This study investigates how effectively Higher Educational Institutions (HEIs) in India, particularly in the Lucknow region, prepare engineering and management students with employability skills. While situated in a specific regional context, the research offers broader theoretical and practical insights into curriculum–industry alignment, pedagogical disparities between disciplines, and the role of institutional support in skill development—issues relevant to HEIs in emerging economies worldwide. Using a mixed-methods approach, the research combines quantitative survey data and qualitative feedback from students and educators. The survey assessed students’ perceptions of curriculum emphasis on employability-related skills-technical, soft, and practical using a Likert scale. Data analysis included descriptive statistics, comparative analysis, and t-tests, while qualitative responses were thematically coded. Findings indicate that students generally have a positive self-perception regarding soft skills such as teamwork, social interaction, self-concept, and self-control. However, they express low confidence in job search skills like resume writing and interview preparation. Notably, 55% of students felt inadequately prepared by their academic curriculum for current industry demands, indicating a misalignment between academic training and market expectations. While students reported supportive teacher engagement in areas like communication, self-management, and independent learning, gaps remain in problem-solving, creativity, and ICT proficiency. This research is among the first post-NEP 2020 studies focusing on employability in the Lucknow region. It highlights the need for HEIs—especially engineering programs—to integrate more hands-on learning, internships, industry partnerships, and career support compared to management curricula to enhance graduate employability.
Krishna Murari (Wed,) studied this question.