Title: Exploratory Factor Analysis of the Undergraduate Employability Skills Scale
Authors: Gideon Abayomi Oloyede
Volume: 10
Issue: 8
Pages: 143-150
Publication Date: 2026/08/28
Abstract:
Undergraduate employability skills have become increasingly important as graduates are expected to navigate changing labor markets and demonstrate competencies beyond disciplinary knowledge. However, the lack of psychometrically sound and contextually relevant instruments for assessing these skills among Nigerian undergraduates makes it difficult for higher education institutions and researchers to evaluate students' readiness for the workplace and improve curriculum development. This study examined the factor structure and internal consistency of the Undergraduate Employability Skills Scale (UESS) among undergraduates in Southwestern Nigeria. Sequential exploratory mixed-method design was adopted. The preliminary 105-item scale was developed through a systematic review of the literature and interviews with employers, followed by expert review and pilot testing. Data obtained from undergraduates in federal, state, and private universities were analyzed using Principal Axis Factoring with Promax rotation, while Monte Carlo parallel analysis was used to determine the number of factors retained. The analysis revealed a seven-factor structure comprising communication, decision-making, digital literacy, interpersonal, leadership, problem-solving, and teamwork skills. Forty-one of the initial 105 items were retained, with factor loadings ranging from .712 to .846. The seven dimensions demonstrated strong internal consistency, with Cronbach's alpha coefficients ranging from .903 to .936, while the overall scale yielded an alpha coefficient of .957. The results suggest that undergraduate employability skills are multidimensional and can be measured using a relatively concise and internally consistent instrument. The UESS may therefore provide a useful tool for assessing students' employability skills, identifying competency gaps, evaluating curriculum and career development initiatives, and supporting evidence-based educational planning. Further validation using confirmatory factor analysis and independent samples is recommended to examine the stability and generalizability of the scale across disciplines and institutions.