CURRICULUM ALIGNMENT AND JOB MARKET DEMANDS: A CASE STUDY OF THE COMPUTER SCIENCE GRADUATES

The persistent disconnect between Computer Science (CS) curricula and the evolving demands of the technology job market represents a critical challenge for higher education institutions, graduates, and employers worldwide. This study investigates the curriculum-job market alignment gap through a comprehensive case study of Computer Science graduates from a Nigerian public university. The research employed a mixed-methods approach, combining quantitative surveys of 150 graduates and 50 employers with qualitative interviews of 15 curriculum designers and industry experts. The study draws on theoretical frameworks including Human Capital Theory, Competency-Based Education, and the Computing Curricula 2020 (CC2020) competency model (Clear et al., 2020). Findings reveal significant misalignment between academic curricula and industry expectations, particularly in emerging technologies (cloud computing, AI/ML), practical application of theoretical knowledge, and professional competencies including communication, teamwork, and ethical reasoning (Sahin & Celikkan, 2020). The study identifies that while graduates possess strong theoretical foundations, they demonstrate notable deficiencies in soft skills and practical problem-solving abilities (Garousi et al., 2020). Recommendations include the establishment of industry-academia advisory committees, integration of project-based and competency-based learning approaches, and the development of continuous curriculum review mechanisms. This research contributes to the growing body of knowledge on curriculum-job market alignment and provides actionable insights for CS program reform in developing countries. The findings have implications for curriculum designers, policymakers, and educational institutions seeking to enhance graduate employability and reduce the persistent skills gap in the technology sector.
Keywords: Curriculum Alignment, Computer Science Education, Job Market Demands, Graduate Employability, Competency-Based Education, Skills Gap, Higher Education