PLATFORM - a journal of Management & Humanities

Received: 7 May 2024, Revised: 26 July 2024, Accepted: 7 October 2024 Published: 31 December 2024, Publisher: UTP Press, Creative Commons: CC BY 4.0

ENHANCING ENGINEERING GRADUATES’ EMPLOYABILITY

THROUGH INDUSTRY-RELEVANT TRAINING AND PLACEMENT
Najeem Olawale Adelakun1*, Akeem Adekunle Adebesin2

Department of Works and Services, Federal College of Education Iwo, Osun State, Nigeria
1

2
Department of Mechanical Engineering, The Federal Polytechnic, Ilaro, Ogun State, Nigeria

*Email: [email protected]

ABSTRACT

This study aims to enhance the employability of engineering graduates by focusing on industry-relevant training and
strategic placement. It addresses the significant gap between the skills of engineering graduates in developing nations
and the technical needs of industries. Many industries often express dissatisfaction with the readiness of new engineering
graduates due to a lack of essential technical skills, primarily resulting from inadequate training during and after
graduation. To assess this issue, the research involved a comprehensive demographic survey of 60 industries within the
Agbara Industrial Estate in Ogun State. This survey evaluated their hiring criteria and their absorption of National Youth
Service Corps (NYSC) engineering graduates. Additionally, an online questionnaire was distributed to 340 engineering
corps members to understand their primary assignment locations. The findings reveal that many engineering graduates
are not placed in industries, and many often find themselves in roles unrelated to their field of study. Furthermore, a
significant number of corps members are deployed to non-engineering locations or educational institutions. The study
highlights the critical need for well-structured and supervised industrial training during internships. It advocates for
assigning all engineering graduates to industry-related fields during the one-year NYSC service programme to equip
them with the necessary skills for successful employment. This strategic approach is essential for enhancing their
employability and effectively bridging the gap between academic training and industry demands.

Keywords: Employability, engineering graduates, industrial training, internship, placement, technical skills

INTRODUCTION

In many countries, especially those with developing Pandey & Azeem, 2023). Programmes like the NYSC in
economies, there is a significant gap between what Nigeria provide students and recent graduates with on-
engineering graduates learn in their programmes and the the-job experience, allowing them to apply classroom
skills required by the job market (Adegbite & Hoole, 2024; knowledge in real-world settings and develop the
Brennan et al., 2023; James, 2023). Employers often skills employers seek. Internships also expose them
express frustration that new engineering graduates to industry standards and expectations, making
lack the technical abilities and real-world experience them more adaptable and ready for entry-level jobs
for their roles. This gap has led to calls for educational (Cho et al., 2023; Herbert et al., 2024; O’Toole et al., 2023;
programmes that focus more on industry needs and for Peng et al., 2024; Zhu et al., 2023).
strategic placements of graduates in industry settings
to bridge the divide between academic learning Despite these efforts, challenges remain. Graduates
and workplace requirements (Hughes & Davis, 2024; often lack the specific skills needed in industry;
Kelly et al. 2024; Kayyali, 2024; Ravichandran, 2023). there are insufficient internship opportunities for
Research has shown that internships and industry gaining practical experience, and many graduates
placements can significantly improve the skills have a limited understanding of industry demands
and job prospects of engineering graduates (Ademtsu & Pathak, 2023; Pitan & Muller, 2023). The
(Eiljah et al., 2023; Mohammed, 2023; O’Grady et al., 2023; increasing use of technology in the workplace further

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PLATFORM - a journal of Management & Humanities

emphasises the need to align academic education careers. Teachers considering incorporating service
with the practical skills employers require (Adelakun, learning to help their graduate students achieve their
2023; Adelakun & Mosaku, 2021; Olajide et al., 2024; professional goals should review the recommendations.
Shomoye et al., 2023). While internships are common Yong and Foo (2024) studied how work-related skills
in fields like medicine, law, and accounting, their were developed in a work-integrated learning (WIL)
implementation in other disciplines is limited, programme that was not in a job setting but was part
preventing many graduates from gaining valuable on- of chemical engineering projects. Despite academic
the-job training (Kaushal, 2016; Marsono et al., 2017). projects showing similar results, qualitative data
In developing countries, engineering graduates often revealed essential skills fostered through internships,
struggle due to a lack of practical skills, a concern such as building professional connections, virtual
frequently highlighted by industries (Pang et al., 2019; collaboration, technology proficiency, problem-solving,
Patki & Patki, 2015). Collaboration between industries and critical thinking. These skills are especially critical
and universities is crucial for providing quality training in engineering work due to the pandemic.
opportunities through initiatives like the Student
Industrial Work Experience Scheme (SIWES) and Internships are crucial in preparing graduates for
Industrial Training (IT), ensuring graduates acquire modern job market requirements by providing hands-
essential technical skills (Adelakun & Mosaku, 2021; on experience, developing industry-relevant skills,
Ibrahim et al., 2023; Osang & Asu-Nandi, 2024). and building professional networks (Adelakun, 2022;
Khasawneh, 2024; Sam & Fred, 2023). Despite efforts
In 2020, Nigeria’s unemployment rate reached a to make internship programmes effective, ongoing
staggering 27.1%, with 21.7 million people unemployed obstacles remain. Sometimes, businesses struggle to
(Oyekanmi, 2020). Despite having a robust higher hire interns because they lack sufficient resources or
education system with nearly 200 universities and because the students’ skills do not match the needs
155 polytechnics enrolling over 2.3 million students of the industry (Agbonghale & Iserameiya, 2017).
annually, the country faces the challenge of finding To address these issues, stakeholders need to work
employment for over 600,000 graduates each year together to create internship programmes that meet
(Adelakun, 2021). Engineering graduates, in particular, industry demands and provide meaningful learning
face difficulties entering the job market due to experiences for students (Adebesin & Adelakun, 2020).
perceived deficiencies in practical skills (Babalobi, 2019;
Dalzira & Jonas, 2019). Recent research underscores
the urgent need for internship programmes to bridge MATERIALS AND METHODS
the gap between graduates’ skills and employers’
The study employed a mixed-methods approach to
expectations, thereby boosting employability.
investigate the impact of industry-relevant training
Studies have explored the impact of various aspects
programmes on the employability of engineering
of internships on employability, such as duration,
graduates in Agbara Industrial Estate, Lagos. Initially,
formalisation, and motivation techniques. For instance,
the study was guided by a set of research questions
Jerez Gomez et al. (2023) found a non-linear relationship
focusing on key components of training programmes,
between internship duration and employability, with
employer perceptions, and curriculum alignment with
initial benefits followed by diminishing returns. They
industry needs.
also noted that motivational practices and formalisation
significantly influence interns’ perceptions of their
Research Questions
employability. Additionally, Roe (2023) conducted a
1. How does participation in industry-relevant
qualitative study on how service-learning experiences
training programmes influence the employability
contribute to graduate students’ career readiness,
of engineering graduates?
highlighting the importance of practical experience
2. What are employers’ perceptions regarding the
in preparing graduates for the workforce.
effectiveness of industry-relevant training and
placement programmes in preparing engineering
Research has shown that service-learning experiences
graduates for the workforce?
are valuable for both professional training and building
abilities and confidence that are crucial for future

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3. Where are the places of primary assignment (PPA) 2. Employer Survey: Assessed perceptions of graduates’
of engineering corps members? readiness and the importance of industry-relevant
4. What specific skills or competencies do you training in hiring decisions. Responses were
find most beneficial in engineering graduates measured using a Likert scale to facilitate statistical
who have completed industry-relevant training analysis.
programmes?
5. How often did the tertiary institution update the Qualitative Data Collection
content of the curriculum to align with current Qualitative insights were gathered through semi-
industry needs? structured interviews with a subset of survey respondents.
This approach allowed for deeper exploration of specific
Survey Questions skills and competencies valued by employers and
1. How frequently are NYSC members posted to your detailed feedback on curriculum updates.
organisation?
2. How would you rate the competence of Data Analysis
recently graduated engineers assigned to your Data analysis involved two main methods:
organisation?
1. Descriptive Statistics: Used to summarise survey
3. Do you believe internships are necessary for
responses from both graduates and employers.
engineering graduates before employment?
2. Thematic Analysis: Applied to interview transcripts
4. How would you rate the effectiveness of the
to identify recurring themes related to skills,
industry-relevant training in improving your
competencies, and curriculum feedback.
employability?
5. How many industry-relevant training programmes
did you participate in during your engineering RESULTS
studies?
6. How important is industry-relevant training The study integrated both quantitative and qualitative
when considering new engineering graduates for findings to provide a comprehensive understanding
employment? of the relationship between industry training and
employability. This approach ensured a robust
Quantitative Data Collection examination of factors influencing job readiness
Quantitative data were collected through structured among engineering graduates and the effectiveness
surveys distributed to two primary groups: engineering of industry-relevant training programmes.
graduates and employers.
Table 1 illustrates the impact of industry training on the
1. Graduate Survey: Included questions on the number
employability of engineering graduates, categorised
of training programmes attended, perceived
by gender. Among male graduates, 110 found the
effectiveness of programmes in enhancing
training highly influential, 84 moderately influential,
employability, and self-ratings of competence.
57 slightly influential, and 23 not influential. Among

Table 1 Impact of industry training on engineering graduate employability

Response Gender Highly Moderately Slightly Not Total

Category Influential Influential Influential Influential Respondents
How does Male 110 84 57 23 274
participation
Female 39 15 9 3 66
in industry-
relevant training
programmes
influence the
employability
of engineering
graduates?
Total Graduates 149 99 66 26 340

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Table 2 Employer perceptions of industry training programmes for engineering graduates

Response Highly Moderately Somewhat Not Very Not Effective Total

Question Effective Effective Effective Effective at All Employers
What are the 24 17 10 6 3 60
perceptions of
employers regarding
the effectiveness
of industry-
relevant training
and placement
programmes
in preparing
engineering
graduates for the
workforce?

female graduates, 39 found it highly influential, 15 schools, 142 to secondary schools, 32 to tertiary
moderately influential, nine slightly influential, and schools, 17 to local government, and 36 to industries.
three not influential. Hence, participation in industry- Among female respondents, 15 are assigned in primary
relevant training programmes significantly enhances schools, 35 in secondary schools, 9 in tertiary schools,
employability for both genders, with the majority 3 in local government, and 4 in industries. Therefore,
finding it highly or moderately influential. secondary schools are the most prevalent assignment
location, with 177 graduates, followed by primary
Table 2 illustrates employers’ perceptions of industry schools with 62 graduates.
training programmes for engineering graduates.
Among 60 respondents, 24 found these programmes Table 4 presents the key skills and competencies
highly effective, 17 moderately effective, 10 somewhat employers find beneficial from industry-relevant
effective, six not very effective, and three not effective training for engineering graduates. Of 60 employers,
at all. This range of responses reflects varying degrees of 52 value practical experience, 48 appreciate technical
satisfaction and suggests areas where improvements in skills, and 41 prioritise industry-specific knowledge.
program alignment with industry needs could enhance Other important skills include critical thinking (37),
their perceived effectiveness in preparing graduates teamwork and collaboration (32), problem-solving (29),
for the workforce. communication (26), project management (26),
adaptability (24), innovation (19), and leadership (18).
Table 3 displays the place of primary assignment This indicates a broad range of skills deemed essential
locations for engineering graduates based on gender. by employers for engineering graduates’ success in the
Among male respondents, 47 are assigned to primary workforce.

Table 3 Engineering graduates’ place of primary assignment

Place of Primary Male Respondents Female Respondents Total number of

Assignment respondents

Primary School 47 15 62
Secondary School 142 35 177
Tertiary School 32 9 41
Local Government Area 17 3 20
Industries 36 4 40
Total Respondent 274 66 340

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Table 4 Key skills and competencies from industry-relevant training in engineering graduates

Skill/Competency Number of Employers

Finding It Beneficial
Technical Skills 48
Problem-Solving Skills 29
Communication Skills 26
Teamwork and Collaboration 32
Adaptability and Flexibility 24
Project Management 26
Critical Thinking 37
Industry-Specific Knowledge 41
Practical Experience 52
Leadership Skills 18
Innovation and Creativity 19
Total Employers 60 (assuming some
employers selected multiple skills)

Table 5 presents the frequency of curriculum updates programme across employers, potentially impacting
in tertiary institutions to meet industry demands, their exposure to and utilisation of young graduate
segmented by gender. Male respondents reported 36 talent through this national service initiative.
updates occurring very often, 49 often, 89 occasionally,
76 rarely, and 24 never. Female respondents reported Table 7 displays the employer ratings of competence
seven updates very often, 10 often, 25 occasionally, 21 among recently graduated engineers in their respective
rarely, and three never. Most respondents mentioned Organisations. Five of the 60 surveyed employers
occasional updates or less, indicating a need to rated competencies as excellent, eight as very good,
enhance the alignment of educational content with 12 as good, 20 as fair, and 15 as poor. This indicates a
current industry needs. Notably, males reported more varied perception of the competence levels of these
frequent updates compared to females, suggesting engineers, with a significant number expressing
a gender disparity in curriculum responsiveness to reservations about their preparedness for professional
industry changes. roles within the organisation.
`
Table 6 illustrates the frequency of NYSC member Table 8 illustrates opinions on the necessity of internships
postings to Organisations based on employer for engineering graduates before employment. Among
responses. Among the 60 employers surveyed, 25 60 respondents, 45 believe internships are necessary,
reported never receiving NYSC members, 14 rarely, 10 do not, and five are unsure (maybe). This highlights a
nine occasionally, seven often, and five very often. strong consensus among most respondents regarding
This suggests varied engagement levels with the NYSC the importance of internships in preparing engineering

Table 5 Frequency of curriculum updates to align with industry needs

Research Gender Never Rarely Occasionally Often Very Often Total

Question Respondents
How often did the Male 24 76 89 49 36 274
tertiary institution
Female 3 21 25 10 7 66
update the content of the
curriculum to align with
current industry needs?
Total Number of Respondents 27 97 114 59 43 340

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Table 6 Frequency of NYSC member postings to an organisation

Research Never Rarely Occasionally Often Very Often Total

Question Employers
How frequently 25 14 9 7 5 60
are National Youth
Service Corps (NYSC)
members posted to
your organisation?

Table 7 Rating of competence in recently graduated engineers assigned to an organisation

Research Excellent Very Good Good Fair Poor Total

Question Employers
How frequently 5 8 12 20 15 60
are National Youth
Service Corps (NYSC)
members posted to
your organisation?

Table 8 Importance of internships for engineering graduates

Research Yes No Maybe Total Number

Question of Respondents
Do you believe internships are 45 10 5 60
necessary for engineering graduates
before employment?

graduates for the workforce, emphasising practical majority of both genders perceive industry-relevant
experience and skill development as crucial for career training positively, indicating its significant impact on
readiness. improving their employability skills and prospects.

Table 9 presents perceptions on the effectiveness of Table 10 illustrates the varying significance of industry-
industry-relevant training in enhancing employability, relevant training in assessing new engineering graduates
categorised by gender. Among male respondents, for employment among 60 employers. Specifically, 28
73 strongly agree and 96 agree that such training is employers consider it extremely important, 19 very
effective, while 31 disagree and 20 strongly disagree. important, seven moderately important, four slightly
For females, 19 strongly agree and 22 agree, while important, and two not important. This highlights a
nine disagree and five strongly disagree. Overall, the prevailing perspective among employers that such

Table 9 Effectiveness of industry-relevant training in improving employability

Research Gender Strongly Disagree Neutral Agree Strongly Total

Question Disagree Agree Respondents
How would you rate Male 20 31 54 96 73 274
the effectiveness of the
Female 5 9 11 22 19 66
industry-relevant training
in improving your
employability?
Total Number of Respondents 25 40 65 118 92 340

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Table 10 Importance of industry-relevant training in hiring new engineering graduates

Research Not Slightly Moderately Very Extremely Total

Question Important Important Important Important Important Employers
How important is 2 4 7 19 28 60
industry-relevant training
when considering new
engineering graduates for
employment?

training substantially improves the preparedness and industry expectations to enhance their efficacy
and appeal of engineering graduates for professional in preparing graduates for the workforce. Regarding
positions within their Organisations. primary assignment locations, secondary schools
are the most common destinations for engineering
Table 11 presents the participation of engineering graduates, suggesting a trend towards educational
students in industry-relevant training programmes, roles after graduation. Employers place the highest
segmented by gender. Among male students, 50 did value on practical experience gained from industry-
not participate, 96 participated in 1-2 programmes, relevant training, followed by technical skills and
73 in 3-4 programmes, 37 in 5-6 programmes, and industry-specific knowledge, indicating a preference
18 in 7 or more programmes. Among female students, for hands-on, applicable skills.
15 did not participate, 23 participated in 1-2 programmes,
17 in 3-4 programmes, 8 in 5-6 programmes, and 3 in 7 The frequency of curriculum updates to align with
or more programmes. Overall, the data indicates industry needs varies, with occasional updates
diverse levels of participation in industry-relevant being the most common. This indicates that while
training programmes, with the majority engaging in educational institutions are trying to adapt, there may
1-4 programmes during their engineering studies. still be gaps in meeting the rapidly evolving demands
of the industry. Engagement with NYSC members for
graduate placements seems limited, suggesting this
RESULTS AND DISCUSSION
resource may be underutilised.
The data provides a detailed insight into the integration
Employer assessments of the competence of recent
of engineering graduates into the professional world.
engineering graduates vary, with some expressing
Employers hold varied opinions on the effectiveness
concerns about their readiness for professional
of industry training programmes for engineering
roles. Internships are widely regarded as essential
graduates: out of 60 surveyed, 24 consider them
for improving engineering graduates’ employability,
highly effective, 17 moderately effective, 10 somewhat
emphasising the importance of practical experience
effective, six not very effective, and three ineffective.
and skill development. Both genders generally agree
This spectrum of opinions highlights the necessity for
on the positive impact of industry-relevant training on
improved alignment between training programmes
employability, highlighting its crucial role in preparing

Table 11 Number of industry-relevant training programmes participated in during engineering studies

Research Gender 0 1-2 3-4 5-6 7 or more Total

Question Respondents
How many industry- Male 24 76 89 49 36 274
relevant training
Female 15 23 17 8 3 66
programmes did you
participate in during your
engineering studies?
Total Number of Respondents 65 119 90 45 21 340

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