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Original Research
PAGE NO.
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OPEN ACCESS
SUBMITED
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ACCEPTED
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Vol.07 Issue 05 2025
CITATION
Wakpa Linda Anya, Prof. Margaret Endeley Nalova, & Dr. Ebot-Ashu
Frederick (AP). (2025). Lecturers
’
Quality and Its Enhancement on
Graduates
’
Acquisition of Employability Skills in Anglo-Saxon Universities in
Cameroon. The American Journal of Social Science and Education
Innovations, 7(05), 21
–
40. https://doi.org/10.37547/tajssei/Volume07Issue05-
03
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Lecturers’ Quality and Its
Enhancement on
Graduates’ Acquisition of
Employability Skills in
Anglo-Saxon Universities
in Cameroon.
Wakpa Linda Anya
Department of Educational Administration, Faculty of Education,
University of Buea, Cameroon
Prof. Margaret Endeley Nalova
Professor, department of Curriculum Studies and Teaching, Faculty of
Education, University of Buea
Dr. Ebot-Ashu Frederick (AP)
Associate professor, Department of Educational Administration, Faculty of
Education, University of Buea
Abstract:
The study investigated the extent to which
lecturers’ quality can enhance acquisition of graduates’
employability skills in Anglo-Saxon universities in
Cameroon. The study was guided by the Human Capital
Theory. Methodologically, the convergent parallel
mixed method was adopted for the study. The target
population of the study comprised of lecturers,
administrators, and graduates from 2014 to 2023 (a
maximum duration of 10 years). The sample size of the
study was made up of 359 lecturers, 535 graduates, and
12 administrators given a total of 706 participants. The
participants were sampled using the purposive, random,
accidental, and snowball sampling techniques. A
questionnaire and, an interview guide were the
instruments utilized for the study. The reliability of the
questionnaire was 0.840 and 0.824 for lecturers and
graduates. That of the interview guide was based on the
need analysis technique. Quantitative data were
analysed using SPSS version 25 with descriptive and
inferential statistical tools. The descriptive statistical
tools used were frequency count, percentages, mean
and standard deviation. The qualitative data were
supported with Atlasti 3.0. Statistically, findings showed
that lecturer’s quality has a significant and strong effect
The American Journal of Social Science and Education Innovations
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The American Journal of Social Science and Education Innovations
on acquisition of employability skills (R-value 0.545**,
p-value < 0.01). it was recommended that; A system of
lecturer evaluation done by students and monitoring
mechanisms for teacher effectiveness should be
implemented and a school of education should be
created in every State University to provide lecturer
education certification while lecturers on the ground
should get certificates from accredited institutions.
Keywords:
Professionalisation,
Programmes,
Lecturer’s Quality, employability, skills
.
Introduction:
Employability skill is a key performance
indicator in many countries to measure University
quality and their program performance. Universities
have to design programs while ensuring that students
experience quality educational training (Atem, 2023).
Professional education is one of the most crucial
requirements for developing and sustaining careers
and escaping from poverty.
Teachers play most crucial role in the development of
the education system as a whole and also in imparting
and maintaining the standards of higher education
(Nagoba & Mantri, 2015). Teachers play crucial role in
improving the quality of higher education in following
ways. In the context of professionalization of higher
education, teachers are expected to portray the
following qualities as explain in the paragraphs below.
The dedication and commitment of teachers plays a
crucial role in improving the quality of education and
shaping the future of nation. Furthermore, teachers
are expected to act as motivational force and should
be able to create a learning environment in which
students are encouraged to think carefully, rationally
and express their thoughts and decide on the
situations and difficulties. It is the responsibility of
teachers to create a context in which the students'
desire and ability to learn can work most effectively.
The study therefore examines the extent to which
lecturers’ quality enhances graduates’ acquisition of
employability skills.
In essence,
the primary role of university education is
to train students by enhancing their knowledge, skills,
attitudes and abilities and to empower them as
lifelong, critical and reflective learners (Harvey, 2000).
Also, according to Speigel (2007), Universities certainly
should play an important role in helping to provide
students with resources, knowledge and skills they
need to be successful in today’s economy before
employers can come in to further employee’s skills and
knowledge on the job. Universities not only provides
academic knowledge, but also prepares individuals for
the complexities of the job market by enhancing their
employability and career prospect.
Despite the growing number of universities and
academic programs, many graduates find themselves
inadequately prepared for the workforce- lacking
essential skills such as, critical thinking, communication
and practical experiences. This disconnect not only
hampers individual career prospects but also affects the
overall economy development of the country.
Employers often report dissatisfaction with the skill
levels of new employees, indicating a misalignment
between
education
outcome
and
industrial
requirements. This resulted in a need to reform
academic curricular, and professional development to
ensure that graduates are equipped with the skills to
meet up with the challenges of the job market. The
study therefore examines the extent to which lecturers’
quality enhances graduates’ acquisition of employability
skills. As such; the study sets to examine the extent to
which lecturers’ quality enhances graduates’ acquisition
of employability skills in Anglo-Saxon type universities in
Cameroon.
The study aims to answer the question; to what extent
does lecturers’ quality enhance graduates’ acquisition
of employability skill in Anglo-Saxon type universities in
Cameroon?
Literature Review
Lecturers’ Quality and Graduates’ Employability Skills
The success of any education system depends on the
quality of teachers, which, in turn, depends on the
effective teaching / learning process. Teachers' role is of
vital significance for the development of society and
appropriate changes in the society. Thus, the quality of
higher education depends upon quality of those who
impart it. Teachers are the most important components
of any educational system. Teachers play most crucial
role in the development of the education system as a
whole and also in imparting and maintaining the
standards of higher education (Nagoba & Mantri, 2015).
Teachers play crucial role in improving the quality of
higher education in following ways. In the context of
professionalization of higher education, teachers are
expected to portray the following qualities as explain in
the paragraphs below.
The dedication and commitment of teachers plays a
crucial role in improving the quality of education and
The American Journal of Social Science and Education Innovations
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The American Journal of Social Science and Education Innovations
shaping the future of nation. Furthermore, teachers
are expected to act as motivational force and should
be able to create a learning environment in which
students are encouraged to think carefully, rationally
and express their thoughts and decide on the
situations and difficulties. It is the responsibility of
teachers to create a context in which the students'
desire and ability to learn can work most effectively.
Moreover, it has been argued that skills development
for teachers is crucial to the success of students in the
job market. Skill development of students, on par with
their counterparts elsewhere is an important aspect of
enhancement of quality of higher education. With
liberalization and globalization of economic activities,
the need to develop skilled human resources of a high
calibre is imperative. Consequently, the demand for
internationally acceptable standards in higher
education is evident. Therefore, preparing the
students to achieve core competencies, to face the
global requirements successfully is very important.
This requires that the teachers should be innovative,
creative and entrepreneurial in their approach, to
ensure skill development amongst the students
(Nagoba & Mantri, 2015).
Furthermore, teachers have been called to impact
value-based education. This is because it has been
argued that skills are of less importance in the absence
of appropriate value systems. Hence, teachers should
shoulder the responsibility of inculcating the desirable
value systems amongst the students (Joshi, 2010). The
calibre of teachers has tremendous impact on the
calibre of the students. Hence, teachers are expected
continuously update their subject knowledge in order
to be aware of latest development in their subject.
To elucidate further, teachers are expected be lateral
thinkers. Lateral thinking is problems solving through
indirect and creative approach. Teachers should take
initiative to nurture and nourish the students to
develop lateral thinking (Jaiswal, & Kumar, 2010). In
the opinion of Wake et al. (2007), one characteristics
of teachers’ quality is the efficient use of resources
helps to produce uniquely educated, highly satisfied
and employable graduates. Motivated teachers can
enrich their teaching with resources and co-curricular
activities. Use of ICTs in teaching learning process
makes the lecture effective and improves the quality of
teaching. Quality teachers continuously update their
teaching methods and use innovative teaching
methods help to improve the quality of teaching
(Pathania, 2013).
Special attention to research is crucial for improving the
quality of higher education system. It is one of the
factors, which influences the quality of teaching. High
quality teachers carry out research often to strengthen
their teaching output. The link between classroom
teaching and research is extremely important. It must
be a link operating in two directions that providing
information to the teachers about latest findings and
problems (Banerji & Prasad, 2012).
Also, adequate academic development of teachers has
been opined by Basavraj and Mantri (2015) as an
important factor for
teachers’ quality. It should be
noted that academic development of teachers is crucial
and necessary for the success of the higher education
system. This is because teachers are the prime movers
and catalysts for all round development of students.
Teachers play a significant role not only in improving the
quality of higher education but also maintaining it.
Therefore, the professional competency of teachers has
to be of such a high level so as to impart quality
knowledge to the students. This definitely calls for
continuous upgrading of the professional development
of the teachers, which is key guarantee of quality
education.
High-quality in-service training and professional
development within the profession help teachers keep
in touch with new findings in their subjects and also
obtain continuous support for the improvement of their
teaching.
Furthermore, professional freedom of the teacher is of
crucial importance in developing quality in education.
Professional freedom does not mean that the teacher
can do whatever he likes, but that the teacher, who
knows the students, is the person best equipped to
decide which methods to use in order to create an
optimal leaning situation. There has to be a general
thrust in the creativity of the teacher. Authorities can
give suggestions to teachers regarding the use of newer
teaching methods through service training, professional
development programs and other means. But authority
should not dictate about method to be used by teacher.
The teacher should enjoy academic freedom in the
discharge of professional duties. A teacher plays a
crucial and demanding role in the process of students
learning by creating a context in which the students'
desire and ability to learn can work most effectively
(McCaffrey et al., 2004).
Professional ethics of teachers is an important issue as
in as much as teachers’ quality is concern. The complex
task of teaching and many other responsibilities
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The American Journal of Social Science and Education Innovations
shouldered by teachers underline the questions
related to the responsibilities and duties of teachers.
This has also been reflected in a growing discussion on
professional ethics among teachers. Promotion of
professional ethics also helps to fight against
corruption (Douglas, 2006).
Professionalizing higher education programmes
without putting in place adequate majors to improve
on teachers’/lecturers’ quality will not yield the
expected results (Atem & Joseph, 2020). Teachers are
considered the most important in-school impact factor
on the quality of student achievement. From
M
cKinsey’s (2004) report on how the world’s best
performing school systems come out on top, Barber
and Mourshed (2007) stated that the main driver of
the variation in student learning at school is the quality
of the teachers. Also, based on a large-scale survey on
factors influencing learning outcomes of students,
Hattie (2009) suggested that the quality of teachers
has a larger impact on the learning of students than the
quality of the curriculum, the teaching methods, the
school buildings or the role of parents. As a result of
the widely acknowledged importance of teachers,
much attention should be given to policies with respect
to teachers’ quality within the context of
professionalizing HE programmes to enhance
graduates’ employability (Atem & Joseph, 202
0).
The individual performance of each faculty member is
a crucial factor in quality teaching and in the
professionalisation of HE programmes. Quality
teaching is the use of pedagogical techniques to
produce learning outcomes for students. Experience
showed that fostering quality teaching is a multi-level
endeavour. Support for quality teaching takes place at
three interdependent levels. At the institution-wide
level it includes projects such as policy design, and
support to organisation and internal quality assurance
systems. At the programme level, it comprises of
actions to measure and enhance the design, content
and delivery of the programmes within a department
or a school. At the individual level, it demands
initiatives that help teachers achieve their mission,
encouraging them to innovate and to support
improvements to student learning and adopt a learner-
oriented focus (OECD, 2008).
These three levels are essential and inter-dependent.
However, supporting quality teaching at the
programme level is a key step as to ensure
improvement in quality teaching at the discipline level
and across the institution. Support for quality teaching
can be manifested through a wide range of activities
that are likely to improve the quality of the teaching
process, of the programme content, as well as the
learning conditions of students (Bédard, Clément, &
Taylor, 2010).
According to the Draft Document of Sector Wide
Approach to Education (2006), at every level of the
educational system the Cameroonian educational
system seemed suffer from the shortage of qualified
teachers. Because of this shortage of qualified teachers,
it has led to the employment of many unqualified
teachers. Particularly, at the tertiary level, it was
realized that the number of lecturers with professional
status is low. This shortage in the number of lecturers
with professorial rank is critical in the quality of the
lectures and promotion of research.
Today, many Universities in Cameroon are largely
dominated by assistant lecturers who might have not
undergone any training. Therefore, the pedagogic
competence of many may be weak which may not
adequately
support
the
agenda
of
the
professionalisation of HE programmes to improve on
graduates’ employability. This alone is capable to cause
many students to be less engaged in studies cognitively,
emotionally and behaviourally. Given that this problem
is not new, one of the missions of Universities’ current
strategic plan (2007-2015) was to improve teaching
conditions, staff competence and teaching quality.
Another objective was to improve research output,
relevance and good practice. Also, according to the
Draft Document of Sector Wide Approach to Education
(2006), one of its strategic objectives (objective 4) was
aimed to ameliorate the management and governance
of the education system by defining policy of
recruitment and distribution of teachers.
On this same document, the improvement of special
status of teachers of Higher Education was highly
recommended. To ameliorate the quality of Higher
Education Sub objective 10, actions to be taken were:
Putting in place an efficient system of evaluation and
valorisation of pedagogic activities; creation and putting
in place a pedagogic perfection centre; putting in place
of an evaluation system of teachers by students; and
putting in place a support fund to pedagogic renovation
projects in universities on competitive basis.
All these strategic actions were to ameliorate quality of
teaching in Universities in Cameroon and to support the
professionalisation of Higher Education. However, ever
since these actions were adopted, little or nothing
seems to have been done. For instance, in our
universities, the school administration had never given
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students that autonomy to evaluate their teachers for
quality assurance.
High quality and relevant higher education is able to
equip students with the knowledge, skills and core
transferable competences they need to succeed
after graduation within a high quality learning
environment which recognizes and supports good
teaching (European Commission for Education &
Training, 2010). Increased in the demands for higher
education by students and parents and changes in the
funding structure of many universities also increased
the focus on the quality of teaching. Higher education
is increasingly seen as an investment that should
contribute to national prosperity in the long term
(Yorke, 2006).
Chalmers (2007) stated that one of the main goals of
universities is to prepare students for the workforce,
so measuring the value of graduates is only logical in
order to assess the quality of the teaching received.
Graduates who are efficient on the working place are
often those who benefited from teachers for which
quality teaching was a priority. Professionalisation of
higher education programmes must be blend with high
quality teaching from its academic staff if positive
results are to be attained.
The Centre for High Impact Philanthropy (2010)
defines a quality teacher as one who has a positive
effect on student learning and development through a
combination of content mastery, command of a broad
set
of
pedagogic
skills,
and
communications/interpersonal skills. Quality teachers
are life-long learners in their subject areas, teach with
commitment, and are reflective upon their teaching
practice. They transfer knowledge of their subject
matter and the learning process through good
communication, diagnostic skills, understanding of
different learning styles and cultural influences,
knowledge about child development, and the ability to
marshal a broad array of techniques to meet student
needs. They set high expectations and support
students in achieving them. They establish an
environment conducive to learning, and leverage
available resources outside as well as inside the
classroom. These qualities of a quality teacher are
therefore of paramount importance in the arena of
professionalization.
The study was guided by The Human Capital Theory of
Becker (1964)
The theory of human capital states that companies
have an incentive to seek productive human capital and
to add to the human capital of their existing employees.
Put another way, human capital is the concept that
recognizes labour capital is not homogeneous. In the
context of the study, every company in the job market
demand competent and well-trained graduates for
employment and to build up a productive work force.
In the 1960s, economists Becker and Schultz pointed
out that education and training were investments that
could add to productivity. As the world accumulated
more and more physical capital, the opportunity cost of
going to school declined. Education became an
increasingly important component of the workforce.
The term was also adopted by corporate finance and
became part of intellectual capital, and more broadly as
human capital.
Intellectual and human capitals are treated as
renewable sources of productivity. Organizations try to
cultivate these sources, hoping for added innovation or
creativity. Sometimes, a business problem requires
more than just new machines or more money
(productive human labour force) and they depend on
educational institutions to produce the required labour
force which depends on its curriculum, teachers’
quality, quality of physical facilities and infrastructures
to support the training and finances for the acquisition
of the right and sufficient resources.
Human capital theory rests on the assumption that
formal education is highly instrumental and necessary
to improve the productive capacity of a population. In
short, human capital theorists argued that an educated
population is a productive population. Human capital
theory emphasizes how education increases the
productivity and efficiency of persons by increasing the
level of cognitive stock of economically productive
human capability, which is a product of innate abilities
and investment in human beings.
The provision of formal education is seen as an
investment in human capital, which proponents of the
theory have considered as equally or even more
worthwhile than that of physical capital. Modern
economists seem to concur that education is the key to
improving human capital and ultimately increasing the
economic outputs of the nation (Becker, 1993).
Throughout western countries, education has recently
been re-theorized under human capital theory as
primarily an economic device. Human capital theory is
the most influential economic theory of western
education, setting the framework of government
policies since the early 1960s. Human capital theory
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The American Journal of Social Science and Education Innovations
stresses the significance of education and training as
the key to participation in the new global economy.
According to Becker (1993), the rationality behind
investment in human capital is based on three
arguments: The new generation must be given the
appropriate parts of the knowledge which have
already been accumulated by previous generations.
The new generation should be taught how existing
knowledge should be used to develop new products,
to introduce new processes and production methods.
People must be encouraged to develop entirely new
ideas, products, processes, and methods through
creative approaches.
Fagerlind and Saha (1997) posited that human capital
theory provides a basic justification for large public
expenditure on education both in developing and
developed nations. Based on the significance of
education, the concept of human capital has been
brought to the forefront of many discourses in the field
of economic growth and development. Studies have
shown that improvements in education accelerate
productivity and contribute to the development of
technology, thus improving human capital more than
anything else.
According to human capital theory, education is an
important contributor to economic growth and
education is deemed an investment, equipping
individuals with knowledge and skills that improve
their employability and productive capacities (Trostel,
Walker & Woolley, 2002). Human capital plays a critical
role in economic growth and poverty reduction. From
a macroeconomic perspective, the accumulation of
human capital improves labour productivity, facilitates
technological innovations, increases return to capital,
and makes growth more sustainable, which in turn,
supports poverty reduction.
While the human capital theory has become a popular
explanatory tool for the relationship between education
attainment and labour market outcomes, it has received
criticisms too.
METHODOLOGY
Methodologically, the convergent parallel mixed
method was adopted for the study. The target
population of the study comprised of lecturers,
administrators, and graduates from 2014 to 2023 (a
maximum duration of 10 years). The sample size of the
study was made up of 359 lecturers, 535 graduates, and
12 administrators given a total of 706 participants. The
participants were sampled using the purposive,
random, accidental, and snowball sampling techniques.
A questionnaire and, an interview guide were the
instruments utilized for the study. The reliability of the
questionnaire was 0.840 and 0.824 for lecturers and
graduates. That of the interview guide was based on the
need analysis technique. Quantitative data were
analysed using SPSS version 25 with descriptive and
inferential statistical tools. The descriptive statistical
tools used were frequency count, percentages, mean
and standard deviation.
FINDINGS
Research Question One: To What Extent Does
Lecturers’ Quality Affect Graduates’ Acquisition of
Employability Skills?
QUANTITATIVE FINDINGS
Table 24
Lecturers’ Opinion on Lecturers’ Quality
Items
Stretched
Collapsed
Me
an
Std
.
De
v
SA
A
D
SD
SA/A
D/SD
All lecturers stay current with
industry trends.
57
124
(34.5%)
176
2
181
178
2.6
6
.74
5
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(15.9%
)
(49.0
%)
(0.6
%)
(50.4
%)
(49.6
%)
All lecturers possess up-to-date
knowledge and skills
91
(25.3%
)
203
(55.6%)
59
(16.4
%)
6
(1.7
%)
294
(81.9
%)
65
(18.1
%)
3.0
6
.69
5
The lecturers serve as mentors to
students providing guidance and
insights into the professional
world.
53
(14.8%
)
218
(60.7%)
77
(21.4
%)
11
(3.1
%)
271
(75.5
%)
88
(24.5
%)
2.8
7
.68
5
All lecturers demonstrate
practical application of theoretical
knowledge.
72
(20.1%
)
215
(59.9%)
72
(20.1
%)
0
(0.0
%)
287
(79.9
%)
72
(20.1
%)
3.0
0
.63
4
The level of professional
networking is high among
teachers.
43
(12.0%
)
246
(68.5%)
70
(19.5
%)
0
(0.0
%)
289
(80.5
%)
70
(19.5
%)
2.9
2
.55
7
The lecturers often assess
students in ways that foster
critical thinking in students.
58
(16.2%
)
230
(64.1%)
71
(19.8
%)
0
(0.0
%)
288
(80.2
%)
71
(19.8
%)
2.9
6
.59
9
Lecturers often assess students in
ways that foster problem solving
skills in students
59
(16.4%
)
236
(65.7%)
64
(17.8
%)
0
(0.0
%)
295
(82.2
%)
64
(17.8
%)
2.9
9
.58
6
Effective communication exists
between all lecturers and their
students.
45
(12.5%
)
231
(64.3%)
83
(23.1
%)
0
(0.0
%)
276
(76.9
%)
83
(23.1
%)
2.8
9
.58
8
All lecturers exemplify and instil
ethical and standard professional
conduct.
63
(17.5%
)
207
(57.7%)
87
(24.2
%)
2
(0.6
%)
270
(75.2
%)
89
(24.8
%)
2.9
2
.66
0
All lecturers prepare students in
navigating career transition.
72
(20.3%
)
227
(63.2%)
59
(16.4
%)
0
(0.0
%)
300
(83.6
%)
59
(16.4
%)
3.0
4
.60
6
All lecturers demonstrate
adequate mastery of their
courses.
40
(11.1%
)
252
(69.9%)
68
(18.9
%)
0
(0.0
%)
291
(81.1
%)
68
(18.9
%)
2.9
2
.54
4
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The American Journal of Social Science and Education Innovations
MRS and overall mean
654
(16.6%
2388
(60.5%)
886
(22.4
%)
21
(0.5
%)
3042
(77.0
%)
907
(23.0
%)
2.9
3
.62
7
Key: SA=Strongly Agree, A=Agree, D=Disagree and SD= Strongly Disagree.
Std. Dev; Standard Deviation
Specifically, while 83.6% (300) of lecturers agreed that
lecturers prepare students in navigating career
transition, 16.4% (59) disagreed. Similarly, while 82.2%
(295) also accepted that lecturers often assess
students in ways that foster problem solving skills,
17.8% (64) denied. Moreover, while 81.9% (294) of
lecturers accepted that all lecturers possess up-to-date
knowledge and skills, 18.1% (65) denied.
Furthermore, while 80.5% (289) and 80.2% (288) of
lecturers agreed that there is high professional
networking among lecturers and assess students in
ways that foster critical thinking, 19.5% (70) and 19.8%
(81) denied. To elucidate, while 79.9% (287) of
respondents opined that all lecturers demonstrate
practical application of theoretical knowledge, 20.1%
(72) denied. Moreover, 24.8% (89) of lecturers indicated
that not all lecturers exemplify and instil ethical and
standard professional conduct while 75.2% (270) do
accepted. Finally, while 50.4% (181) of lecturers agreed
that all lecturers stay current with industry trends, close
to half 49.6% (178) denied.
In summary, 77.0% of lecturers hold positive view about
lecturers’ quality while 23.0% hold negative view and
the overall mean of 2.93 below 3.0 on 4 signify that
there is need for more improvement in
lecturers’
quality.
Table 25
Graduates’ Opinion on Lecturers’ Quality
Items
Stretched
Collapsed
Mean
Std
.
De
v
SA
A
D
SD
SA/A
D/SD
Some lecturers lack adequate
mastery of the subject matter.
215
(40.2%
)
202
(37.8%)
110
(20.6
%)
8
(1.5
%)
417
(77.9
%)
118
(22.1
%)
3.17
.80
1
Some lecturers do not possess
up-to-date knowledge.
198
(37.0%
)
175
(32.7%)
159
(29.7
%)
3
(0.6
%)
373
(69.7
%)
162
(30.3
%)
3.06
.82
9
Some lecturers lack up-to-date
skills.
119
(22.2%
)
291
(54.4%)
123
(23.0
%)
2
(0.4
%)
410
(76.6
%)
125
(23.4
%)
2.99
.68
4
The lecturers do not serve as
mentors to students by providing
126
325
80
4
451
84
3.07
.64
1
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guidance and insights into
professional world.
(23.6%
)
(60.7%)
(15.0
%)
(0.7
%)
(84.3
%)
(15.7
%)
Some lecturers do not
demonstrate practical application
of theoretical knowledge.
102
(19.1%
)
368
(68.8%)
62
(11.6
%)
3
(0.6
%)
470
(87.9
%)
65
(12.1
%)
3.06
.57
1
Some lecturers do not often teach
students in ways that foster
problem-solving skills in students.
99
(18.5%
)
362
(67.7%)
69
(12.9
%)
5
(0.9
%)
461
(86.2
%)
74
(13.8
%)
3.04
.59
2
Some lecturers do not often
assess students in ways that
foster critical thinking skills.
119
(22.2%
)
310
(57.9%)
104
(19.4
%)
2
(0.4
%)
429
(80.2
%)
106
(19.8
%)
1.98
.65
7
Effective communication exists
between all lecturers and their
students.**
94
(17.6%
)
281
(52.5%)
143
(26.7
%)
17
(3.2
%)
375
(70.1
%)
160
(29.9
%)
2.16
.74
0
All lecturers show ethical and
standard professional conduct.**
74
(13.8%
)
310
(57.9%)
138
(25.8
%)
13
(2.4
%)
384
(71.8
%)
151
(28.2
%)
2.83
.68
3
Some lecturers do not often
assess students’ problem solving
skills when teaching.
84
(15.7%
)
380
(71.0%)
67
(12.5
%)
4
(0.7
%)
464
(86.7
%)
71
(13.3
%)
3.02
.55
9
Some lecturers do not often teach
students in ways that foster
critical thinking skills in them.
77
(14.4%
)
389
(72.7%)
68
(12.7
%)
1
(0.2
%)
466
(78.1
%)
69
(12.9
%)
3.01
.52
8
MRS and overall mean
1169
(19.9%
)
3083
(52.4%)
1433
(24.4
%)
200
(3.4
%)
3830
(71.6
%)
1520
(28.4
%)
2.85
.66
2
Key: SA=Strongly Agree, A=Agree, D=Disagree and SD= Strongly Disagree.
Std. Dev; Standard Deviation; **items with reversed coding
Specifically, 86.7% (464) of graduates affirmed that
some lecturers do not often assess students’ problem
-
solving skills when teaching while 13.3% (71)
disagreed. Similarly, 87.9% (470) of graduates also
indicated that some lecturers do not demonstrate
practical application of theoretical knowledge while
12.1% (65) disagreed. Moreover, 86.2% (461) of
graduates agreed that some lecturers do not often
teach students in ways that foster problem-solving skills
while 13.8% (74) disagreed.
Furthermore, 84.3% (451) of graduates also accepted
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that some lecturers do not serve as mentors to
students by providing guidance and insights into
professional world while 15.7% (84) disagreed. To
elucidate, 80.2% (429) of graduates point out that
some lecturers do not often assess students in ways
that foster critical thinking skills while 19.8% (106)
disagreed. Finally, 69.7% (410) of graduates also
affirmed that some lecturers do not possess up-to-date
knowledge while 30.3% (162) disagreed.
In summary, 71.6% of graduates with a mean value of
2.85 above 2.5 on a mean scale of 1-4 expressed
dissatisfaction with lecturers while 28.4% expressed
complete satisfaction.
Figure 8
Respondents Opinion on Lecturers’ Quality
As depicted on the figure, both lecturers 23.0% and
more of graduates 71.6% expected improvement in
lecturers’ quality and the overall mean of 2.93 and 2.85
below 3.0 on 4 (not high) for both respondents signify
that much improvement is needed.
Testing of Hypothesis One:
Ho
1
: Lecturers’ quality does not significantly affect
graduates’ acquisition of employability skills.
Ha
1
: Lecturers’ quality significantly affects graduates’
acquisition of employability skills.
Table 26
Perceived Effect of Lecturers’ Quality on Graduates’ Acquisition of Employability Skills
Test
Statistical
parameters
Lecturers’
quality
Acquisition of
employability
skills
Explanatory power of
effect in terms of
percentage /likelihood
ratio
(Cox and Snell R-
Square)
Spearma
n's rho
R-value
1
.545
**
.652 (65.2%)
p
-value
.
.000
77
28.4
23
71.6
0
20
40
60
80
100
Lecturers' opinion
Graduates' opinion
Per
ce
n
tage
Respondents opinion on lecturers quality
Hold positive view
Expected improvement
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n
894
894
**. Correlation is significant at the 0.01 level (2-tailed).
Statistically, findings showed that lecturer’s quality has
a significant and strong effect on acquisition of
employability skills (R-value 0.545
**
,
p-
value < 0.01)
and lecturers’ quality was predicted to greatly
contribute
by
65.2%
(Cox
and
Snell
R-
Square/Likelihood ratio). Therefore, the alternative
hypothesis that states lecturer
s’ quality significantly
affects graduates’ acquisition of employability skills was
accepted.
Qualitative Findings
Table 27
Lecturers and Graduates Personal Opinion on Lecturers’ Quality
Themes
Quotations
Lecturers’
own
personal
opinion
Negative
opinions
Some
lacking
mastery
of
content
“Lecturers are qualified and have a mastery of subjects.”
“Some Lecturers don't possess mastery of the subject matter.”
‘Some lecturers don't have a good mastery of curriculum making
learning
difficult.”
“There are some lecturers who do not have mastery of subject matter.”
“Some lecturers do not have sound mastery of their courses.”
Some
not
passionate
“Most lecturers are enthusiastic and passionate about what they do.”
“There are some teachers who are not passionate with their job.”
“Some lecturers completely lack passion.”
“Not all the lecturers are passion with their work.”
Some
not
complete
course content
“Some Lecturers don't finish their course outline thereby making it
difficult
to understand the course.”
“Most of the lecturers fail to complete their scheme of work thus causing
their students to miss a lot.”
“We have teachers who are not serious with their work. Some hardly
complete their course.”
Some
not
assiduous and
punctual
“Some Lecturers come very late to class and leave before the time of their
period.”
“Some lecturers come late to class making students behind with
curriculum.”
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Some
not
approachable
“Most lectures are approachable.”
Some lectures interacts well with students enhancing a good learning
environment.”
“Some lecturers are not approachable.”
Some
lacking
patience
“There are lecturers who exercise patient which enable effective lectures.”
Some
lacking
communication
“Most of the lecturers don't
give a listening ear to students.”
Graduates’
own
personal
opinion
Positive
views
Good
pedagogic skills
“Lectures should have strong pedagogic skill”
“Effective lectures passing strong pedagogical skills”
“Lecturers should possess strong pedagogic
skills such as ability to
communicate.”
“Lectures should have strong pedagogic skill.”
“Effective lectures passing strong pedagogical skills.”
“Lecturers who had strong pedagogic skills.”
“My lecturers were effective with good pedagogic skills.”
Sound
knowledge of
courses
“Lectures should have a deep knowledge of their course.”
“Lectures should have a deep knowledge of the course outline.”
“Lectures update their knowledge in teaching methods and course
outline.”
“Most of our lecturers had deep knowledge of their course.”
“My lecturers had good knowledge of their courses.”
“The lecturers were having sufficient mastery of their subject matter.”
Passionate
“Lectures should love subject’s matters”
“Passionate lectures who were dedicated to their work and in
terested in
studies.”
“Most of our lecturers were committed in teaching.”
“They had strong passion in their profession.”
Good
relationship
with students
“Collaboration between students and lectures.”
“Student lecture relationship.”
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“Lectures who actively
collaborate with other faculties.”
“My lecturers were all having good relationship with students.”
Negative
views
Lack
sound
knowledge of
courses
“While many lecturers have a mastery of their subjects, other do not
have.”
“Some lectures lack mastery of t
heir courses which makes the teaching
slow and as well the information to be impacted to students are limited.”
“While many lecturers have a mastery of their subjects, other do not
have.”
“Some lectures lack mastery of their courses which makes the teachin
g
slow and as well the information to be impacted to students are limited.”
“Some lectures need to have a deep knowledge of the course outline.”
“While many lecturers have a mastery of their subjects, other do not
have.”
‘Some lectures lack mastery of
their courses which makes the teaching
slow and as well the information to be impacted to students are limited.”
Poor
relationship
with students
“Some lecturers are good while others make it difficult for students to ask
questions during”
“Some lecturers
make worst situation to be very bad.’
“Lecturer and student relationship; can improve their teaching.”
“Lecturers to student’s relationships need improvement.”
“Lecturer and student relationship can improve their teaching.”
“Some lecturers are good while
others make it difficult for students to ask
questions during lectures due to poor relationship with students in class.”
Lack patience
“Some lecturers don’t have patience to teach slow learners”
“There are some lecturers who don’t have patience to teach
slow
learners.”
“Some lecturers don’t have patience to teach slow learners.”
“During my time of studies, there were some lecturers who had no
patience with students.”
Less
engagement in
research
“Lecturers should be engaged in research”
“Lecturers should
be engaged in research.”
Not passionate
“Lectures should love subject’s matters.”
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“Some lecturers should love subject’s matters.”
Professional
development
“University that provides accurate resources professional development
opportunities and a
supportive environment.”
With respect to lecturers’ personal opinion on their
experiences in the field about lecturers’ quality, some
of them said there are some lecturers who lack
mastery of contents/course they teach as explained
“
There are some lecturers who do not have mastery of
subject matter.”, “Some lecturers do not have sound
mastery of their courses.
” More so, some said they are
lecturers who are not passionate of their job as
depicted in the statements
“
Most lecturers are
enthusiastic and passionate about what they do.”,
“There are some teachers who are not passionate with
their job
.”
Moreover, some lecturers added that there are some
colleagues who do not complete their courses as
explained “
Most of the lecturers fail to complete their
scheme of work thus causing their students to miss a
lot
.” Finally, some lecturers shared that they are some
lecturers who lack assiduity and punctuality, not
approachable, lack patience, and have poor
communication skills as depicted in the statements
“
Some Lecturers come very late to class and leave
before the time of their period
.”, “
Some lecturers are
not approachable
.”,
“
There are lecturers who exercise
patient which enable effective lectures
.”
On the side of graduates, while some of them
positively appreciated their lecturers’ quality, some do
not. On a positive note, some graduates, they said their
lecturers had good pedagogic skills as explained
“
Effective lectures passing strong pedagogical skills”,
“Lecturers should possess strong
pedagogic skills such
as ability to communicate
.” Moreover, some said their
lecturers had sound knowledge of their courses as
explained “
Lectures should have a deep knowledge of
the course outline.”, “Lectures update their knowledge
in teaching methods and course outline
.” Finally, some
graduates said their lecturers are passionate and had
good relationship with students as explained in some
of their statements “
Passionate lectures who were
dedicated to their work and interested in studies.”, “My
lecturers were all having good relationship with
students
.”
On the negative said, some graduates said there were
some lecturers who lack of mastery of their courses as
explained in some of their statements “
Some lectures
lack mastery of their courses which makes the teaching
slow and as well the information to be impacted to
students are limited.”, “While many lecturers have a
mastery of their subjects, other do not have
.”
Furthermore, some said there were lecturers who had
poor relationship with students as narrated
“
Some
lecturers make worst situation to be very bad.’,
“Lecturer and student relationship; can improve their
teaching
.”
In addition, some graduates said there were lecturers
who were not patient with students as explained “
Some
lecturers don’t have patience to teach slow learners”,
“There are some lecturers who don’t have patience to
teach slow learners
.” Finally, some graduates indicated
that they were some lecturers who less engage in
research and not passionate as explain in the
statements “
Lecturers sh
ould be engaged in research.”,
“Some lecturers should love subject’s matters
.”
In summary, the lecturers reported that there some
lecturers who lack mastery of content, not passionate,
unable to complete course content, not assiduous, not
approachable,
lack
patience,
and
lack
good
communication skills. While some graduates said their
lecturers had good pedagogic skills, have sound
knowledge of content, and are passionate, others
reported that they had lecturers who lack mastery of
content, had poor relationship with students, lack
patience, do not engage adequately in research, lack
passion, and professional development. In fact, the
negatives outlined about lecturers were enormous
because many graduates reported lack of adequate
mastery of content and poor relationship with students.
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Table 28
Administrators Opinion on Lecturers and Impact of Poor Lecturers’ Quality on Acquisition of Employability
Skills
Themes
Quotations
Have
notice
some lecturers
lacking
effective
communication
skills
with
students
Yes/noticeable
“Yes there are quite a number of them.”
“There are many of them who lack communication skills with their
students.”
“Yes there are.”
“Yes I have noticed some who are unable to communicate effectively
with
their students.”
“Yes there are a couple of them”
“Yes. Their manner of approach to the students. At times they shout at
time. At times I feel that they are bringing issues from elsewhere into
their work, which affects their output.”
Have
notice
some lecturers
unable
to
demonstrate
practical
application of
theoretical
knowledge
Yes/noticeable
“Yes. Some lecturers do.”
“I think so. There are many of them.”
“Yes, looking at the way they give out lectures.”
“Yes. Quite a good number. Practically they don'
t have the skills, but
theoretically the skills are there.”
“Yes, some of them.”
“Yes. I think there are some. Particularly those who lack skills in
pedagogy and transmission of information. They might have something
useful but to pass it out to the students is challenging. And some
students keep complaining that they don't understand the lecturers.”
Impact of poor
lecturers’
quality
on
acquisition of
employability
skills
Ability
to
reproduce
“I think so because if a lecturer cannot convey his lectures in
a good
way, the students might not be able to understand and be able to
reproduce what they have gotten from the lecturer. If a lecturer is poor
at what he is doing, the students will have issues.”
“Graduates will find it hard to even understand what they
are supposed
to do when teachers do not teach well.”
“I think so because it can affect how the students understand the
subject and as such might not grasp the knowledge they intended to
have.”
Practical skills
acquisition
“Yes. Because they are not able
to transfer practical skills that will
enable the students to gain employment in the job market.”
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“I think they have a very big part to play because the way the society is
shaped, the practical ability of the student is the most important aspect
they need to be able to fit into the society and if they lack the practical
skills they cannot impact society.”
“Yes. I say so because it is hard for one to give out what they don't know
and once they don't teach effectively especially practically, it becomes
very d
ifficult for the learners to pick up these practical skills.”
Getting jobs
“Yes. I think so. If lecturers lack the skills required for employment at
the end of the student's studies, you see that they will not be able to
pass these to them. For example, critical thinking, communication skills.
Thereby limiting the students from getting good jobs after their
studies.”
“The graduates will find it difficult to integrate in the world of work
when teachers’ quality is low.”
“Poor lecturers’ quality hinders eff
ective integration graduates in the
job market.”
“Poor lecturers’ quality will give room to poor training which will also
impact graduates’ ability to get jobs because of poor training received
from their teachers.”
Lacking open
mindedness
“I expect the
lecturer to be broad-minded meaning he/she should be
able to accept different perspectives of a particular concept from the
students. Once that is lacking a lecturer will either fail the student or
get into unnecessary clashes with the students.”
With respect to administrators’ opinion on lecturers,
all of them indicated that they have notice some
lecturers in their department lacking effective
communication skills with students as depicted in
some of their statements
“Yes
I have noticed some who
are unable to communicate effectively with their
students.”, “There are many of them who lack
communication skills with their students
.”
Moreover, all the administrators also indicated that
they have notice some lecturers unable to
demonstrate practical application of theoretical
knowledge as depicted in some of their statements
“
Yes. I think there are some. Particularly those who lack
skills in pedagogy and transmission of information.
They might have something useful but to pass it out to
the students is challenging. And some students keep
complaining that they don't understand the lecturers
.”,
“
Yes. Quite a good number. Practically they don't have
the skills, but theoretically the skills are there
.”
Moreover, based on the impact o
f poor lecturers’
quality on acquisition of employability skills, some
administrators said poor lecturers quality hinder
graduates’ ability to reproduce knowledge as explain “
I
think so because it can affect how the students
understand the subject and as such might not grasp the
knowledge they intended to have
.”
More so, some administrators added that poor
lecturers’ quality hinders graduates’ ability to acquire
practical skills as depicted in the statement “
I think they
have a very big part to play because the way the society
is shaped, the practical ability of the student is the most
important aspect they need to be able to fit into the
society and if they lack the practical skills they cannot
impact society
.”
Finally, poor lecturers’ quality was also rep
orted to
affect graduates’ ability of getting a job as explain “
Yes.
I think so. If lecturers lack the skills required for
employment at the end of the student's studies, you see
that they will not be able to pass these to them. For
example, critical thinking, communication skills.
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Thereby, limiting the students from getting good jobs
after their studies.
”
In summary, all administrators agreed to have
observed some lecturers who are lacking in effective
communication skills and unable to demonstrate
practical application of knowledge and these inabilities
were reported to impact negatively the employability
skills of students in terms of knowledge reproduction,
practical application, and open mindedness. This again
tied with the opinion of lecturers and many graduates.
DISCUSSION
The findings showed that lecturers’ quality has a
significant and strong effect on acquisition of
employability skills. Lecturers’ quality was predicted by
the logistic regression model to greatly contribute to
graduates’ acquisitio
n of employability by over sixty-
five percent. From this prediction, it was evident that
high lecturers’ quality will greatly aid graduates to
acquire employability skills while poor lecturers’
quality will greatly hinder graduates’ acquisition of
employability skills. In support of this, some
administrators reported that poor lecturers’ quality
hinders graduates’ ability to acquire practical skills and
ability of getting a job. Therefore, it was obvious that if
the university has lecturers who are not qualified, the
quality outputs from the university who are the
graduates will be compromise.
Despite how important that lecturers’ quality is to
graduates’ acquisition of employability skills,
descriptively, our findings showed that some of the
lecturers themselves reported that there are lecturers
whose quality is low and majority of graduates
expected improvement in lecturers’ quality For
instance, many of the lecturers themselves and
graduates indicated that there are some lecturers who
lack mastery of contents/course they teach, not
passionate of their job, do not complete their courses,
lack open mindedness, lack assiduity, punctuality, not
approachable,
lack
patience,
have
poor
communication skills, less engage in research, and do
not have good relation with students. In addition, at
most, all the administrators equally pinpointed that
they have observed some lecturers in their department
who lack good communication skills and are unable to
demonstrate practical application of knowledge. With
these inept/sponger reported in some lecturers, our
graduates’ acquisition of sufficient employability skills
will be hinder.
These findings tie with that of Atem (2020) who carried
out a study on the impact of teachers’ quality on
graduates’ employability: the case o
f public universities
in the North West and South West Regions of Cameroon
and findings revealed that lecturers’/teachers’ quality
strongly and significantly affect the quality of training
and employability chances of graduates. Aside this
relationship, a significant proportion of graduates,
students and academic staff indicated that not all
teachers employed in the University and in their
department are qualify to teach. Therefore, it was
recommended that adequate measures should be
adopted to improve on t
eachers’ quality by creating a
teacher education centre.
In supporting the need to adopt measures to train
lecturers, in the study of Coffey and Gibbs (2000) on the
impact of training of university teachers on their
teaching skills, their approach to teaching and approach
to learning of their students, findings revealed that
teachers that received training were far better in their
pedagogical approach and their students were well
trained than the new group of teachers who did not
received any training. Thus, from the study of Coffey
and Gibbs (2000) we could see that students turn to
enjoy quality training when their teachers are well
trained. This simply tells us that teachers’ quality does
have a significant impact on skills acquisition of
graduates.
More so, in the study of Snoek et al. (2009), on teacher
educator: a neglected factor in the contemporary
debate on teacher education in Netherland and findings
showed that teacher educators face the challenge to
adopt their curricula to the wider expectations of
society and they concluded that teachers are considered
the most important in-school impact factor on the
quality of student achievement. As revealed in our
study, some teachers are unable to prepare students in
navigating career transition, assess students in ways
that foster problem solving and critical thinking skills,
possess up-to-date knowledge and skills, demonstrate
practical application of theoretical knowledge, and stay
current with industry trends. With all these, adopting
measures for lecturers training is vital. In fact, in the
opinion on the lecturers themselves, many of them do
not stay current with industry needs. And in this kind of
situation, graduates will miss out important skills
relevant to the job market while exacerbating un-
employability.
According to the theory to the improvement by
Benthum et al. (2011), which describes how the
characteristics of the professionalisation of programme
contribute to teachers’ learning, it states that effective
professional development of teachers is needed to help
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teachers implement new reforms as in the case with
professionalisation of university trainings. Change is
often accompanied with complexity and therefore,
opportunities for frequent relevant professional
development are paramount for teachers.
It should be noted that professionalisation of HE
academic programmes might be difficult to attain if
ways to improve on teacher’s competencies are lacking
in educational reform or if present and not effectively
implemented. According to the Law of orientation to
HE (2001), teachers have been described as guarantors
of quality education and given that Hattie (2009)
opined that the quality of teachers has a larger impact
on the learning of students than the quality of the
curriculum, the teaching methods, and the school
building.
As stated in the Sector Wide Approach to Education
(2006) some mechanisms were recommended to
improve on HE teachers’ quality and one of it is the
creation of centres for pedagogic perfection of
teachers that is teacher education centre. Therefore,
from our findings and that of other researchers, if
some lecturers continue to lack much in qualities,
graduates’ acquisition of employability skills will be
significantly affected. This is because a lecturer cannot
give out what he/she is inept at.
CONCLUSION AND RECOMMENDATION
The purpose of the study was to examine the extent to
which lecturers’ quality enhances graduates’
acquisition of employability skills. The findings arrived
at show that more of lecturers expressed satisfaction
with acquisition of employability skills than those who
expressed satisfaction. More so, majority of graduates
indicated
they
need
improvement
in
their
employability skills and adaptability and cultural
diversity, ICT skills, critical thinking and problem-
solving skills, communication skills, team work,
analytical and flexibility skills, self-management,
research skills, good decision-making skills, and
proactiveness were the skills that graduates needed
most as revealed by lecturers and administrators.
Aside the call on improvement in skills acquisition by
graduates by many respondents, our findings also
revealed that a significant proportion of lecturers and
graduates reported that they are lecturers who are
lacking in qualities/skills and it was reported to hinder
graduates’ acquisition of skills.
To address this issue, it was recommended that; A
system of lecturer evaluation done by students and
monitoring mechanisms for teacher effectiveness
should be implemented and a school of education
should be created in every State University to provide
lecturer education certification while lecturers on the
ground should get certificates from accredited
institutions
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