The Relevance of Educational Qualifications to Job Performance among Academic Administrators at a University

Abstract

Education has long been considered a key predictor of job performance. However, the relevance of educational qualifications to the job performance of academic administrative staff in a university in the Western Cape province of South Africa is not understood by the administrative managers of the university. This study aimed to determine the relationship between educational qualifications and job performance among university staff in academic administrative positions and to make recommendations to improve the current situation. It utilized the Individual Work Performance Questionnaire (IWPQ), which is a 47-item instrument developed to measure work performance at the individual level. After defining job performance into four-dimensional behavior patterns (Contextual Performance Behavior, Adaptive Performance Behavior, Task Performance Behavior, and Counterproductive Work Behavior), the results indicated no significant correlations between job performance and the level of qualifications (as measured against the National Qualifications Framework) held by employees. Spearman’s Rho tests were then used to determine the relationship between respondents' National Qualifications Framework level of qualifications and their performance ratings. A moderately significant positive correlation (p=0.056) between the National Qualifications Framework level and job performance ratings that ‘exceed the requirements’ of the job was observed. The research helps to determine the preferred educational levels for academic administrative positions of varying complexity and provides the University with additional guidelines to recruit staff who are most likely to impact organizational objectives positively.