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<p>This study explores the employability and work performance of accounting education graduates from a Ghanaian university, contributing to scholarship on higher education effectiveness in sub-Saharan Africa. Using a mixed-methods design, quantitative data were collected from 222 graduates through a structured survey, complemented by qualitative interviews with three graduates and three employers. Graduates reported strong self-perceived competencies in communication, teamwork, and problem-solving, while employers highlighted strengths in adaptability but also noted specific gaps in practical application of accounting tools. The study situates its findings within higher education employability debates (Employability in Higher Education, 2006; Educ + Train 59:338-352, 2017), demonstrating how program design influences graduate outcomes in resource-constrained contexts. While the use of snowball sampling and self-assessment measures limits generalizability (J Bus Psychol 34:125-137, 2019), the findings provide valuable insights for curriculum reform and employer engagement. The study recommends aligning accounting curricula with employer expectations and integrating practical skills training to enhance graduate readiness.</p>

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Employability and work performance of accounting education graduates in Ghana

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月19日

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  • Charles Omane-Adjekum

摘要

This study explores the employability and work performance of accounting education graduates from a Ghanaian university, contributing to scholarship on higher education effectiveness in sub-Saharan Africa. Using a mixed-methods design, quantitative data were collected from 222 graduates through a structured survey, complemented by qualitative interviews with three graduates and three employers. Graduates reported strong self-perceived competencies in communication, teamwork, and problem-solving, while employers highlighted strengths in adaptability but also noted specific gaps in practical application of accounting tools. The study situates its findings within higher education employability debates (Employability in Higher Education, 2006; Educ + Train 59:338-352, 2017), demonstrating how program design influences graduate outcomes in resource-constrained contexts. While the use of snowball sampling and self-assessment measures limits generalizability (J Bus Psychol 34:125-137, 2019), the findings provide valuable insights for curriculum reform and employer engagement. The study recommends aligning accounting curricula with employer expectations and integrating practical skills training to enhance graduate readiness.