SKILL REQUIREMENTS OF GRADUATES OF DEVELOPMENTAL UNIVERSITIES: CULTURAL CONTRADICTION OR CONVERGENCE FOR SCIENCE, TECHNOLOGY AND ENGINEERING STUDENTS IN A NIGERIAN UNIVERSITY

Abstract

Literature suggests that for graduates of developmental universities to contribute to national development, they need to possess certain High Order Thinking skills such as critical thinking, problem solving, team building, communication and evaluation skills. This paper examines how indigenous cultural influences may affect the development of these skills among students in a Nigerian University. Data was collected from final-year science, technology and engineering students of Obafemi Awolowo University, Ile-Ife using an online survey form. The students' level of agreement that there are opportunities to develop the skills was measured on a fivepoint Likert scale. Their perspective of the Hofstede's cultural dimensions particularly power distance; individualism-collectivism; uncertainty avoidance; and masculinity-femininity were all measured using a similar scale. The constructs and the relationships among them were analysed using mean scores and correlation analyses respectively. Results of the mean ratings of the skills all showed neutral outcomes. The study revealed a high power distance culture in classes depicting teacher-centered learning modes. Findings of the study showed predispositions towards an individualist culture illustrating lack of clannish and tribal inclinations in class, group and teacher/student relationships. Measures for uncertainty avoidance and masculinity-femininity dimensions however showed neutral scores. The study also shows that high power distance and high uncertainty avoidance seem to hamper the development of these skills. The study recommends teaching strategies that recognize the effects of cultural influences to enhance the development of these High Order Thinking skill sets among students.