Modernizing database management systems education through a mixed-methods study of students perceptions of industry alignment in Ghana

Abstract

The rapid evolution of data-driven technologies requires Database Management Systems (DBMS) curricula to remain closely aligned with contemporary industry demands. In developing contexts such as Ghana, curriculum responsiveness is particularly essential for graduate employability. This study examined undergraduate Information Technology (IT) students’ perceptions of how well their DBMS courses align with industry needs and identified priorities for curricular enhancement. A convergent mixed-methods design was employed, drawing data from 298 third- and fourth-year IT students at a Ghanaian public university. Participants completed a structured questionnaire comprising Likert-scale and open-ended items. Quantitative responses were analysed using descriptive statistics, exploratory factor analysis, and the Mann-Whitney U test, while qualitative responses were subjected to inductive thematic analysis. The results indicate that students generally perceive DBMS courses as relevant and aligned with industry expectations, with 85.6% affirming alignment with industry demands and 86.2% believing the courses enhance employment prospects. However, only about half reported meaningful exposure to modern technologies such as NoSQL and cloud-based platforms. Factor analysis revealed three interrelated dimensions shaping student perceptions: career preparedness and industry alignment, teaching methods and course delivery, and content relevance and theoretical balance. No statistically significant gender differences were found. Qualitative findings highlighted a strong demand for expanded project-based learning, integration of contemporary tools, and stronger industry engagement. Overall, while foundational alignment is evident, targeted modernization is necessary to deepen practical immersion and technological currency in DBMS education.