Abstract:
The study investigated the role of career-related dispositions (job satisfaction and career agility) and career wellbeing in the construction of a career wellbeing framework within the Namibian higher education context in the digital career space, with an emphasis on digital transformation in the higher education context accelerated by the COVID-19 pandemic. This study thus aimed to determine whether a significant relationship exists between career-related dispositions and career wellbeing in the digital career space, whether career-related dispositions significantly predict career wellbeing in the digital career space, and, lastly, whether individuals differ by means of their socio-demographic groups (such as gender, age, marital status, race, job level and parental status) in terms of job satisfaction, career agility and career wellbeing in the digital career space within the Namibian higher education context.
To address this gap, a quantitative approach using valid and reliable measuring instruments was used to achieve the study objectives. The sample of the study included 253 full-time permanent academic employees of the public higher education institution in Namibia. The study employed a cross-sectional design within a single institution using non-probability convenience sampling; therefore, the findings are context-specific and do not imply national representativeness. Inferential statistics such as descriptive statistics, canonical analysis, correlation analysis, regression analysis and ANOVA/T tests were used to test the research hypotheses.
Key findings revealed that job satisfaction showed the strongest statistical association with career wellbeing in this sample, whereas career agility did not demonstrate a statistically significant relationship with career wellbeing in this study, challenging contemporary Western career theories emphasising agility. The study contributes by validating multidimensional career wellbeing constructs, providing the first rigorous documentation of career wellbeing patterns in Namibian higher education, and integrating the Ubuntu philosophy with career theory. The findings suggest prioritising career satisfaction-building initiatives over career agility-development programmes, establishing comprehensive transformation frameworks, implementing differentiated career support systems, and developing family-supportive policies. The results demonstrate that in resource-constrained African contexts, career wellbeing derives primarily from career satisfaction rather than agility competencies, requiring institutional responsibility for creating fair, adequately resourced and supportive employment conditions.
