Perceptions of performing arts graduates, lecturers, and employers on the role of internship programmes in enhancing employability in South Africa

Abstract

Framed within Human Capital Theory, this article explores the role of internships in improving the employability of performing arts graduates in South Africa. Although collaboration between the performing arts industry and higher education institutions is crucial for addressing the issue of graduate unemployment, there has been limited collaboration between these two entities. This lack of engagement results in a significant disconnect between the skills taught in academic settings and the skills demanded by the industry. Like fields of higher education, the South African performing arts sector faces a significant challenge in graduate unemployment, which can be largely attributed to the lack of collaboration between universities, the industry, and government. This article explores the perceptions of performing arts graduates, lecturers, and employers on the role of internship programmes in enhancing employability in South Africa. A qualitative research approach was employed, using purposive sampling to select ten performing arts graduates, five employers, and five lecturers with substantial knowledge of the South African performing arts industry and its challenges. A review of existing scholarly literature was also conducted to complement the findings from interviews. The study finds that internships provide essential practical experience, which is critical for career development and improving the employability of graduates. It further reveals that the absence of strong collaboration between universities, the performing arts industry, and government limits the opportunities for graduates. The article concludes by emphasising the need for partnerships that foster knowledge and skill sharing, joint projects, and enhanced funding for the performing arts sector. Such collaborations can benefit both educational institutions and the industry by creating a more integrated approach to graduate development.