Abstract:

Introduction:
The rise of distance higher education has provided increased accessibility and flexibility for students, but it also presents unique challenges in career development and job seeking. The distinct nature of distance learning can influence students' career development and employment-seeking behaviours differently compared to their counterparts at contact institutions. With an unemployment rate of 33,5% in South Africa, it is crucial to understand how these students navigate the job market after completing their qualifications, the duration and methods of their job search, and their career influences. Identifying these differences is crucial for developing effective career support services tailored to the needs of distance students. In South Africa, distance education students make up a third of the total student population in higher education. Thus understanding their employment seeking behaviour is essential to improve absorption rates in the broader economy.

Aim:
This study aimed to explore career influences and employment-seeking behaviour among students in an open-distance e-learning institution in South Africa.

Methods:
This descriptive study utilised a survey design to explore career influences and employment-seeking behaviour among students in an open-distance e-learning institution. The study targeted the 2021 graduates, constituting an overall population of 51,000 students. A census approach was employed to allow for broader participation. Data were collected online using the Qualtrics survey platform, resulting in 2 553 responses. Descriptive analysis was performed allowing for data interpretations to be based on frequencies and percentages.

Results:
The study revealed that following qualification completion, 81,3% of respondents actively sought employment. Notably, 31,5% began their job search more than six months before completing their degree, while 21,0% started their search more than six months after graduation. Common job search methods included responding to internet advertisements on employer websites (80,8%), job search websites (73,3%), LinkedIn (69,3%) and directly approaching employers (53,3%). Significant career influences for distance education students included achieving a balance between work and personal/ family life (58,4%), personal or individual attributes and skills (54,6%), subject/ discipline knowledge and skills (54,5%) and having opportunities to provide services to others (53,3%).

Conclusion:
Understanding the career influences and employment-seeking behaviours of distance higher education students is essential for improving their employment prospects. Addressing these needs will better prepare students to successfully transition from education to employment in a competitive job market.

Keywords:

Career, employment, open distance education, students.