Browsing by Author "Geera, Sophia"

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    Challenges in Reforming University Curricula for Graduate Employability: Head of Academic Departments Perspective
    (East African Journal of Education Studies, 2023) Geera, Sophia; Onen, David
    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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    Curriculum Alignment and Graduate Employability: A Comprehensive Exploration at Makerere University
    (East African Journal of Education Studies, 2024) Geera, Sophia; Onen, David
    This study aimed to investigate the alignment of Makerere University's curriculum with the explicit objective of improving graduate employability, prompted by stakeholders' concerns regarding the perceived lack of employable skills in many Ugandan university graduates. Using a multiple-case study design, the research focused on four out of 107 undergraduate programs at the University. Data were collected through document analysis and individual interviews with thirteen key informants purposefully selected for their insights. The findings indicate that the University's programs primarily emphasize career development, subject-specific skills, and understanding, incorporating essential workplace skills such as critical thinking, creativity, collaboration, communication, information, media, technology, flexibility, leadership, initiative, productivity, and social skills. Moreover, science disciplines prioritize experiential elements, including work and life experiences. While the study underscores the alignment of Makerere University's curricula to enhance graduate employability, it highlights the neglect of vital components such as emotional intelligence and work experience. The conclusion emphasizes the need for a collaborative approach involving stakeholders to develop a well-rounded curriculum and recommends continuous efforts to integrate diverse learning methods for holistic development and increased readiness for the dynamic professional landscape
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    Roles and Challenges faced by Heads of Academic Department in Reforming University Curricula to Promote Graduate Employability
    (Soc. Pediatr. Surg, 2019) Geera, Sophia; Onen, David
    This paper examines the roles played by heads of academic department (HODs) and the challenges they face in reforming their units’ curricula to promote graduate employability in a university college in Uganda. The study arose as a result of the persistent complaints raised by employers and other stakeholders about the lack of employable skills among university graduates in the country in spite of the several curricular reviews taking place in the institution. Using the qualitative approach, data were collected from four purposively selected HODs through in-depth interviews. Study results showed, among others, that: first, the participants had different understanding of what graduate employability is: while some conceptualised it as the possession of employable skills by the graduates, others viewed it as the ability of a university student to complete his/her study programme and obtain gainful employment. Second, the participants revealed that they often enable the reforming of the curricula to promote graduate employability by: involving and motivating stakeholders in curricular reviews; offering effective leadership; and by providing requisite information and support to their staff during curriculum reviews and development, among others. Finally, the study participants reported facing several challenges in reforming the curricula of their units - including: limited co-operation by stakeholders, rapidly changing societal needs, and shortage of funds to aid the process of curriculum reviews and development. Therefore, we concluded that while HODs seemed committed to reforming university curricula to promote graduate employability, their efforts are fraught by a repertoire of challenges; thus, we recommend for increased institutional support to enable HODs effectively play their roles in promoting graduate employability.