However, the role of university education in stimulating national economic growth and transformation exacerbates the need to ensure quality within the universities system. University education in Nigeria has been re cognized for its role in pertinent workforce training for the benefit of learners and the community.
It was also recommended that there should be a de-emphasis on certificate education in place of skill-oriented training. Based on these findings, it was recommended among others, that the curriculum should reformed and made universal to provide students of higher institutions with the requirements of contemporary labour market. The result of the analyses showed that academic discipline significantly influences graduate employability while academic achievement does not significantly influence graduate employability. The hypotheses were analysed using one-way analysis of variance (ANOVA). Data collected was subjected to statistical test at 0.05 level of significance. Pearson product moment correlation coefficient and Spearman Brown Prophesy Formula coefficient derived after correlating the outcomes were 0.789 and. The split-half method of reliability was used to test the reliability. It was designed by the researcher with the aid of five research experts to establish its validity and reliability. The major instrument for data collection was a four-point Likert scale questionnaire titled Academic Factors and Graduate Employability Questionnaire (AFGEQ). A total of 150 respondents were used for the study. An accidental sampling technique was used in the selection of the samples. The ex-post facto research design was adopted for the study. To achieve this objective, two null hypotheses were formulated to guide the study.
The main purpose of this study was to investigate the influence of academic factors on graduate employability in Nigeria, a case study of Calabar, Cross River State. The paper concludes that although English departments are not vocational training departments, they should be encouraged to make appropriate curricular adjustments that are in line with trends in modern labour market realities. This paper presents an overview of the increasing gap between the requirements of the labour market and the training typically provided in English Language programmes in Nigerian universities. The typical English Language programme in a Nigerian University is highly academic, focusing more on theories and concepts while the job market increasingly demands precise practical, task-oriented skills. The crisis is not just a question of the number of jobs available but also the doubtful capacity of an average graduate to fit into the modern skill-driven labour market which is increasingly emphasizing the possession of very specific and precise cutting edge-skills and abilities. It is clear that in Nigeria, there is a crisis of graduate unemployment and underemployment.
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