British Journal of Education Vol.4, No.4, pp.38-52, May 2016 ___Published by European Centre for Research Training and Development UK (www.eajournals.org) 38 ISSN 2055-0219(Print), ISSN 2055-0227(online) GRADUATE EMPLOYMENT SATISFACTION IN HIGHER EDUCATION IN BOTSWANA: A CAREER CONCEPT PERSPECTIVE Ushe Makambe, Busisiwe Ndlovu, Norman Rudhumbu and O’brian M’kali Faculty of Business and Accounting, Botho University, Botswana ABSTRACT: This study sought to establish the extent to which graduates of higher education (HE) institutions in Botswana, focusing on a selected higher education institution, were satisfied with their employment, that is, their job designations, job specialisation, and whether they intended to remain in their existing jobs for long. These variables were assessed from a career concept perspective. Relevant literary sources, focusing on aspects of the career concept and career motives, leading to career success hence career satisfaction, were consulted to form the theoretical foundation for the study. The study adopted the quantitative methodology and case study design where the selected HE institution was chosen as a case study for in-depth investigation. The questionnaire was used as the data collection instrument. Data gathered from the questionnaire was analysed using statistical software known as Statistical Package for Social Sciences (SPSS). The results of the study revealed that the graduates of the selected HE institution were generally unhappy with their employment then and most were contemplating leaving their organisations although they were satisfied with their specialisations. KEYWORDS: Graduate, Employment, Satisfaction, Career Concept, Career Motive, Linear Concept, Expert Concept, Spiral Concept, Transitory Concept INTRODUCTION The pivotal role of a graduate employability and job satisfaction survey as a redirecting tool cannot be underestimated (especially in a developing country like Botswana) where the number of higher education institutions vis-à-vis the number of students enrolled in university programmes, and where the issues of mismatch, employability, underemployment and unemployment question the quality and relevance of university education (Powell and Short, 2013; Abu-Bakar., Jani, and Zubairi, 2009). According to Schomburg (2011), graduate tracer study (GTS) is an appropriate tool in determining institutional capability in preparing graduates to meet the demands of the workplace. The GTS involves the determination of graduates in the job search mode, lead time, and employment conditions, where the knowledge acquired at the University is used at work, in promotions, and job satisfaction (Ugwuonah and Omeje 2008). The intent of GTS is generally to create an empirical portrait that describes employment and employability aspects of graduates of HE institutions so as to identify policy imperatives for greater relevance of HE curricula to industry needs and expectations as well as expectations of the graduates. The challenges facing many graduates of developing countries today is finding an ‘ideal career’ after leaving school. The ideal career combines the dream of what a person wants to be with the reality of finding and working at a job that leads to that aim (Abu-Bakar., Jani, and Zubairi, 2009). Picking a career is the most important decision the average student makes. It should involve a self-critical analysis: Where does my talent lie, How can I hone it, and what is the reality of earning a living by using it? Most people of college age tend to be confused, even