State accountability and educational institutional readiness for Work-Integrated Learning (WIL) the case of University for Development Studies (UDS)

Abstract

This study sought to explore how university courses in University for Development Studies (UDS) can be developed to meet industry requirements and to find out how the state can support work-integrated learning with a policy initiative in order to ensure state accountability. The research philosophy adopted to guide the methods and analyses of this study was interpretivism and the research design for this study was a single case study. The sample size for this study was thirty-one (31) participants involving twelve final year students, twelve past students, two heads of departments, two lecturers and 1 industrial attachment supervisor all of School of Engineering, University for Development Studies. As part of the participants, one staff of Ghana Tertiary Education Council (GTEC) and one staff of Ghana National Petroleum Corporation (GNPC) were interviewed. Sampling techniques such as purposive and convenience sampling techniques were employed to select the sample. Three main methods were employed in the collection of data for the study namely, interview (semi-structured), focus group discussion and documentary evidence. The grounded theory framework was used to analyze the data collected. The study revealed that there was an existing connection between university courses and the requirements of industry because University for Development Studies (UDS) uses practically oriented approaches such as field trips, and visitations to workshops and laboratories to align university courses to the requirements of industry. The study also found that work-integrated learning has an appreciable effect on students‘ future employment opportunities. The study revealed that UDS modifies its curriculum through research development and that ensures that it remains relevant and contribute to the nation's economic and industrial growth. The study revealed that work-integrated learning policy is important to the successful implementation of work-integrated learning. Firstly, the study concluded that although UDS has a connection with industry, the existing connection is not strong enough and so university courses do not largely meet the requirements of industry. Secondly, the study concluded that WIL has an appreciable effect on students‘ future employment opportunities. Thirdly the study concluded that methods and strategies such as curriculum modification or re- alignment, strong collaborations with industry for its inputs on new trends and technological advancement and a proper cost analysis on the cost involved in implementing an effective WIL programme are ways through which university courses can be developed to meet industry requirements. Finally, the study concluded that there currently is no WIL policy and so the state should develop a WIL policy through GTEC and ensure that it guides UDS in the implementation of WIL that would provide students with quality education and because the state is accountable to its citizens and to ensure that they receive quality education. Firstly, in the instances where there are gaps, the study recommended that UDS should develop stronger ties with industry to bridge such gaps that exist in between university courses and the requirements of industry. Secondly, industry should avail itself to UDS and receive staff and students who come to them for industrial experience and provide students who learn from them stipends to assist students financially. Thirdly, UDS must remodify its curriculum with various WIL opportunities whiles initiating rigorous consultations with industry. Finally, the state through its regulatory body, GTEC should develop a WIL policy that would aid its implementation.