

Personality

B7.3 Masters degree 1 2 3 4 5 1 2 3 4 5

Knowledge of the

subject

Hands on experience

Extension skills


Managerial skills

103

Leadership skills


skills


Time management

Planning

Innovativeness

(creativity)

Personality

B7.4 PhD degree 1 2 3 4 5 1 2 3 4 5

Knowledge of the

subject

Hands on experience


Managerial skills

Leadership skills


skills


Time management

Planning

Innovativeness

(creativity)

Personality

C Strengths and Weaknesses of LUANAR graduates

C1

What do you observe as the general strengths and weaknesses of LUANAR (Bunda and NRC)

graduates in your organization?

BUNDA Graduates NRC Graduates

Strengths Weaknesses Strengths Weaknesses

104

C Strengths and Weaknesses of LUANAR graduates

C1

What do you observe as the general strengths and weaknesses of LUANAR (Bunda and NRC)

graduates in your organization?

BUNDA Graduates NRC Graduates

Strengths Weaknesses Strengths Weaknesses

1

2

3

4

5

6

7

8

9

10

C2. From your experience, how long does it take a fresh

graduate from LUANAR (Bunda and NRC) to become

effective on the job regardless of probation period?

BUNDA

Graduate

NRC Graduate

________Months

_______Months

D LUANAR Curriculum Development and Review

105

D1 Have you or has anyone in this organization ever participated in LUANAR (Bunda or NRC)

Curriculum Development meetings?

BUNDA NRC

Yes No Yes No

D2

Have you or has anyone in this organization ever participated in LUANAR (Bunda or NRC)

Curriculum Review meetings?

BUNDA NRC

Yes No Yes No

D3

If Yes, when was the last time you or

anyone in this organization participated in

Curriculum Review OR Development at

Bunda?

If Yes, when was the last time you or anyone in this

organization participated in Curriculum Review

OR Development at NRC?

Year ________________

Year _______________________

D4 What were your contributions for inclusion in the Curricula Development?

D5 Were your contributions taken seriously and incorporated in the curricula?

Yes No Yes No

D6 Looking at your present professional experiences, which changes would you suggest

(technical emphasis, mode of teaching and learning, curriculum etc.) in programmes

offered by LUANAR (Bunda and NRC)?

106

D7 Looking at the current situation in Malawi and the region, which programmes would you

advise LUANAR to offer?

107

D7 What competencies would you like to see in a graduate from Bunda?

D8 What competencies would you like to see in a graduate from NRC?

D9 Recently LUANAR revised its curricula from General Agriculture degree with options

to specialised degree programmes at undergraduate level. How do you compare recent

graduates (from year 2000) with the previous graduates (before year 2000)?

108

D10 Does your organisation collaborate with LUANAR? 1. Yes, 2. No

D11 If Yes, to D10 above, in what areas do you collaborate with LUANAR?

D12 If No, to D10 above, give reasons and what could be the possible areas of collaboration

with LUANAR?

E1. General Comment

luanar graduate tracer study report for …elearn.luanar.ac.mw/odl2/tracerstudy2017.pdf · the...

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