EMPLOYERS'PERCEPTION OF GRADUATES WITH ENTRY-LEVEL TECHNICAL SKILLS FROM ...

209 Pages·2013·2.37 MB·English

The Pennsylvania State University

The Graduate School

Department of Learning and Performance Systems

EMPLOYERS’ PERCEPTION OF GRADUATES WITH ENTRY-LEVEL
TECHNICAL SKILLS FROM CONSTRUCTION INDUSTRY PROGRAMS IN
GHANA AND NIGERIA

A Dissertation in
Workforce Education and Development
and
Comparative and International Education

by

Philip Acheampong

Submitted in Partial Fulfillment
of the Requirements
for the Degree of

Doctor of Philosophy

May 2013
ii

DOCTORAL COMMITTEE PAGE

This dissertation of Philip Acheampong was reviewed and approved* by the following:

Professor Edgar I. Farmer
Professor of Education
Co-Chair of Committee

Professor Michael Adewumi
Professor of Petroleum and Natural Gas Engineering
Co-Chair of Committee

Professor Ladislaus M. Semali
Associate Professor of Education
Dissertation Advisor

Professor Edgar Yoder
Professor of Agriculture and Extension Education
Committee Member

Professor Richard A. Walter
Associate Professor of Education
Committee Member and Professor in Charge of Graduate Program

*Signatures are on file in the Graduate School.
iii

ABSTRACT
The purpose of this comparative study was to identify the technical skills and
abilities needed by prospective employees of construction industries in Ghana and
Nigeria. Potential employees were defined here as recent graduates of construction
industry programs with entry-level technical skills. The continuous growth in and
expansion of these two countries’ construction industries have led to exponential growth
in positions that require certain technical skills—finding workers with the requisite skills
remains a major challenge for employers in Ghana and Nigeria. Employers have
expressed concerns about the lack of adequately trained graduates and feel that
educational institutions are not producing graduates with skills that match these
industries’ needs.
Three research questions were developed based on employers’ statements about
needs, expectations and experiences. This information was utilized in examining
employers’ perceptions of recent applicants for positions in the construction industries in
Ghana and Nigeria. The methodological design for this study was quantitative in nature
and based on a survey instrument developed and used to collect data; a literature review
provided secondary information. The target population included human resource and
related administrators at construction industries, and professionals in construction
industry programs. The sites for this study included Ghana and Nigeria. The survey was
administered to 112 participants, 58 of whom were from Ghana and 54 from Nigeria.
Findings revealed differences with broad implications for skills training. Most
companies were located in urban areas; fewer were in rural communities. More
construction companies had been established before 2000 compared to companies
established in later years. With regard to employers’ needs (to address research question
iv

one), employers were asked to cite the desired technical skills and abilities considered
necessary for employment of recent graduates. Most respondents indicated a need for all
technical occupations listed in the study, although the needs varied between employers in
Ghana and Nigeria (carpentry, plumbing, masonry, electrical, drafting, welding, and
HVAC systems). When participants were asked to describe their perceptions of the skills
shortage, most indicated that a lack of appropriate technical skills was contributing to the
skills shortage.
With regard to opinions on skills shortages and the belief that employers’ elevated
requirements are contributing to these shortages, most participants indicated that high
requirements were not contributing to skills shortages although few respondents
disagreed with the statement. With respect to demands of the global market, most
indicated that these demands were also not contributing to skills shortages—few
respondents disagreed. Looking next at technical skills, most participants indicated that
technical skills have contributed to skills shortages. While most respondents indicated
that production methods were not causing skills shortage, there were significant
differences in opinion on this topic between Ghana and Nigeria. An ANOVA analysis of
the importance attached to various employee attributes pointed to the importance of being
able to work under stressful conditions with a p-value (<.001), and to maintain a positive
work attitude with a p-value of .029. Variables found to be insignificant included: the
ability to work independently; ability to respond to constructive criticism; ability to
collaborate in teams; additional skills and responsibilities; and ability to supervise others.
These variables were greater than (>.05), so there were no statistically significant
differences between Ghana and Nigeria with respect to the indicated variables.
v

With regard to policy on technical skills training, industry involvement in
curricular planning was significant and very different between Ghana and Nigeria. There
were no significant differences in curricular responsiveness to national needs, and a
strong relationship between education and the industry and other domains. Most
participants indicated keeping records of graduates’ technical skills in order to better
match them with potential employers. Looking at hiring trends, most respondents from
Ghana and Nigeria indicated that the rate of hiring was increasing—few indicated that the
hiring trend had remained the same or was decreasing. With regard to criteria used to
evaluate graduates, there was a significant difference between Ghana and Nigeria with
respect to amount of time spent to accomplish a task. The remaining domains—types of
work performed by entry-level graduates and productivity and quality of work—were not
significant.
Looking next at employers’ perceptions of graduates’ work experiences, most
respondents agreed that graduates did not have business and industry knowledge. The
majority of respondents also agreed that graduates do not have the appropriate technical
skills. With regard to workplace values, intelligence, and mindset, most agreed that
graduates do not have the requisite degrees of each. There were no differences between
Ghana and Nigeria concerning graduate internship experiences, cooperative experiences
and work experiences.
Study findings have broad implications for practice, research, and training.
Further research should be conducted in areas of significant difference identified in this
qualitative study. Where no such differences exist, a support structure—including, e.g.,
training programs that can sustain the industry’s workforce—is essential.
vi

TABLE OF CONTENTS

LIST OF FIGURES ........................................................................................................... ix

LIST OF TABLES ............................................................................................................. xi

ACKNOWLEDGMENTS ............................................................................................... xiv

CHAPTER 1 INTRODUCTION .........................................................................................1

Historical Perspectives ...............................................................................................1
Definition of the Research Problem ...........................................................................2
Statement of the Problem and Context ......................................................................3
Purpose Statement .....................................................................................................7
Significance of the Study ..........................................................................................9
Research Questions .................................................................................................10
Assumptions of Comparative Study ........................................................................11
Cultural Perspective of Comparative Education in Ghana and Nigeria ..................12
Comparative Methods and Why It is Important for Ghana and Nigeria .................14
Cultural Equivalence of Comparative Methods ......................................................17
Impact of Comparative Education in ECOWAS ......................................18
Limitations and Delimitations of Study ..................................................................19
Definition of Terms .................................................................................................20
Theoretical and Conceptual Framework .................................................................21
vii

CHAPTER 2 REVIEW OF RELATED LITERATURE ...................................................25

Literature Influencing Workforce Education and Skill Development ....................25
Education Development in Ghana ...........................................................................30
Ghana Education Structure .....................................................................31
Ghana Education System ........................................................................33
Education Development in Nigeria .........................................................................36
Nigeria Education Structure ....................................................................37
Nigeria Education System.......................................................................38
Perception of Society about Workforce Education and Development ....................41
Economic Development and Industry in Ghana ......................................................43
Economic Development and Industry in Nigeria ....................................................44
Higher Education Development in West Africa ......................................................45
Higher Education Institutions in Ghana ..................................................................45
National Polytechnics Institutions in Ghana ...........................................46
Colleges of Education in Ghana-Technical ............................................47
Affiliated Colleges of Education in Ghana .............................................48
Ghana Public Universities.......................................................................48
Higher Education Institutions in Nigeria ................................................49
Establishment of Universities in Nigeria ................................................50
Polytechnic & Mono Technical Education .............................................50
Colleges of Education in Nigeria ............................................................50
Declining Quality of Education in Ghana and Nigeria ...........................................53
Declining Quality of Education in Ghana ...............................................53
Declining Quality of Education in Nigeria .............................................54
viii

Chapter Summary ....................................................................................................56
CHAPTER 3 METHODOLOGY ......................................................................................58

The Problem ............................................................................................................58
Research Questions .................................................................................................61
Research Design ......................................................................................................62
Measurement ...........................................................................................................63
Population ........................................................................................................63
Variables .................................................................................................................64
Independent Variables .....................................................................................64
Dependent Variables ........................................................................................65
Instrumentation ........................................................................................................65
Validity ...................................................................................................................67
Reliability ................................................................................................................67
Data Collection .......................................................................................................68
Data Analysis .........................................................................................................69

CHAPTER 4 FINDINGS OF QUANTUTATIVE ANALYSIS ......................................71

Rationale for Analysis .............................................................................................71
Parts of Analysis ......................................................................................................72
Part I: Demographic Information ............................................................72
Part II: Employers’ Needs .......................................................................80
Research Question 1 ........................................................................80
Part III: Employers’ Expectations .........................................................108
Research Question 2 ....................................................................108
ix

Part IV: Employers’ Experiences.........................................................118
Research Question 3 .......................................................................118
Chapter Summary ............................................................................................125

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ............128

Purpose of Study ...................................................................................................128
Research Questions ...............................................................................................128
Research Procedure ...............................................................................................131
Summary of Research Findings ............................................................................133
Demographic Information ........................................................................133
Employers’ Needs ....................................................................................136
Employers’ Expectations .........................................................................146
Employers’ Experiences ..........................................................................151
Conclusions and Discussion ..................................................................................156
Conclusions ..............................................................................................156
Discussions ..............................................................................................165
Broad Implications of the Study ............................................................................172
Specific Implications…………………………………………………………….173
Recommendations for Practice ..............................................................................175
Recommendations for Research ............................................................................177
Lessons Learned ....................................................................................................178

REFERENCES ................................................................................................................179
Appendix: Survey Instrument for Participants ...............................................185
x

LIST OF FIGURES

Figure 1.1. Employers’ Perception of Graduates with Entry-level Technical Skills ...........4
Figure 1.2. Research Scope for Collection of Data ...........................................................11
Figure 1.3.Economic Community of West African States ................................................13
Figure 1.4. Contextual Maps .............................................................................................13
Figure 1.5. Comparative Summary of Related Literature and Context .............................18
Figure 1.6. Importance of Comparative Study of Ghana and Nigeria ...............................19
Figure 1.7. Theoretical Framework: Pragmatic Learning .................................................24
Figure 1.8. Conceptual Framework of “Other Ways to Win” Approach ..........................24
Figure 2.1. A Conceptual Model of Education Structure in Ghana (6-3-3-4) ...................33
Figure 2.2. Structure of National Education System in Nigeria ........................................38
Figure 3.1. Quantitative Research design .........................................................................63
Figure 4.1. Responses Reflecting Geographical Location by Country ..............................74
Figure 4.2. Year Company was Established by Country ...................................................75
Figure 4.3. Company Source of Information by Country .................................................77
Figure 4.4. Years Participants Worked by Country ...........................................................78
Figure 4.5. Education Level by Country ............................................................................80
Figure 4.6. Occupational Trades Applicable to Employers’ Needs ..................................82
Figure 4.7. Responses of the Causes Technical Skills Shortages ......................................82
Figure 4.8. Responses about Employers requirement for Jobs .........................................84
Figure 4.9. Responses Showing Demands of the Global Market .....................................85
Figure 4.10. Responses Showing Demands for Technical Skills ......................................86
Figure 4.11. Responses Showing Production Methods .....................................................87