A Comparative Analysis of Competencies in Undergraduate Chemistry Curriculum and Job-Competencies required by Chemical-Based Industries in Nigeria.

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dc.contributor.authorOkunuga, R.O
dc.date.accessioned2019-06-07T11:03:46Z
dc.date.available2019-06-07T11:03:46Z
dc.date.issued2014
dc.descriptionA Thesis Submitted to the School of Postgraduate Studies, University of Lagos.en_US
dc.description.abstractThe relevance and adequacy of the undergraduate chemistry curriculum to the requirements of chemical-based industries in Nigeria were determined through a feedback from employers and alumni of universities. Competencies in the undergraduate chemistry curriculum were compared to job-competencies required by chemical-based industries to determine the gaps that exist. Using a descriptive survey design, nine research questions and six hypotheses were raised and three (3) research instruments were developed: Required and Acquired Competencies Assessment Questionnaire (RACAQ); Interview Guidelines for Training and Quality Assurance/Control Managers (IGTQA/CM) and Students’ level of Difficulty of Competencies Assessment Questionnaire (SLDCAQ) were used. Respondents included 103 Chemists and 7 Quality Control/Assurance Managers from 6 purposively selected sectors of chemical-based industries in Lagos and Ogun States as well as 50 chemistry/chemistry education undergraduates. The data generated were analysed using means, paired sample t-test and independent sample t-test. The results of the study revealed that the university chemistry curriculum is relevant, adequate and broad based to meet the theoretical knowledge requirements of chemical-based industries, but inadequate in terms of skills and attitudes. However, chemistry and chemistry education final year undergraduates found more than two-thirds of the undergraduate course contents difficult. Furthermore, the level of competence in knowledge is higher than the level required by chemical-based industries while the level of competence in skills and attitudes from undergraduate chemistry courses is lower than competencies required in industry. It was also found that competencies required by chemical-based industries are not gender dependent. Ways of bridging the gap as perceived by quality control managers include: the re-training of chemistry lecturers in the use of modern day equipment and instruments, bilateral relationship between chemical industries and chemistry departments in Nigerian universities and a restructuring of the curriculum to bridge the gaps in skill and attitude acquisition. A restructured chemistry curriculum is proposed to fill the gaps in skill and attitude acquisition. It is recommended that the proposed curriculum be considered for adoption by chemistry departments.en_US
dc.identifier.citationOkunuga, R.O (2014), A Comparative Analysis of Competencies in Undergraduate Chemistry Curriculum and Job-Competencies required by Chemical-Based Industries in Nigeria. A Thesis Submitted to University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation, 294pp.en_US
dc.identifier.other019032004
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/4108
dc.language.isoenen_US
dc.subjectCurriculumen_US
dc.subjectJob-Competenciesen_US
dc.subjectCompetenciesen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didacticsen_US
dc.titleA Comparative Analysis of Competencies in Undergraduate Chemistry Curriculum and Job-Competencies required by Chemical-Based Industries in Nigeria.en_US
dc.typeThesisen_US
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