This investigation examines the structural misalignment between the outcomes of economics instruction and the capabilities sought within the labour market, drawing upon a continuous dataset that tracks business graduates across a five-year span. Although the university is recognised for its robust academic standing, a noticeable drop in employment uptake among economics graduates indicates a disconnect between the competencies embedded within the curriculum and the proficiencies organisations expect. Adopting a longitudinal approach, the analysis synthesises graduate-level academic and employment information with labour market indicators obtained from regional recruitment advertisements and employer-based surveys. Competency mapping, indices designed to assess skill congruence, and regression analyses are utilised to measure the extent to which educational outputs correspond with workplace expectations. The outcomes demonstrate pronounced deficiencies in core capabilities including analytical handling of data, critical problem-solving, and effective communication, all of which are instrumental for occupational achievement. Responses from employers reinforce these observations, offering further clarity regarding skill areas insufficiently represented in current instructional frameworks. The inquiry ends by proposing targeted curricular refinements such as embedding applied learning components, fostering industry-focused project work, and widening collaboration with employers, with the objective of enhancing graduate readiness for the continuously shifting labour market landscape. © 2025, Social Sciences Research Society. All rights reserved.
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