Abstract

This study examines how the constituents of industry involvement in higher education learning (IIHEL) – namely curriculum restructuring, renewed pedagogical approaches and competencies, building linkages between higher education and industry, and career training and mentoring – might impact student job creation intention. The study builds on social cognitive theory (self-efficacy) and the Theory of Planned Behaviour (attitude towards behaviour) to assess the mechanisms through which these relationships exist. The researchers used cross-sectional data from 268 final-year undergraduate students of 12 Nigerian public universities to analyse these relationships. Structural equation modelling analysis (SEM-AMOS) was employed to test the direct relationships, and Hayes’ PROCESS Macro 3.5 was used to test the specific indirect effects. The findings show that all the constituents of IIHEL were associated positively with student job creation intention. However, only self-efficacy mediated the relationships between curriculum restructuring, renewed pedagogical approaches and competencies and student job creation intention. The findings provide practical implications for higher education teachers, managers, practitioners, policymakers and students by demonstrating the importance of IIHEL in boosting student job creation intention.