Ugochukwu Chinonso Okolie

Bio: Ugochukwu Chinonso Okolie is an academic researcher from Ebonyi State University. The author has contributed to research in topics: Higher education & Vocational education. The author has an hindex of 8, co-authored 39 publications receiving 219 citations.

Graduate employability: How the higher education institutions can meet the demand of the labour market

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.

Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?:

Abstract: One debate among business owners and policymakers centres on whether higher education institutions (HEIs) have failed to transform the younger generation by developing their competencies, skills, v...

Improving graduate outcomes for technical colleges in Nigeria

Abstract: This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of Technical Colleges (TCs) in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 TC teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in TCs in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for TCs by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted.

Career Training with Mentoring Programs in Higher Education: Facilitating Career Development and Employability of Graduates.

Abstract: This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions.,The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions.,Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling.,The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context.,Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Abstract: หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan

Abstract: How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan. By Kathleen Thelen. New York: Cambridge University Press, 2004. 352p. $75.00 cloth, $29.99 paper. The theory of evolution is under attack. In this case, however, the attacker, Kathleen Thelen, comes armed with far more plausible evidence than the proponents of “intelligent design,” and the creatures being analyzed are not plants and animals but key economic institutions, such as vocational training systems, organized labor, and employer organizations.