The Relationship between University Curricula Development and Workplace Performance of ICT Graduates:A case of Makerere University, Bachelors of Science in Computer Science Curriculum
Nanteza, Ruth Ssebagala
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The study examines the relationship between university ICT curriculum development and workplace performance of ICT graduates of Computer Science at Makerere University. Emphasis was put on establishing the relationship between ICT curriculum planning and workplace performance; examining the relationship between ICT curriculum implementation and workplace performance, and analysing the relationship between ICT curriculum evaluation and workplace performance. The study was carried out under a mixed methods approach under the sequential exploratory research design, where quantitative data was used to compliment qualitative data. The data collection methods adopted were used to explore and obtain viable data regarding curriculum development. Data collection sources included primary data, which was based on the data collected form respondents through questionnaires and interviews, and observations which availed first-hand information. Furthermore, secondary data was generated through document reviews such as journals, books and articles, among others. Lastly, the data was presented using tables and narratives. The study revealed that there was a positive relationship between curriculum planning and workplace performance, as well as between curriculum implementation and workplace performance. The study revealed that lecturers gave course outlines, course objective and study rationales to students but there was no baseline for establishing the rationale for studying the course units. Furthermore, most of the curriculum implementation was more of theory-based knowledge rather than practical knowledge which was required to meet the demanding job market. Besides, the curriculum was more top management-oriented, leaving out contributions by students in the curriculum evaluation process. The study concludes that having the right input at the planning stage of the curriculum can produce the right output at the workplace, especially in terms of practical skills and, thus, emphasis was put on inclusion of practical exams as much as theoretical exams for students to get exposure and knowledge. However, the study was time constrained and suggests that further comparative research be done in line with experiences of ICT graduates employed more than five years ago and fresh graduates, for evaluation purposes of the ICT curriculum.