Market Orientation in Universities: Bridging Academia and Stakeholder Expectations

Abstract

This study explores the market orientation practices at Gulu University, Uganda, to understand how the institution aligns its academic programs with the needs of external stakeholders, such as employers, and enhances stakeholder satisfaction. Using a qualitative approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis involving faculty, students, employers, and community leaders over a ten-year period (2013–2023). Findings reveal that Gulu University has made significant efforts to align its academic offerings with local job market demands, especially in fields like Information Technology and Business Administration. However, programs in areas such as the humanities were criticized for being less market-responsive, with graduates in these fields often lacking necessary practical skills. Both employers and students noted that while some programs were beneficial for job preparation, others felt outdated and disconnected from industry needs. The study also highlights that the university has engaged with external stakeholders through initiatives like internships and outreach programs, though these efforts were inconsistent and lacked coordination across departments. Students expressed frustration with the limited accessibility of these opportunities. Additionally, while some curriculum revisions have been made, the pace of change remains slow, particularly in non-technical disciplines, which hampers the university’s ability to meet evolving market demands. The study concludes that while Gulu University has made progress, barriers such as limited resources, fragmented stakeholder engagement, and slow curriculum updates hinder the full implementation of market orientation. Recommendations include adopting a more coordinated market orientation strategy, investing in faculty development, and integrating stakeholder feedback into the curriculum. Further research is recommended to assess the long-term impact of these strategies on graduate employability and institutional success