Ukuqala, amagama akhe agcwele; Maximillian James Aarons. UMax, njengoba ebizwa kakhulu, uyisidlaliso nje. U-Max Aarons wazalwa ngosuku luka-4th lukaJanuwari 2000 kuyise, uMike Aarons nomama (igama elingaziwa ngesikhathi sokubhala) esifundeni sesigodi saseHammersmith, eLondon, e-United Kingdom. Uma kusadingeka ukungabaza, kodwa nakanjani ufuna ukhethe ukubhuqa ezifanele kakhulu Leifheit uqinisekile ukuba uzijwayeze imikhiqizo yenkampani. Futhi uma unquma ukuthenga omunye abameleli umenzi, Leifheit bayabulawa ngokuqinisekile ube umsizi wakho esisemqoka. Ngikufisela inhlahla! the fourth industrial revolution and twenty--first century employability development has emerged on education and political agendas as a priority all over the world. researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. the development of blended learning approaches is an expanding field in both developing and developed countries. yet, the skills graduates display and employers’ dissatisfaction is a concern. limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. this study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning. the study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. this aim made the qualitative research method a suitable match. this thesis reports on the resulting comparative study between a south african and an american institution using different blended learning approaches to compare different cases for similarities and variations. the south african higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching--learning. in the fourth industrial revolution with a 21st century knowledge economy, driven from a macro-- meso-- and microlevel perspective, higher education in south africa has the potential to provide a workforce that is socially and economically viable and more inclusive. the thesis concludes with a model to support employability development in blended learning environments.