University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective

Banbul Shewakena Tessema; Sintayehu Belay Abejehu

doi:doi:10.11648/j.edu.20170602.13

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University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective

Banbul Shewakena Tessema, Sintayehu Belay Abejehu

Published in Education Journal (Volume 6, Issue 2)

Received: 25 January 2017 Accepted: 9 February 2017 Published: 28 March 2017

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Abstract

The purpose of this study was to examine the role of university-industry collaboration in producing banking and finance graduates with employability skills from instructors and industries viewpoint. For this purpose, mixed research design called embedded design was employed. The sample of 76 industry employees and 73 instructors were selected using simple random sampling method, lottery system. Questionnaire was used as major data collection instrument and its reliability estimate coefficient was α=0.81. Mean difference of responses from two independent groups (industry employees and instructors) was tested through non-directional independent sample (two-sample) t-test. The mean of instructors’ responses on banking and finance graduates professional knowledge, skills and ethics was compared with the mean of industry employees’ responses. Thus, no statistically significant mean difference was obtained. In conclusion, industry workers and instructors believe that banking and finance graduates have acquired demonstrable theoretical and practical knowledge, professional skills, and professional ethics. Finally, the researchers commended the need to develop competency models for each occupation or job group so as to define graduates’ successful performance in a particular work setting via their demonstrable competencies.

Published in	Education Journal (Volume 6, Issue 2)
DOI	10.11648/j.edu.20170602.13
Page(s)	87-93
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Employability Skills, Competency Model, Curriculum, University-Industry Collaboration, Banking and Finance, Graduates

References

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[2]	Creswell, W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research, 4^th ed., Pearson Education, Inc.
[3]	Crosling, G., Heagney M, & Thomas L. (2009). Improving student retention in higher education. Australian Universities Review, 51(2), 9-18.
[4]	Deborah R. (2011). Partnering industry and education for curricular enhancement: A response for greater educational achievement. Online Journal of Workforce Educationand Development, V(2), 1-15.
[5]	HCRC. (2009). Industry partners play a major role in curriculum alignment. [Online] Available: www.california.educatorsnetwork.com.
[6]	Hiwote Molla.(2014). University industry linkage in terms of research: the case of Addis AbabaUniversity. [Unpublished master thesis], Addis Ababa University.
[7]	Joseph W. (2016). The role of industry in curriculum development. [Online] Available: archive.knust.edu.gh/downloads/77/77229.pdf.
[8]	Khare, M. (2014). Employability and higher education in India: the missing links. Higher Education for the Future, 1(1), 39-62.
[9]	MoST. (2013). Procedural directive for the linkage of education and training, research institutions and industry. The Federal Democratic Republic of Ethiopia, Addis Ababa.
[10]	Predrag M., Pere T., Marton S. and Veselin P.(2014). Curriculum development process redesign based on university-industry cooperation. [Online] Available: https://www.researchgate.net/publication/27 2294503.
[11]	Sarker, F., Davis, H., & Tiropanis, T. (2010.) A review of higher education challenges and data infrastructure responses. [Online]Available: http://eprints.soton.ac.uk/id/eprint/271695.
[12]	Stabback, P.(2016). What makes a quality curriculum? In-progress reflection no.2 on current and critical issues in curriculum and learning. [Online]Available: www.ibe.unesco.org.
[13]	UNESCO. (1993). International workshop on curriculum development in technical and vocational education: Final report. [Online] Available: www.unesco.org/education/pdf/23_85.pdf.
[14]	U.S. Department of Labor, Employment & Training Administration. (2015). Competency model development and use- a technical assistance guide. [Online] Available: http://www.careeronestop.org/CompetencyModel/.
[15]	World Bank. (2013). promoting university-industry collaboration in developing countries: policy brief: http://innovationpolicyplatform.org.

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Banbul Shewakena Tessema, Sintayehu Belay Abejehu. (2017). University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective. Education Journal, 6(2), 87-93. https://doi.org/10.11648/j.edu.20170602.13

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ACS Style

Banbul Shewakena Tessema; Sintayehu Belay Abejehu. University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective. Educ. J. 2017, 6(2), 87-93. doi: 10.11648/j.edu.20170602.13

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AMA Style

Banbul Shewakena Tessema, Sintayehu Belay Abejehu. University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective. Educ J. 2017;6(2):87-93. doi: 10.11648/j.edu.20170602.13

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@article{10.11648/j.edu.20170602.13,
  author = {Banbul Shewakena Tessema and Sintayehu Belay Abejehu},
  title = {University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective},
  journal = {Education Journal},
  volume = {6},
  number = {2},
  pages = {87-93},
  doi = {10.11648/j.edu.20170602.13},
  url = {https://doi.org/10.11648/j.edu.20170602.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170602.13},
  abstract = {The purpose of this study was to examine the role of university-industry collaboration in producing banking and finance graduates with employability skills from instructors and industries viewpoint. For this purpose, mixed research design called embedded design was employed. The sample of 76 industry employees and 73 instructors were selected using simple random sampling method, lottery system. Questionnaire was used as major data collection instrument and its reliability estimate coefficient was α=0.81. Mean difference of responses from two independent groups (industry employees and instructors) was tested through non-directional independent sample (two-sample) t-test. The mean of instructors’ responses on banking and finance graduates professional knowledge, skills and ethics was compared with the mean of industry employees’ responses. Thus, no statistically significant mean difference was obtained. In conclusion, industry workers and instructors believe that banking and finance graduates have acquired demonstrable theoretical and practical knowledge, professional skills, and professional ethics. Finally, the researchers commended the need to develop competency models for each occupation or job group so as to define graduates’ successful performance in a particular work setting via their demonstrable competencies.},
 year = {2017}
}

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TY  - JOUR
T1  - University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective
AU  - Banbul Shewakena Tessema
AU  - Sintayehu Belay Abejehu
Y1  - 2017/03/28
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170602.13
DO  - 10.11648/j.edu.20170602.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 87
EP  - 93
PB  - Science Publishing Group
SN  - 2327-2619
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AB  - The purpose of this study was to examine the role of university-industry collaboration in producing banking and finance graduates with employability skills from instructors and industries viewpoint. For this purpose, mixed research design called embedded design was employed. The sample of 76 industry employees and 73 instructors were selected using simple random sampling method, lottery system. Questionnaire was used as major data collection instrument and its reliability estimate coefficient was α=0.81. Mean difference of responses from two independent groups (industry employees and instructors) was tested through non-directional independent sample (two-sample) t-test. The mean of instructors’ responses on banking and finance graduates professional knowledge, skills and ethics was compared with the mean of industry employees’ responses. Thus, no statistically significant mean difference was obtained. In conclusion, industry workers and instructors believe that banking and finance graduates have acquired demonstrable theoretical and practical knowledge, professional skills, and professional ethics. Finally, the researchers commended the need to develop competency models for each occupation or job group so as to define graduates’ successful performance in a particular work setting via their demonstrable competencies.
VL  - 6
IS  - 2
ER  -

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Author Information

Banbul Shewakena Tessema

Department of Management, College of Business and Economics, Dire Dawa University, Dire Dawa, Ethiopia
Sintayehu Belay Abejehu

Department of Pedagogy & Morality, College of Social Science and Humanities, Dire Dawa University, Dire Dawa, Ethiopia

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Plain Text BibTeX RIS

APA Style

Banbul Shewakena Tessema, Sintayehu Belay Abejehu. (2017). University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective. Education Journal, 6(2), 87-93. https://doi.org/10.11648/j.edu.20170602.13

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ACS Style

Banbul Shewakena Tessema; Sintayehu Belay Abejehu. University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective. Educ. J. 2017, 6(2), 87-93. doi: 10.11648/j.edu.20170602.13

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AMA Style

Banbul Shewakena Tessema, Sintayehu Belay Abejehu. University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective. Educ J. 2017;6(2):87-93. doi: 10.11648/j.edu.20170602.13

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@article{10.11648/j.edu.20170602.13,
  author = {Banbul Shewakena Tessema and Sintayehu Belay Abejehu},
  title = {University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective},
  journal = {Education Journal},
  volume = {6},
  number = {2},
  pages = {87-93},
  doi = {10.11648/j.edu.20170602.13},
  url = {https://doi.org/10.11648/j.edu.20170602.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170602.13},
  abstract = {The purpose of this study was to examine the role of university-industry collaboration in producing banking and finance graduates with employability skills from instructors and industries viewpoint. For this purpose, mixed research design called embedded design was employed. The sample of 76 industry employees and 73 instructors were selected using simple random sampling method, lottery system. Questionnaire was used as major data collection instrument and its reliability estimate coefficient was α=0.81. Mean difference of responses from two independent groups (industry employees and instructors) was tested through non-directional independent sample (two-sample) t-test. The mean of instructors’ responses on banking and finance graduates professional knowledge, skills and ethics was compared with the mean of industry employees’ responses. Thus, no statistically significant mean difference was obtained. In conclusion, industry workers and instructors believe that banking and finance graduates have acquired demonstrable theoretical and practical knowledge, professional skills, and professional ethics. Finally, the researchers commended the need to develop competency models for each occupation or job group so as to define graduates’ successful performance in a particular work setting via their demonstrable competencies.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - University-Industry Collaboration in Curriculum Development: Analysis of Banking and Finance Graduates’ Attributes from Educators and Industries Perspective
AU  - Banbul Shewakena Tessema
AU  - Sintayehu Belay Abejehu
Y1  - 2017/03/28
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170602.13
DO  - 10.11648/j.edu.20170602.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 87
EP  - 93
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170602.13
AB  - The purpose of this study was to examine the role of university-industry collaboration in producing banking and finance graduates with employability skills from instructors and industries viewpoint. For this purpose, mixed research design called embedded design was employed. The sample of 76 industry employees and 73 instructors were selected using simple random sampling method, lottery system. Questionnaire was used as major data collection instrument and its reliability estimate coefficient was α=0.81. Mean difference of responses from two independent groups (industry employees and instructors) was tested through non-directional independent sample (two-sample) t-test. The mean of instructors’ responses on banking and finance graduates professional knowledge, skills and ethics was compared with the mean of industry employees’ responses. Thus, no statistically significant mean difference was obtained. In conclusion, industry workers and instructors believe that banking and finance graduates have acquired demonstrable theoretical and practical knowledge, professional skills, and professional ethics. Finally, the researchers commended the need to develop competency models for each occupation or job group so as to define graduates’ successful performance in a particular work setting via their demonstrable competencies.
VL  - 6
IS  - 2
ER  -

Copy | Download