Content validation: The forgotten step-child or a crucial step in assessment centre validation?

Orientation: Assessment centres (ACs) are a popular method of assessment in South Africa, as they offer a practical link to the required job, directly observed through candidate behaviour. Content is often borrowed from the USA, so research into the applicability of that content in South Africa is justified.Research purpose: This study aimed to determine whether a selected USA-developed virtual assessment centre (VAC) measured what it claims to, and to determine whether the content is suitable for South Africa.Motivation for the study: A solid pre-statistical foundation of content forms the backbone of assessing validity. Content validation analysis is well suited to analysing the relevance of AC simulations in a specific cultural context. Too often content validation is either implied, or insufficiently explained.Research design, approach and method: A content evaluation schedule was developed, consisting of 50 items covering seven content validation dimensions. Thirteen subject matter experts and nine functional experts were tasked to assess an imported VAC using this schedule.Main findings: This study provides support that the VAC appears to measure what it purports to, and that overall, the content is suitable for use in South Africa.Practical/managerial implications: Content created in the USA can be assessed for relevance and applicability for South Africa through content validation.Contribution/value-add: This study contributes to AC literature and assessment methodology by demonstrating the importance and utility of content validation. Importers and developers of AC content may use this study’s techniques to validate content to meet legislative requirements and ensure domain relevance.

“Adolescent” South Africa (18 Years Since Democratization): Challenges for Universities to Optimize Wellness as a Prerequisite for Cognitive Development and Learning in a Diverse Society

South Africa’s development since 1994 has been of interest to many people across the world as the diverse nature of our society, including the growing diversity of student populations at our universities, demands very special interventions and initiatives to help create a healthier society. Research at Stellenbosch University demonstrates a positive relationship between wellness (which includes its intellectual, social, emotional, physical, spiritual and occupational dimensions) and student success. The main focus of this article is on how a university can develop systemic-holistic strategies to enhance wellness. High levels of wellness in students contribute toward the formation of harmonious and healthy communities on campus, where diversity is regarded as an asset. Furthermore, these “well” students will one day enter the world of work as well-rounded professionals and global citizens who do not hesitate to continue contributing toward the creation of a better society. Academic (or cognitive) success is of vital importance; however, student success in our very diverse context requires a much wider spectrum of characteristics or graduate outcomes for them to flourish and contribute optimally.