Abstract
The purpose of this study was to examine the role of university-industry collaboration in producing banking and finance graduates with employability skills from instructors and industries viewpoint. For this purpose, mixed research design called embedded design was employed. The sample of 76 industry employees and 73 instructors were selected using simple random sampling method, lottery system. Questionnaire was used as major data collection instrument and its reliability estimate coefficient was α=0.81. Mean difference of responses from two independent groups (industry employees and instructors) was tested through non-directional independent sample (two-sample) t-test. The mean of instructors’ responses on banking and finance graduates professional knowledge, skills and ethics was compared with the mean of industry employees’ responses. Thus, no statistically significant mean difference was obtained. In conclusion, industry workers and instructors believe that banking and finance graduates have acquired demonstrable theoretical and practical knowledge, professional skills, and professional ethics. Finally, the researchers commended the need to develop competency models for each occupation or job group so as to define graduates’ successful performance in a particular work setting via their demonstrable competencies.
Highlights
These days quality curriculum development has become globalization-endorsed affair
As depicted in the table 1, the mean of industry employees’ responses for theoretical knowledge (M=3.92) and practical knowledge (M=4.04) of banking and finance graduates was not significantly different from the mean of educators’ responses (M=3.95 & 4.26, respectively) at p=0.05. These results suggest that industry-university collaboration in curriculum development process will have great role in equipping graduates with theoretical and practical knowledge
Integrating employability skills and competency required for successful on-the-job performance of graduates needs strong collaboration between university and employers throughout curriculum development process
Summary
These days quality curriculum development has become globalization-endorsed affair This is due to the fact that curriculum should mirror the training needs of global economic market. The need to timely update curricula in order to address global economic demands and satisfy societal needs is doubt free. Otherwise, it could not answer global economic question for competent, professionally skilled and technologically minded trained man power. It could not answer global economic question for competent, professionally skilled and technologically minded trained man power In this regard, [7] found out that a mismatch between employer demands and job applicants’ skills, suggesting that workforce training needs to be more closely aligned with the skills and competencies required for employment. The key indicators of curriculum success include the quality of the learning achieved by students, and how effectively students use that learning for their personal, social, physical, cognitive, moral, psychological and emotional development (Ibid)
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