Industry-university linkage to impart appropriate skills on learners in Ugandan public universities: analysis of BIS and BIT graduates of Muni University, Arua, Uganda
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Date
2021-03
Journal Title
Journal ISSN
Volume Title
Publisher
National Council for Higher Education
Abstract
There is need to enhance Industry-University link for appropriate skills on learners particularly in Ugandan Public Universities including Muni University. The main objective is to investigate the relevance of Bachelor of Information Systems and Information Technology Curricula of Muni University alumni in equipping graduates with skills that are required by the world of work. Specifically, the study addresses the relevance, challenges, and experience of BIS and BIT programmes of Muni University alumni students with the world of work using a mixed research design protocol. A sample of 36 alumni was selected using stratified, purposive, and simple random sampling from the three consecutive years of graduation from 2017 to 2019. Qualitative data was collected by Interview guide while quantitative data by questionnaires using both online and face to face method. Qualitative data was analyzed thematically while quantitative by descriptive statistics using SPSS version 23 tools. The results of the study indicated curriculum development and review should focus on: course applicability, training of lecturers, Industry-university link, introduction of new courses, and scourse priority. The results of the study will inform curricula developers and reviewers in Universities to link learning objectives with the industrial set up for appropriate skills on learners.
Description
Keywords
Curriculum Development, Curriculum Review, Industry-University, Appropriate Skills, Muni University Alumni, Ugandan Public Universities
Citation
Nkamwesiga, L., Mukimba, F., & Bukirwa, J. R. (2021). Industry-university linkage to impart appropriate skills on learners in Ugandan public universities: analysis of BIS and BIT graduates of Muni University, Arua, Uganda. National Council for Higher Education, (9)1:49-55