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Abstract

The integration of graduate attributes into higher education curricula is essential for enhancing graduate employability, particularly in Universities of Technology (UoTs). This study examines the integration and alignment of graduate attributes within a Human Resource Management (HRM) diploma at a South African UoT, focusing on their relevance to industry expectations and institutional objectives. Guided by Legitimation Code Theory (LCT), the study employed a qualitative case study design, drawing on semi-structured interviews, document analysis, and programmatic mapping. Analysis followed the Gioia Methodology. Findings reveal strong industry influence (RA-), which ensures relevance but constrains academic autonomy. Graduate attributes are progressively embedded, with emphasis on applied learning (SG+, MaD+) over theoretical depth (SD-), raising concerns of over-specialisation. While ethics and professionalism are foregrounded, transformative and civic-oriented outcomes receive less emphasis. The study recommends strengthening interdisciplinary competencies and balancing employability imperatives with broader educational goals.

Keywords

graduate attributes higher education curriculum human resource management education industry-academia alignment legitimation code theory

Introduction

The integration of graduate attributes into higher education curricula is increasingly recognised as a vital strategy for cultivating employability, particularly within the context of Universities of Technology (UoTs). While UoTs were established to provide applied and industry-focused training, tensions remain between fulfilling immediate labour market demands and safeguarding the broader academic mandate of higher education. In South Africa, these tensions are heightened by the dual challenges of persistently high graduate unemployment, even among postgraduates, and the imperative to align curricula with national development priorities (Buthelezi et al., 2024). Despite efforts to embed employability skills into curricula, concerns persist regarding the transition from academia to the professional practice (Dlamini and Dlamini, 2025). Research has shown that graduates often struggle to meet industry expectations due to gaps between theoretical knowledge and practical application, with employers calling for greater alignment between academic programs and real-world skills requirements (Hoque et al., 2023).

Globally, institutions such as Universities of Applied Sciences in Europe, TVET institutions in Asia, and Polytechnics in Australia and Canada have embraced practice-driven curricula to bridge the gap between theoretical knowledge and industry demands (Bastges-Lienshöft et al., 2023). For instance, a systematic review by Nyale et al. (2025) highlights significant differences between academic curricula and evolving industry needs in fields such as artificial intelligence, cybersecurity and data sciences. In South Africa, UoTs are increasingly guided by industry advisory boards (IABs) and accreditation bodies such as the South African Board for People Practices (SABPP) to ensure curriculum relevance (Taylor and Calitz, 2020). While these collaborations enhance employability, they raise questions about the extent of industry influence over curriculum design and the potential erosion of academic autonomy. As Black et al. (2025) argue, graduate attributes are often shaped by neoliberal imperatives that privilege economic utility over transformative and epistemic goals. It raises concerns about the extent to which graduate attributes are shaped by neoliberal agendas that prioritise economic utility over broader epistemic and transformative goals.

This study focuses on the Human Resource Management (HRM) diploma at a South African UoT as a critical case of these dynamics. HRM, as an applied discipline, sits at the juncture of rapidly shifting industry demands, professional accreditation requirements, and higher education’s broader societal epistemic mandate (Buthelezi et al., 2024; Dlamini and Dlamini, 2025). Although graduate attributes are widely discussed in higher education literature (Jorre de St Jorre & Oliver, 2018; Shivoro et al., 2018), less is known about how they are concretely embedded and aligned within career-oriented programmes such as HRM in the South African UoT sector. Despite widespread policy and institutional commitments to embedding graduate attributes, there is limited clarity on how they are integrated into applied programmes (Garraway and Winberg, 2019; Taylor and Calitz, 2020), and to what extent this integration balances industry imperatives with institutional identity and academic autonomy. The HRM diploma provides a revealing context to interrogate these tensions. Accordingly, this study addresses the following research question: How are graduate attributes integrated and aligned within the HRM diploma at a South African UoT, and what tensions emerge between industry influence and institutional autonomy in this process?

To address this overarching question, the study pursues three objectives: (a) to examine how institutional graduate attributes are embedded into the HRM diploma curriculum, (b) to analyse the role of industry advisory bodies (particularly SABPP) in shaping programme-level attributes, and (c) to critically evaluate the tensions between academic autonomy and industry influence in HRM education using Legitimation Code Theory (LCT).

The paper proceeds with a review of literature on graduate attributes and employability, focusing on challenges in applied disciplines such as HRM. This is followed by the theoretical framework (LCT), the qualitative case study methodology, and the presentation of findings. The paper concludes with contributions, limitations, and directions for future research.

Literature review

Scholarship on graduate attributes has shifted from a narrow focus on disciplinary knowledge to a more expansive concern with employability, transversal competencies, and adaptability in dynamic labour markets (Bennett et al., 2020; Clarke, 2018; Tran et al., 2024). In diverse contexts, including the United States, Europe, Asia, and Australia, studies demonstrate that academic qualifications alone are insufficient; employers increasingly seek critical thinking, problem-solving, communication, and digital literacy (Arnedillo-Sánchez et al., 2017; Gilbert et al., 2022; Yang et al., 2016). This has reinforced the idea of the “global graduate” (Black et al., 2025), where higher education is expected to produce work-ready individuals who can navigate complex and precarious career pathways. In current knowledge economy which demands a highly skilled workforce (De la Harpe and David, 2012; Mahon, 2022; Wong et al., 2022), graduate attributes, as critical outcomes of higher education, are becoming increasingly vital. Thus, higher education institution and UoTs in particular border on the expectation that institutions are responsible for producing those who are well-prepared for the world of work (Mahomed et al., 2021; Mosho et al., 2024; Ngubane et al., 2022).

However, critiques note that these global discourses often reflect neoliberal agendas, privileging economic utility over epistemic or civic goals (Jackson, 2014; Tomlinson, 2017). Employability is thus framed less as a transformative educational project and more as an individualised responsibility for labour market success, often neglecting structural inequalities.

Employability

Employability is closely tied to graduate attributes and has been widely debated across contexts including the United States, Europe, Asia, Australia, and South Africa (Arnedillo-Sánchez et al., 2017; Bangani, 2019; Gilbert et al., 2022; Murire et al., 2023). It is often framed as a mix of technical and generic skills, with Bowman (2010) emphasising dual competencies and Schreuder and Coetzee (2011) defining it as the capacity to secure, sustain, and advance in work. Hillage and Pollard (1998) refine this by identifying three dimensions: obtaining initial employment, sustaining it, and transitioning into new roles. Yet, academic achievement alone no longer guarantees employability. Bennett et al. (2020) reconceptualises it as the ability to “find, create, and sustain meaningful work across the career lifespan” (p. 5). Clarke (2018) further highlights four dimensions, human capital, social capital, behaviours, and attributes, shaped by education, socioeconomic background, and personal context (Tran et al., 2024). Recent scholarship calls for systemic approaches that consider structural and institutional dynamics (Guilbert et al., 2016), as Tran et al. (2024) emphasise the contingent nature of employability as dependent on labour market supply and demand and on interactions among employers, higher education institutions, students, and communities.

South African context: Role of UoTs and industry advisory bodies

In South Africa, the urgency of graduate employability is underscored by persistently high unemployment, even among postgraduates (Buthelezi et al., 2024). As such, UoTs, with their applied orientation, are under particular pressure to produce industry-ready graduates (Garraway and Winberg, 2019). Research highlights that UoTs rely heavily on industry advisory boards (IABs) and accreditation councils, such as the South African Board for People Practices (SABPP) and Institute of People Management (IPM), to ensure curricula remain relevant (Taylor and Calitz, 2020). Thus, these bodies play a pivotal role in bridging the gap between higher education and the labour market by ensuring curricula remain responsive to evolving skill demands (Bui and Takuro, 2024; Kelly et al., 2024). For instance, in an analysis of such bodies in Vietnam, Bui and Takuro (2024) identified that industry advisory bodies play a critical role in curriculum development by ensuring that academic programs remain responsive to evolving labour market demands. Similarly, Industry Advisory Councils (IACs) in the US have been proposed as a key mechanism for integrating industry perspectives into higher education curricula (Kelly et al., 2024). For South African UoTs and broader higher education sector, advisory boards such as the SABPP provide accreditation frameworks that align HRM curricula with professional standards and employer expectations (Paadi, 2014; Taylor and Calitz, 2020).

However, while such collaborations strengthen industry relevance, they also raise concerns about academic autonomy, as external bodies may prioritise immediate employability metrics over broader intellectual and transformative goals (Mandviwalla et al., 2015; Sener, 2014). SABPP, for example, codifies HRM competencies around business knowledge, ethics, and professional practice (Figure 1), but its managerialist orientation risks narrowing curricula to functionalist outcomes. The SABPP competency framework is structured around four pillars: ethics, HR and business knowledge, professionalism, and duty to society. Its competency-based approach reflects broader market-driven shifts in education, emphasizing strategic management, talent acquisition, HR governance, risk analytics, and service delivery. This trend privileges quantifiable skills over critical, reflexive competencies. Similarly, the IPM (IPM, online), reinforces a managerialist logic centred on corporate profitability and workforce efficiency. This tension reflects a broader neoliberal trend in higher education, where advisory bodies not only shape programme standards but also redefine the values and purposes of academic training (Mandviwalla et al. (2015). Thus, while advisory councils enhance employability alignment, they also necessitate critical reflection on their implications for disciplinary diversity and institutional autonomy.

Figure 1.

HR competency model (Source: SABPP, online).

From the reviewed literature, three interrelated limitations emeger. First, while global debates highlight the centrality of graduate attributes for employability, there is limited research on how these discourses materialise in applied, career-oriented programmes such as HRM. Second, in the South African UoT sector, existing studies acknowledge industry collaboration but seldom critically evaluate the tensions it generates between industry imperatives and institutional autonomy. Third, although LCT provides conceptual tools for unpacking how graduate attributes are legitimated in curricula, its application to HRM education remains underexplored.

Institutional graduate attributes

The graduate attributes of the institution, Mangosuthu University of Technology (MUT), are articulated in its Academic Identity document, emphasise alignment with the 21st-century world of work and the demands of the South African economy (MUT, 2015). The document asserts that graduates should be distinguished not only by institutional vision and mission but also by their capacity to navigate changing economic and workplace conditions. Two key points emerge: first, the institution recognises shifts in the higher education landscape and their implications for its role; second, it differentiates its graduates by positioning them in direct relation to national and global labour market needs. This orientation is consistent with South African Qualifications Authority (SAQA) (SAQA, 2008) and De la Harpe and David (2012), who highlight the centrality of graduate attributes in preparing students for professional and societal participation. At MUT, attributes are organised across four thematic areas and framed within global and employer expectations, reflecting an intent to balance institutional identity with labour market responsiveness (Tables 1 –3).

Table 1.

Institutional graduate attributes.

Global context	Employer expectations	Graduate attributes
Basic skills and understanding
• Information age	• Proficiency in English	• Able to communicate effectively in English
• Electronic communication dominates	• Written communication skills	• Able to source and use appropriate information
• Rapid technological development	• Oral presentation skills	• Computer literate
• English as lingua franca	• Prior exposure to the workplace	• Has discipline-relevant professional skills
• World wide web	• Knowing the organisation	• Familiar with the workplace
• Nuanced jobs	• Technical ability	• Able to move between jobs, thus remaining employable for life
• Several job changes in a lifetime	• Computer literacy
	• Ability to find, access and use information
	• Numeracy or quantitative literacy
Knowledge and intellectual ability
• Proliferation of knowledge	• Rapid conceptualisation of issues	• Possesses both general and in-depth disciplinary knowledge
• MOOCS (Massive open online courses)	• Ability to follow and construct logical arguments	• A critical and analytical thinker
• Shifting paradigms	• Understanding of core principles	• Has research skills
• Discontinuity and rupture	• General knowledge about local and global affairs	• Intellectually curious
• Complexity	• Subject or discipline knowledge	• Committed to further learning
• Uncertainty	• Interest in ideas and a desire to continue learning
• Risk taking	• Critical and analytical ability
• Unpredictability
• Increasing panic
Workplace skills and applied knowledge
• Globalisation	• Understanding of changing workplace practices	• Able to function in any work environment and thrive
• Speed and acceleration	• Ability to recognise a problem situation	• Able to apply knowledge to solve problems
• information saturation	• Ability to choose appropriate information to address problems	• Entrepreneurial and resourceful
• Innovation and creativity	• An appropriate approach to problem solving	• Able to work independently
• outsourcing of jobs	• Ability to plan and execute tasks independently	• Creative and innovative
• Unemployment	• Ability to monitor and evaluate own work-related actions	• Able to adapt to new/different workplace practices and cultures
• Internationalisation	• Ability to apply knowledge to new situations	• Accountable and ethical
• Scarcity of resources	• Ability to deal with different cultural practices	• Environmentally responsible
• Austerity
• Poverty vs. affluence
• Need for prudence
• Accountability
• Transparency
Interactive and personal skills
• Youthfulness	• Sense of identity and self-confidence	• Leadership ability
• Intergenerational conflict	• Negotiation and mediation skills	• Independent and confident
• conflict (social, marital)	• Contribution to teambuilding and work	• Adaptable and resourceful
• Private vs. public sector tension	• Ability to relate to a wide range of people	• A socially responsible and ethical local citizen
• Entitlement vs. responsibility	• Appreciation of different cultural contexts	• A connected ‘global citizen’
• multiculturalism	• Openness and flexibility	• Flexible and responsive to diverse environments
• multilingualism		• Positive, self-motivated and entrepreneurial
• Need for ethical citizenship		• Willing to work with and learn from others
• Flexibility
• Adaptability

Source: MUT Academic Identity Document (2015, p. 31–37).

Table 2.

LCT dimensions to study objectives.

LCT dimension	Analytical focus in this study	Research objective addressed
Autonomy	Examines balance between industry influence (RA-) and institutional control (RA+) in curriculum design	Objective 2: Analyse the role of industry advisory bodies in shaping programme-level attributes
Density	Assesses material (MaD+) and moral (MoD+) emphases in graduate attributes, e.g., technical skills vs. ethical integrity	Objective 1: Examine how institutional graduate attributes are embedded in the HRM diploma
Temporality	Evaluates whether curriculum prepares students for past (TO-) or future (TO+) work practices	Objective 1 & 2: Explore curriculum orientation towards contemporary/future employability needs
Semantics	Unpacks the balance between applied, context-bound knowledge (SG+) and theoretical depth (SD+)	Objective 3: To critically evaluate tensions in HRM curricula LCT
Specialisation	Analyses how disciplinary knowledge and professional identity shape HRM graduate attributes	Objective 3: Assess the distinctiveness of HRM-specific attributes in relation to institutional and industry expectations

Source: adapted from Maton and Moore (2010), Wheelahan (2010), and Weinberg et al. (2018).

Table 3.

Summary of data sources and analysis.

Data source	Details	Purpose	Analytical approach
Interviews	6 HRM lecturers (45–70 mins each)	Explore perceptions of graduate attribute integration and industry influence	Gioia methodology: Coding → themes → aggregate dimensions
Documents	MUT academic identity (2015), HRM diploma prospectus (2023), SABPP competency framework, IAB reports	Identify formal graduate attributes and accreditation requirements	Content analysis + programmatic mapping
Analytical integration	Interviews + documents	Triangulate and map curriculum alignment	Gioia methodology integrated with programmatic mapping

HRM diploma graduate attributes

Aligned with the institutional framework, the HRM diploma prospectus outlines exit-level outcomes that emphasise both technical and professional competencies. These include coordinating HR functions such as recruitment, employee development, labour relations, and compliance with legislation, while also promoting best practices and workplace safety (HRM Prospectus, 2023). Graduates are expected to demonstrate ethical integrity, self-reflection, and the ability to apply knowledge in diverse organisational contexts. While these outcomes reflect alignment with institutional graduate attributes and SABPP standards, they reveal a strong orientation towards disciplinary and industry-specific requirements, such as HR governance and compliance, rather than broader cross-disciplinary or transformative skills. This suggests that while employability is prioritised, the curriculum may privilege narrow professional competencies at the expense of higher-order cognitive and transferable capabilities. Such emphasis raises questions about how well HRM graduates are prepared for dynamic, uncertain labour markets, where adaptability, digital literacy, and critical thinking are increasingly essential.

Theoretical framework

This study employs Legitimation Code Theory (LCT) as its analytical framework to interrogate the integration and alignment of graduate attributes in an HRM diploma at a South African UoT. LCT is particularly suited for this context because it highlights how knowledge and attributes are legitimated within curricula. It thus exposes the tensions between industry-driven imperatives and institutional autonomy, which is a central concern in applied fields such as HRM (Maton, 2014; Weinberg et al., 2018). While employability discourses often reduce graduate attributes to skills checklists, LCT provides a more critical lens by situating them within broader knowledge structures and power relations.

LCT comprises five dimensions: Autonomy, Density, Temporality, Semantics, and Specialisation. These dimensions which serve as analytical tools for investigating how graduate attributes are embedded in curricula and aligned with industry needs. Epistemically, LCT synthesises insights from intellectual traditions, particularly the work of Pierre Bourdieu and Basil Bernstein (Maton, 2014). Its application in higher education research has been advanced by scholars such as Maton et al. (2015), Maton and Moore (2010), while Weinberg et al. (2018) have demonstrated its value in examining graduate attributes within South African UoTs.

Each dimension provides leverage for addressing objectives of this study. Autonomy considers the balance between external industry influence (relational autonomy, RA-) and institutional control (positional autonomy, RA+) in curriculum design, directly linked to analysing the role of advisory bodies (Objective 2). Density focuses on the material (MaD+) and moral (MoD+) resources graduates acquire, useful for assessing how institutional graduate attributes are embedded (Objective 1). Temporality distinguishes between orientations to past practices (TO-) and future needs (TO+), informing the extent to which curricula address contemporary employability demands (Objectives 1 & 2). Semantics captures the balance between applied, context-dependent knowledge (semantic gravity, SG) and theoretical complexity (semantic density, SD), thus revealing curriculum tensions (Objective 3). The last dimension, Specialisation, interrogates the relationship between disciplinary knowledge and societal needs. Here, it assesses the distinctiveness of HRM graduate attributes in relation to institutional and industry expectations (Objective 3).

Methodology

The study adopts a qualitative case study design, consistent with its interpretivist orientation of treating subjective human experiences, interpretations and contextual nuances as valid (Du Plooy-Cilliers et al., 2014; Hammersley, 2013). The case comprises the HRM diploma programme at MUT, selected because it provides a revealing context where graduate attributes are embedded in an applied, career-oriented programme that operates under strong industry influence. A case study design is appropriate for capturing the complexity of curriculum practices within their real-life institutional and disciplinary context (Creswell, 2018; Yin, 2014). The case study’s rigour and sharpness make it a methodologically robust approach, ensuring the efficacy, reliability, and validity of the research (Yin, 2009; Piekkari and Welch, 2018).

Data sources and generation

To address the objectives of the study, two primary data sources were utilised:

Semi-structured interviews with six HRM lecturers, who were purposively sampled sampling (Pascoe, 2014) for their involvement in curriculum design and teaching. Interviews lasted between 45 and 70 minutes and explored how graduate attributes are embedded, the influence of industry advisory bodies, and perceived challenges. Ethical clearance for the study was obtained from the MUT research ethics committee. Guiding questions included: How do you incorporate institutional graduate attributes in your teaching? How do SABPP standards shape curriculum design? How do you balance academic requirements with industry demands?

Document analysis of institutional and programme-level artefacts, including the MUT Academic Identity document, HRM diploma prospectus and SABPP competency framework, and as well as the IPM. These documents were analysed to identify formally articulated graduate attributes, programme exit-level outcomes, and external accreditation requirements, providing a basis for triangulation with interview data.

Data analysis

The data analysis process followed Gioia Methodology to ensure a rigorous and systematic approach to inductive theory development. Qualitative research, despite its richness, is often criticised for lacking scholarly rigor (Gioia et al., 2022). The Gioia Methodology (Corley and Gioia, 2011; Gioia, 2021; Gioia et al., 2013) offers a systematic approach to concept development and grounded theory articulation. It ensures trustworthiness in qualitative research by balancing inductive concept development with rigorous analytical standards (Magnani and Gioia, 2023). According to Salamzadeh (2020), Gioia Methodology employs a theoretical coding structure to organise text, with coding charts and structured data tables enhancing clarity. Magnani and Gioia (2023) maintain that Gioia Methodology strengthens qualitative research’s credibility.

First-order codes (participants’ terms) were grouped into second-order themes and then synthesised into aggregate dimensions. To enhance rigour, programmatic mapping techniques (Kelly, 2023) were integrated, which enabled comparison between institutional attributes, programme-level outcomes, and SABPP standards. This mapping highlighted areas of alignment, tension, and divergence across different curriculum layers.

The systematic process followed firstly involved the coding of raw qualitative data from interviews and secondary sources into first-order concepts, capturing participants’ perspectives using their own language (verbatim quotes). Next, these concepts were grouped into second-order themes, reflecting broader patterns and emerging theoretical insights. Finally, second-order themes were synthesised into aggregate dimensions, forming higher-level theoretical constructs. A theoretical coding structure was employed to organise and interpret data systematically. The analysis process was supported by data table (Table 4), thus visually illustrating the relationship between concepts, themes, and dimensions. The significance of verbatim quotes in qualitative findings is aptly captured by Denny Gioia (2021: 27).

“By reporting direct quotes, I am not only giving voice to informants, I am also sending a strong message to readers: I am not making stuff up; I am reporting what informants told us, in their own words…I hide nothing”

Table 4.

Thematic findings from primary data.

1st order concepts	2nd order themes	Aggregate dimensions
Alignment of HRM graduate attributes with institutional attributes	Institutional and disciplinary alignment	Institutional coherence and disciplinary rigor
• HRM diploma graduate attributes align with broader institutional graduate attributes	• HRM graduate attributes are aligned with broader institutional identity	• The HRM programme aligns with institutional attributes, reinforcing a UoT identity
• The HRM department ensures programme-level attributes are integrated with institutional attributes	• Specific attention to HRM discipline-related skills to ensure graduates are industry-ready	• Graduate attributes emphasise HRM-specific competencies, ensuring employability
• HRM department ensures programme-level graduate attributes align with institutional attributes	• Graduate attributes explicitly embedded in curricula from first year
• There is an emphasis on discipline-specific skills, aptitudes, and knowledge
Key representative quotes:
“When I’m doing the graduate attributes because I know that those are well thought out, I’m basing that on the graduate attributes from that document [MUT academic identity].” (Phumzile)
“They [gradate attributes] are explicitly stated in exit level outcomes and module outcomes. We embed them in module content from the start” (Nosipho)
“And we don’t actually introduce those attributes during at exit level or during the course but immediately when they start their course, we make sure that we introduce it slowly so that by the time they finish, they are fully equipped” (Nothando)
Alignment with industry standards and advisory bodies:	Industry-driven curriculum development	Industry relevance and curriculum development
• The human resource management (HRM) diploma curriculum is aligned with the south african board for people practices (SABPP) standards	• Strategic collaboration with SABPP for accreditation and industry relevance
• The HRM department collaborates closely with SABPP, ensuring relevance and responsiveness to industry demands	• Use of industry standards as a benchmark for graduate attributes
• SABPP accreditation is a key driver of curriculum alignment with professional standards	• Continuous review and alignment with industry and advisory
• The HRM standards developed by SABPP are used as a primary reference for graduate attributes	• External advisory boards contribute, but the department maintains curriculum autonomy
• Autonomy in curriculum design is maintained despite external guidance
Key representative quotes:
“…we have got our programmes are accredited by SABPP through their higher education sub committee of the board and I am a member of that. So, our programmes are accredited, and it is a 5-year cycle. So, in that accreditation process, that’s where we now look at the alignment of whatever you are offering with those attributes of the professional body of the industry”, said phumzile
“Our programmes are accredited… In that accreditation process, that’s where we now look at the alignment of whatever you are offering with those attributes of the professional body of the industry.” (Phumzile)
“Reviewing curriculum on a regular basis, guided by industry demands and HRM trends, enables us to adjust the curriculum. By doing this we stay attuned to the changes out there and what the industry requires” (Sono)
“Advisory boards do not dictate to us because we have our own attributes as the university...we align them to have our own attributes as the university then we take the advice from these advisory boards.” (Nothando)
Integration of graduate attributes into curriculum:	Structured integration of graduate attributes	Continuous curriculum review and alignment
• The integration of attributes is gradual and embedded throughout the curriculum	• Graduate attributes explicitly embedded in curricula from first year	• Integration of graduate attributes is progressive and intentional
• Attributes are explicitly stated in module outcomes and exit-level outcomes	• Continuous review and alignment with industry and advisory bodies	• Ongoing curriculum review involves industry input and institutional objectives
• Continuous curriculum reviews are informed by industry needs and stakeholder inputs
• There is a focus on aligning industry needs with institutional objectives
Key representative quotes:
“The exit level is where you want to see that everything has happened but… all those values must be enforced right from the onset.” (Buhle)
“So, it is that principle that I care with this when you develop and design your programme and review your programmes, it’s driven by what the industry requires.” (Phumzile)
“And we are looking at the innovative ways of how our students can survive out there because it looks like it’s quite difficult for students to get employment now.” (Refilwe)
“I want to say it’s artificial intelligence and I will tell you why, gone are the days whereby HR was seen as a paper pushing a department, you know taking this from point A… to point B but we want to make sure that now things are automated” (Nothando)
Key graduate attributes	Professionalism and ethical integrity:	Graduate attribute development:
• Essential attributes include communication, critical thinking, independent learning, and ethical integrity	• Emphasis on ethical integrity and professionalism from the start of the academic journey	• Essential skills include communication, ethics, critical thinking, and HR-specific knowledge
• Domain-specific knowledge such as HR legislation, recruitment, and employee maintenance is crucial	• Acknowledgment of HRM-specific disciplinary epistemology	• Attributes are developed and reinforced throughout the academic journey
• Ethical integrity is a foundational element in HRM education
Key representative quotes:
“We are actually trying to build and impart knowledge to the future HR practitioners, so the first one which is most important is the issue of integrity.” (Nothando)
“Ethics… need to be enforced right from the onset and not to wait until the end.” (Refilwe)
“You want the students to grow and then you want that critical thinking right at the end but it’s something that you prepare from the onset, every student should be like when we are doing our assessment, it could be the formal or informal assessment, the formative assessment and summative assessment” (Buhle)
“And then also I mentioned the ability to source information, analyse and apply information. That is why you would see a research methodology in our programmes, so that is at design level” (phumzile)
Collaboration with other universities and advisory bodies such as SABPP in curriculum development	Stakeholder collaboration	Institutional coherence and disciplinary rigor
Key representative quotes:		• The HRM programme aligns with institutional attributes, reinforcing a university of technology identity
“So, in the development of those standards, I attended all three and also over and above that you work with other universities we have in HR, what we call south African human resource universities Forum, we meet annually, we share information” (Phumzile)		• Graduate attributes emphasize HRM-specific competencies, ensuring employability

In the same spirit, accordingly, exemplary verbatim quotes are included to substantiate emerging themes, maintaining a clear link between raw data and theoretical contributions.

Trustworthiness

To ensure credibility, a triangulation of interviews and documents was followed as highlighted earlier. Moreover, verbatim participant quotes to ground findings in raw data are also incorporated guided by the Gioia approach. Dependability was enhanced by maintaining a coding log and data tables, while confirmability was supported through researcher reflexivity. Transferability is limited due to the small, context-specific sample; however, thick description of the institutional and disciplinary setting allows readers to assess applicability to other contexts.

Limitations

The study is constrained by its reliance on six participants from one programme, which limits generalisability. Nevertheless, this limitation is mitigated by the depth of engagement with participants and the triangulation of multiple data sources. Future research could extend the scope through comparative studies across UoTs or longitudinal designs examining employability outcomes.

Findings

Following methodological exposition, the findings are structured through a systematic coding framework that visually and textually demonstrates the progression from raw data to theoretical abstracts. The presentation begins with data tables, where first-order concepts (derived from participants’ direct statements) are displayed alongside second-order themes (researcher-identified patterns), which are then synthesised into aggregate dimensions representing the broader theoretical constructs.

Table 5 shows that all participants are highly experienced and qualified lecturers teaching in the HRM programme. Two participants have PhDs, whilst four have master’s degrees as the highest qualifications. Five participants are affiliated with the SABPP, except Nothando, who is yet to affiliate with the body.

Table 5.

Participant’s profile.

Participant	Highest qualification	Experience	Affiliated industry body
Refilwe	PhD	10 years of teaching experience	SABPP
Phumzile	PhD	22 years of teaching experience	SABPP
Sono	Masters	5 years of teaching experience	SABPP
Nothando	Masters	• 20 years of HR practice experience	Not yet affiliated
Nothando	Masters	• 4 years of teaching experience	Not yet affiliated
Buhle	Masters	6 years of teaching experience	SABPP

Findings from interviews

The findings are presented through themes derived from interviews and document analysis, structured according to the Gioia methodology. Each theme is interpreted in relation to relevant LCT dimensions.

Institutional and disciplinary alignment (Autonomy & specialisation)

Lecturers emphasised that HRM graduate attributes are explicitly embedded in exit-level outcomes and closely aligned with institutional attributes. This reflects positional autonomy (RA+), as the department retains authority to integrate institutional identity into the programme. At the same time, the emphasis on HRM-specific skills demonstrates strong epistemic relations (ER+), reinforcing disciplinary distinctiveness (Specialisation).

“They [graduate attributes] are explicitly stated in exit level outcomes and module outcomes. We embed them in module content from the start.” (Nosipho)

Industry standards and advisory influence (Autonomy & density)

The SABPP plays a central role in shaping the curriculum, providing accreditation standards and continuous review processes. This indicates significant relational autonomy (RA-), as external bodies exert influence. The focus on accreditation and employability reflects high material density (MaD+), privileging industry-defined competencies. Yet lecturers also noted that ethical and professional integrity (MoD+) remains a valued dimension.

“…our programmes are accredited by SABPP…that’s where we now look at the alignment of whatever you are offering with those attributes of the professional body of the industry.” (Phumzile)

Integration of graduate attributes across the curriculum (Semantics & temporality)

Graduate attributes are introduced from first year and reinforced progressively, with explicit embedding in module and exit-level outcomes. This reflects semantic gravity (SG+), as knowledge is consistently tied to practical, applied contexts. However, the lack of strong semantic density (SD-) suggests limited engagement with theoretical depth. The programme also demonstrates a forward-looking orientation (Temporality, TO+), preparing students for evolving HRM practices such as digitalisation and artificial intelligence.

“Gone are the days whereby HR was seen as a paper-pushing department…we want to make sure that now things are automated.” (Nothando)

Data from Secondary sources

Professionalism and ethical integrity (Density & specialisation)

Ethical conduct and professionalism emerged as foundational, with participants stressing that these values are cultivated from the start of the academic journey. This indicates strong moral density (MoD+), ensuring graduates are not only technically competent but socially responsible. These qualities reinforce social relations (SR+) within Specialisation, which highlights the development of professional identity alongside disciplinary knowledge.

“The first one which is most important is the issue of integrity…ethics need to be enforced right from the onset and not to wait until the end.” (Refilwe)

This section briefly presents a triangulation of the institution’s graduate attributes, the HRM programme exit-level outcomes and key attributes identified from primary data. Table 4 depicts the institutional graduate attributes as reflected in the Academic Identity, the exit level outcomes from the prospectus of HRM diploma, as well as the key attributes identified from interview data (Table 6).

Table 6.

Data from secondary sources.

MUT graduate attributes (Source: MUT academic identity document)		HRM graduate attributes
Basic skills and understanding	• Able to communicate effectively in English	HRM diploma exit level outcomes (Source: HRM diploma prospectus 2023)
	• Able to source and use appropriate information	• Co-ordinate and contribute to the management of some aspects of all of the four role clusters related to human resources management and practices
	• Computer literate	• Recruitment and induction of new employees
	• Has discipline-relevant professional skills	• Contribute to the development of employees
	• Familiar with the workplace	• Contribute to the establishment and improvement of labour and employee relations (including contributing to employee assistance and wellness programmes)
	• Able to move between jobs, thus remaining employable for life	• Adhere to legislative requirements and organisational policies and procedures when coordinating some of the core processes related to human resources management and practices
Knowledge and intellectual ability	• Possesses both general and in-depth disciplinary knowledge	• Promote best human resources management practices in an organisation
	• A critical and analytical thinker	• Contribute to the monitoring of health and safety at the workplace
	• Has research skills	• Identify strengths and areas for improvement in own learning through self-reflection and reflection on organisational human resources management and practices
	• Intellectually curious
	• Committed to further learning•
Workplace skills and applied knowledge	• Able to function in any work environment and thrive
	• Able to apply knowledge to solve problems
	• Entrepreneurial and resourceful
	• Able to work independently
	• Creative and innovative
	• Able to adapt to new/different workplace practices and cultures
	• Accountable and ethical
	• Environmentally responsible
Interactive and personal skills	• Leadership ability
	• Independent and confident
	• Adaptable and resourceful
	• A socially responsible and ethical local citizen
	• A connected ‘global citizen’
	• Flexible and responsive to diverse environments
	• Positive, self-motivated and entrepreneurial
	• Willing to work with and learn from others
SABPP core competencies for HR (Source; SABPP competency model)
• Leadership and personal credibility
• Organisational capability
• Solution creation and Implementation
• Interpersonal and communication skills
• Citizenship for the future

Source: adapted from MUT Academic Identity, HRM 2023 Prospectus and SABPP.

Table 4 shows strong alignment between the graduate attributes in MUT’s Academic Identity document and those emphasised by interview participants, particularly in basic skills such as computer literacy, workplace readiness, communication, and teamwork. Independent learning and critical thinking also emerge as shared priorities, linking institutional expectations to employability and adaptability. However, the HRM programme’s exit-level outcomes diverge somewhat, focusing more narrowly on discipline-specific knowledge. In the domain of knowledge and intellectual ability, institutional attributes and primary data align, though lecturers highlight cross-disciplinary and practical skills not fully reflected in the official outcomes. A similar pattern is evident in workplace skills: while adaptability and independent work are emphasised institutionally and in interviews, exit-level outcomes prioritise compliance-oriented competencies such as health and safety. For interactive and personal skills, strong alignment exists around social responsibility, communication, and critical thinking, even though these are not explicitly stated in programme outcomes but implied through HRM practice.

Synthesis

Per Figure 2, alignment between institutional expectations, industry advisory bodies, and curriculum development ensures both industry relevance and graduate preparedness. The first pathway highlights the integration of HRM graduate attributes with institutional attributes, reinforcing institutional and disciplinary coherence. Alignment with industry standards further drives curriculum responsiveness, underscoring the role of external collaboration in shaping competencies. Graduate attributes are progressively embedded through a structured model that balances theoretical knowledge with practical skills, producing work-ready graduates. Professionalism and ethical integrity emerge as core components, reflecting the university’s dual responsibility to maintain academic rigor while addressing industry demands.

Figure 2.

Integration and alignment of graduates attributes.

Discussion

This study investigated how graduate attributes are integrated and aligned within the HRM diploma at a South African UoT, with a focus on the tensions between industry influence and institutional autonomy. Using LCT as an analytical lens, the findings highlight the complexity of embedding attributes in applied programmes where employability imperatives are prominent.

Integration and alignment of graduate attributes

The HRM diploma demonstrates strong alignment between institutional graduate attributes, programme-level outcomes, and industry requirements. Attributes are embedded from the first year, explicitly incorporated in module and exit-level outcomes, and reinforced through continuous curriculum review. This coherence supports institutional identity while enhancing employability, echoing research on UoTs’ applied mandate (Garraway and Winberg, 2019). However, alignment is not neutral: it is shaped by the SABPP’s accreditation requirements, which prioritise workplace competencies and professional standards. While this ensures industry relevance, it also narrows the scope for broader transformative or critical attributes, raising questions about whether integration primarily serves institutional vision or external imperatives (Paadi, 2014; Taylor and Calitz, 2020).

Autonomy and industry-academia tensions

The findings reveal significant relational autonomy (RA-), with SABPP exerting influence on curriculum design, reflecting the wider trend of advisory boards shaping UoTs (Taylor and Calitz, 2020). Although lecturers stressed that the institution retains control (positional autonomy, RA+), industry frameworks largely set the parameters of curriculum design. This tension illustrates the neoliberal framing of graduate attributes, where universities are positioned primarily as suppliers of “work-ready” graduates (Black et al., 2025; Tomlinson, 2017).

Density, temporality, and employability imperatives

The graduate attributes prioritise material density (MaD+), focusing on applied competencies such as recruitment, compliance, and HR governance. Moderate moral density (MoD+), expressed through ethics and professional conduct, adds balance but remains secondary to technical requirements. The diploma also reflects a future orientation (TO+), with attention to digitalisation and AI, aligning with global calls for future-proofing graduates (Clarke, 2018; Bennett et al., 2020). However, this responsiveness may limit opportunities for cultivating broader intellectual resilience.

Semantics and the risk of shallow learning

The programme demonstrates strong semantic gravity (SG+), embedding attributes in real-world contexts, but relatively weak semantic density (SD-), with limited emphasis on theoretical abstraction. This imbalance mirrors findings in applied disciplines more generally (Weinberg et al., 2018), where practice-driven curricula risk producing graduates adept at immediate tasks but less prepared for long-term analytical and adaptive challenges.

Specialisation and professional identity

The HRM diploma reflects strong epistemic relations (ER+), with disciplinary knowledge anchored in areas such as labour legislation, recruitment, and organisational practices, while also fostering social relations (SR+) through its emphasis on ethics and professionalism. This dual focus resonates with Weinberg et al. (2018), who argue that UoT curricula often seek to balance technical expertise with attributes that shape professional identity. The emphasis on ethical conduct aligns with Paadi’s (2014) assertion that employability in HRM requires not only technical skills but also integrity and adherence to professional norms. Similarly, Ressia and Shaw (2022) highlight that employers increasingly value graduates who combine disciplinary knowledge with adaptable, socially responsible behaviours.

Yet, this integration underscores an enduring tension. Graduate attributes in the programme are framed predominantly through the lens of employability and professional accreditation, reflecting neoliberal imperatives that prioritise market-ready competencies (Black et al., 2025; Tomlinson, 2017). Less emphasis is placed on attributes that promote civic engagement or transformative learning, despite calls for higher education to cultivate graduates who can critically interrogate and reshape their professions and societies (Mtawa et al., 2021). This suggests that while the HRM diploma effectively prepares students for professional entry, it risks underplaying broader developmental goals that are central to the social mission of higher education.

Conclusion

This study critically examined the integration and alignment of graduate attributes within the HRM diploma at a South African UoT, highlighting the tensions between institutional identity and industry imperatives. The use of LCT as analytical framework revealed how graduate attributes are legitimated, prioritised, and embedded within a programme situated at the juncture of academic and professional expectations. The study makes three contributions. Theoretically, it extends debates on graduate employability by demonstrating how LCT can reveal the structural dynamics underpinning curriculum design, particularly in applied disciplines where external industry influence is more pronounced. Methodologically, the integration of the Gioia methodology with programmatic mapping enhanced analytical rigour, which offers a replicable approach for examining curriculum coherence across institutional, disciplinary, and industry levels. Practically, the findings provide actionable insights for UoTs: while industry alignment strengthens employability, greater emphasis on theoretical depth (SD+), interdisciplinary competencies, and civic-oriented attributes is essential for producing graduates who are not only work-ready but also critically engaged and adaptable.

Nonetheless, the study has limitations. Its small sample of six lecturers and focus on a single UoT programme limit generalisability. While triangulation with document analysis enhances credibility, broader comparative studies are needed to test the transferability of findings. Future research should extend this work by conducting cross-institutional comparisons across UoTs, undertaking longitudinal studies to track graduate outcomes, and applying mixed-method approaches that combine qualitative insights with quantitative measures of employability. Such studies would deepen understanding of how graduate attributes evolve over time, and how institutions might balance employability with broader educational purposes.

The HRM diploma case illustrates both the promise and the perils of graduate attribute integration in applied higher education. While alignment with industry ensures immediate relevance, an overemphasis on accreditation and employability risks narrowing the transformative role of universities. UoTs, therefore, face the critical task of embedding graduate attributes in ways that serve industry needs while also preserving academic autonomy and cultivating graduates who can critically contribute to society.

Footnotes

ORCID iD

Mashango Phillemon Sithole

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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Industry driven or institutionally defined? A critical analysis of graduate attributes alignment and integration in HRM programme

Abstract

Keywords

Introduction

Literature review

Employability

South African context: Role of UoTs and industry advisory bodies

Institutional graduate attributes

HRM diploma graduate attributes

Theoretical framework

Methodology

Data sources and generation

Data analysis

Trustworthiness

Limitations

Findings

Findings from interviews

Institutional and disciplinary alignment (Autonomy & specialisation)

Industry standards and advisory influence (Autonomy & density)

Integration of graduate attributes across the curriculum (Semantics & temporality)

Data from Secondary sources

Professionalism and ethical integrity (Density & specialisation)

Synthesis

Discussion

Integration and alignment of graduate attributes

Autonomy and industry-academia tensions

Density, temporality, and employability imperatives

Semantics and the risk of shallow learning

Specialisation and professional identity

Conclusion

Footnotes

ORCID iD

Funding

Declaration of conflicting interests

References