Challenges in Reforming University Curricula for Graduate Employability: Head of Academic Departments Perspective

Sophia Geera; David Onen

doi:10.37284/eajes.6.3.1661

Sophia Geera Makerere University
David Onen Makerere University

DOI: https://doi.org/10.37284/eajes.6.3.1661

Keywords: Heads of Department, Graduate Employability, Reforming, Curricula, University

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Abstract

This paper delves into the multifaceted roles of Heads of Academic Departments (HoDs) and their intricate challenges in overhauling their units' curricula to enhance graduate employability within a university college in Uganda. Originating from persistent complaints by employers and stakeholders regarding the perceived deficiency in employable skills among university graduates despite multiple curricular revisions, the study employed a qualitative methodology, gathering data from four purposefully selected HoDs through in-depth interviews. The study's findings revealed divergent interpretations of graduate employability among participants, ranging from possessing employable skills to a student's ability to complete their study programme and secure gainful employment. Additionally, participants disclosed strategies for enabling curriculum revisions, involving, and motivating stakeholders, providing effective leadership, and offering essential information and support to their staff during the curriculum review and development process. However, the study identifies several challenges participants face in revising their units' curricula, including limited stakeholder cooperation, rapidly changing societal needs, and a shortage of funds for the curriculum review and development process. Consequently, the study concludes that while HoDs are committed to reforming university curricula to promote graduate employability, their efforts are hampered by various challenges, necessitating increased institutional support to enhance their capacity to improve graduate employability effectively

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