The role of soft skills, technical skills and academic performance on graduate employability

Kelvin Mwita; Nivad Mwilongo; Imani Mwamboma

doi:10.20525/ijrbs.v13i5.3457

Authors

Kelvin M Mwita Mzumbe University https://orcid.org/0000-0002-1833-6990
Nivad H Mwilongo Mzumbe University https://orcid.org/0009-0008-7625-3668
Imani Mwamboma Mzumbe University https://orcid.org/0009-0003-3657-5738

DOI:

https://doi.org/10.20525/ijrbs.v13i5.3457

Keywords:

soft skills, technical skills, academic performance, graduate employability, human capital theory.

Abstract

This study examined the role of soft skills, technical skills and academic performance on graduate employability. The study was underpinned by the Human Capital Theory. By using a positivist quantitative approach data were collected from one higher education institution in Tanzania. The study used a sample of 217 final year students who filled a standard questionnaire. Data analysis employed descriptive and inferential statistics. The study found that soft skills (r=.644, p<.05), technical skills (r=.593, p<.05) and academic performance (r=.376, p<.05) individually predict perceived graduate employability. As per the findings, students with better soft and technical skills have a higher chance of getting employed. On the other hand, students with higher academic performance as measured by grade point average (GPA) are more employable than those with lower performance. Controlling these three independent variables depends on efforts of various stakeholders. This research calls for collective efforts of educators, policy makers, students, regulatory authorities and other stakeholders to work in ensuring that right and relevant skills are provided in HEIs and there is a supportive environment for students to perform better academically.

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