Impact of Industrial Attachment on Skills Development of Art and Design Students
DOI:
https://doi.org/10.64922/jteas.v1i1.91Keywords:
Industrial attachment, Skills development, Art and design education, Employability, Experiential learningAbstract
This study investigates the impact of industrial attachment on the skills development of art and design students in Ghana, focusing on participants from four universities: Kwame Nkrumah University of Science and Technology (KNUST), University of Skills Training and Entrepreneurial Development (USTED), Bolgatanga Technical University (BTU), and Dr. Hilla Limann Technical University (DHLTU). Guided by Kolb’s Experiential Learning Theory and Dreyfus and Dreyfus’s Skills Formation Theory, the research employed a descriptive survey design, engaging 92 third- and final-year students through online questionnaires using convenience sampling. Both quantitative and qualitative data were analysed using descriptive statistics and thematic analysis. The survey instrument demonstrated acceptable reliability (Cronbach’s alpha = 0.78). Findings indicate that industrial attachment is associated with improvements in technical competence, creativity, time management, independent working abilities, and professional confidence. Over 90% of students reported gains in practical skills, exposure to industry tools, and the integration of theoretical knowledge with practice. Attachments also supported teamwork, communication, and material management competencies. Challenges included limited access to modern tools, inadequate supervision, time pressures, financial constraints, and difficulties adapting to workplace demands. While 98.9% endorsed the programme’s value, 21.7% deemed the duration insufficient for mastering complex skills. Although this study did not measure labour market outcomes directly, results suggest that industrial attachment is likely to enhance employability by bridging academic learning and professional practice. Recommendations include extending attachment duration, strengthening supervision and mentorship, improving access to modern equipment, and fostering stronger academia-industry partnerships to optimise student outcomes and align art and design education with evolving industry needs.
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