Aligning Academic Curriculum with Industry Demands: Dilemma of Graduates

Abstract

Aligning university courses with industry needs is essential for preparing graduates to enter the workforce. The alignment of university courses with industry needs is essential for producing skilled, adaptable graduates who can meet workforce demands.  As industries change due to technological advancements, educational institutions must adapt their curriculum to include relevant skills, tools, and methodologies used in the field. The fast pace of technological advancement means that curriculum can quickly become outdated and universities face difficulties in keeping their programmes updated and relevant if the institution cannot cope with the rapid change. Universities must continuously update curriculum, foster industry partnerships, and emphasize both technical and soft skills to bridge the education-employment gap effectively, as many graduates lack proficiency in emerging technologies or practical applications of their knowledge and adaptability skills due to outdated focused on theoretical concepts. Besides, insufficient career services or mentorship opportunities can leave graduates unprepared for the latest industry standards and practices. This approach helps students transition smoothly from academic environments to professional settings, where practical skills are often prioritized over theoretical knowledge. In short, building a good partnership between universities and industries facilitates curriculum updates, mentoring opportunities, and exposure to real-world challenges, benefiting both graduates and employers. By having a good faculty-industry engagement may allow students’ exposure to real-world scenarios and networking opportunities. Without these connections, graduates may find it challenging to secure employment or internships that provide critical experience. This paper aims to examine how the current academic curriculum aligns with knowledge, skills, and competencies demanded by the industry, and how this affects graduate employability. It is hoped that the proposed conceptual framework may contribute to the body of knowledge as an additional input for academia, particularly university curriculum reviewer to take into consideration.