Contextual relevance and decolonisation of South African Industrial Psychology training: An exploratory case study

Abstract

This study explored the contextual relevance of Industrial Psychology training in a South African university, focussing on its responsiveness to contemporary multi-cultural work settings. Our purposive sample of informants (n = 15, female = 66.67%, South African black citizens = 73.33%) comprised postgraduate students (n = 6), industrial psychology alumni (n = 4), and lecturers (n = 5). We interviewed the informants on their perception of the Industrial Psychology education and training’s relevance to prepare graduates for a multicultural, South African work environment. Following thematic analysis, findings suggested a need for industrial psychology theories framed on collectivistic approaches to learning and assessment, multi-cultural knowledge, and cultural immersion through work-integrated learning practices. Collaboration with university training programs and industry in preparing graduates for the multi-cultural work contexts would enhance the decolonisation of industrial psychology training in South Africa.

Keywords:

• Africanisation
• decolonisation
• equitable education
• indigenisation
• industrial psychology
• organisational psychology