In this study, an evaluation of the performance of AI graduates at an Ethiopian university was conducted. This evaluation focused on the extent to which graduates develop their work-ready skills, how well artificial intelligence graduates are performing at the workplace, the skills that hiring organizations expect from artificial intelligence graduates, and the challenges that hiring organizations are facing concerning artificial intelligence graduates. The survey also revealed that respondents advocated enhancing the induction and training programs in businesses to be complete (like manuals) and lengthy, and to utilize seasoned experts as mentors for the recently hired. This recommendation was made in response to the finding that respondents supported strengthening the programs. Plans were made to improve the performance of artificial intelligence graduates at Ethiopian University. Further research is needed to go deep into the curricular and methodological aspects, and decisions can be made to improve the performance of artificial intelligence graduates at Ethiopian University.
TopIntroduction
The role of Artificial Intelligence technology in development and poverty reduction has emerged as a crucial and widely debated issue in contemporary planning. Since the 1940s, post-WWII, the knowledge of Artificial Intelligence, including CS/IT/IS, has profoundly impacted the change and development of the world economy. Artificial Intelligence and information technologies have permeated the organizations of both developed and developing countries [Mishra, N., Habtemariam, G. M., & De, A. (2023)]. Artificial Intelligence now influences all disciplines, industries, and career fields and drives any development endeavor [Mishra, N., Desai, N. P., Wadhwani, A., & Baluch, M. F. (2023)]. Consequently, higher education institutions are expected to produce a new class of competent workforce who can compete and excel in a rapidly changing environment and contribute to the performance of the country's economy. Artificial Intelligence sciences are becoming a critical component of any successful organization today. The survival and growth of organizations in an increasingly turbulent environment would depend upon the effective utilization of artificial intelligence skills to align organizational functions and expectations for surviving in the environment of technological and market globalization [Kenaroglu, B. (2003)].
Key Highlights
In our work, we used a survey design and several descriptive methodologies. A purposive and random sample of businesses was obtained from eight computer graduates who graduated between 2012 and 2014 and replied to a questionnaire that focused on the topics discussed before. In addition, to acquire more in-depth information on the performance of computer graduates and their expectations, the interview included five key informants who were either managers or team leaders of employee organizations. The quantitative data were analyzed statistically using the Statistical Package for the Social Sciences (SPSS). In contrast, the presentation of the qualitative data followed a theme approach using vignettes (quotes) that reflect the perspectives of the study participants (“emic” viewpoint”). According to the study's findings, a sizeable percentage of graduates in the field of computers were found to be at an inadequate level in terms of acquiring work-ready skills, and their performance at workplaces was found to be below average when measured against performance requirements. In addition, graduates faced challenges and difficulties as newly employed workers, ranging from soft social skills to practical skills. Graduates attributed a large share of the practical skill gap to their insufficient university practical experience, encouraging simple memorization to get grades rather than internalizing courses. In addition, graduates attributed a large share of the practical skill gap to their insufficient university practical experience.
Artificial intelligence sciences provide a high level of computer automation to support business functions such as accounting, finance, marketing, customer services (Bank, Telecommunication, and civil aviation), human resource management, and military operations. In short, all sectors of the economy have been influenced by the development of computer applications. This is also true for Ethiopia, a country with mega projects among middle-income countries. However, even though there are a considerable number of global egalitarian provisions, inefficiency in the utilization of computer automation has become an issue of increasing concern in the developing world [Peansupap, V., & Walker, D. H. (2005)] [Saad, A., & Boisvert, D. (2005, October)].
In this context, the role of higher education institutions (HEIs) in producing a quality workforce for industry and enhancing their competitiveness in the local and foreign markets cannot be overstated. HEIs are places where individuals reinforce their work-ready or employability skills and improve their competitiveness in the labor market. Specifically, as a vital part of their mission, their curriculum implementation is expected to prepare the students to meet future challenges. However, recent HEI graduates have experienced great difficulty in finding jobs due to a need for work-ready skills. This highlights the need for HEIs to reassess their curriculum and teaching methods to better align with the needs of the industry [McLester, S., & McIntire, T. (2006)] [Ramakrishnan, K., & Yasin, N. M. (2011)].