Graduate employability

Abstract

Purpose Following the outcry of several employers that many higher education (HE) graduates do not possess employability skills and therefore are not employable, the purpose of this paper, therefore, is to examine what the labour market (LM) actually demands from the higher education institutions (HEIs) and how the demands of the LM can be met by the HEIs in Nigeria. Design/methodology/approach The study is based on interviews and focus group with 28 university professors, executives of the students’ industrial work scheme (SIWES), industry executives, executive officers of the Directorate of Employment and the HE course/programme leaders that revealed substantial information about what the LM actually requires from the HE, and how the HE can meet the demands of the LM in terms of supply of quality graduates. Findings The key findings reveal that with adequate teaching resources and competent teachers, graduate employability skills (technical and soft), which the LM demands from the HEIs, can be imparted to the students. Concerning LM and HEIs partnerships, it is found that understanding the demands of the LM by the HEIs can enhance the graduates’ outcomes and their prospects in the LM. Research limitations/implications The study argues that the graduate employability is still relevant to the existing practice, but further engagement and research surrounding how the HEIs in the developing countries, especially Nigeria, can meet the actual demands of the LM in terms of competent graduates are needed to examine this range of HE. Originality/value The study provides significant suggestions on the improvement needs of the HE teachers to inspire and motivate students to increase the knowledge (know-how), skills (how to do), self-efficacy (effectiveness) and qualities (technical and creative knowledge) required by the LM.

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

“…Drawing on these two key themes, it can be seen that participants placed a high value on establishing CAGC services centre in every TVET system, establishing effective linkages between the TVET system and industry, and promoting student-centred learning approaches that can encourage career learning and development. The participants suggested that the TVET curriculum should be revised to include up-to-date career development enhanced activities and programs to help students understand and pursue their career goals (in line with Okolie, Igwe, & Elom, 2019;Okolie, Nwosu, & Mlanga, 2019).…”

“…Previous studies have reported that Nigerian TVET graduates are not adequately equipped with the saleable skills required by employers (Mohammed & Ismail, 2015;Musa, 2010;Nwankwo, Obeta, & Nwaogbe, 2013). Studies have also linked Nigerian TVET graduate unemployment to poor career preparation of graduates (Okolie, Nwosu, & Mlanga, 2019;Okunuga & Ajeyalemi, 2018). This reflects poorly on the Nigerian HEIs' implementation of extracurricular activities and career development programs, such as work-placements, career fairs, CV preparation workshops, career networking, career mentoring, coaching on interview techniques, and support with job applications, which can foster students' career development, aspirations, and choices (Ojimba, 2012;Okolie, Nwosu & Mlanga, 2019;Oluwale, Jegede, & Olamade, 2013;Usman & Tyabo, 2013).…”

“…Studies have also linked Nigerian TVET graduate unemployment to poor career preparation of graduates (Okolie, Nwosu, & Mlanga, 2019;Okunuga & Ajeyalemi, 2018). This reflects poorly on the Nigerian HEIs' implementation of extracurricular activities and career development programs, such as work-placements, career fairs, CV preparation workshops, career networking, career mentoring, coaching on interview techniques, and support with job applications, which can foster students' career development, aspirations, and choices (Ojimba, 2012;Okolie, Nwosu & Mlanga, 2019;Oluwale, Jegede, & Olamade, 2013;Usman & Tyabo, 2013). While possible strategies for improvements have been recommended (Eze, 2013;Okolie, Igwe, & Elom, 2019;Oluwale, Jegede, & Olamade, 2013), little is known about how adequately careers advice, guidance, and counselling (CAGC) services and programs foster TVET students' career development, aspirations, and choices in Nigerian HEIs.…”

Responsibility of the University in Employability: Development and validation of a measurement scale across five studies

“…These are important in that they aim to prepare students for their post-graduation lives (Graham, 2017;Holmes, 2013). The role of teaching staff is key for supporting or inhibiting students in the development of their employability (Knight & Yorke, 2003;Okolie, Nwosu, & Mlanga, 2019;Tsui et al, 1997).…”

Room for improvement: A study of overconfidence in numerical skills among British graduates

“…There is more and more concern that while graduates acquire significant subject knowledge when they leave universities and colleges, an important proportion of them may lack basic skills. Some of the areas considered to be areas in which graduates lack skills centre on planning, information technology (IT), literacy and communication (Okolie, Nwosu, and Mlanga, 2019;Shultz, 2008;Raybould & Sheedy, 2005). Numeracy is a critical skill required if graduates were to typify other employer requirements such as project management, planning and ability to work with uncertainty (Tymon, 2013;Black and Yasukawa, 2010;Raybould & Sheedy, 2005).…”