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.

这项研究探讨了行业参与高等教育学习（IIHEL）的构成要素，即课程结构调整，更新的教学方法和能力，在高等教育与行业之间建立联系以及职业培训和指导，如何影响学生创造就业的意图。该研究建立在社会认知理论（自我效能）和计划行为理论（对行为的态度）的基础上，以评估存在这些关系的机制。研究人员使用了来自尼日利亚12所公立大学的268名最终本科生的横断面数据来分析这些关系。使用结构方程模型分析（SEM-AMOS）来测试直接关系，并使用Hayes的PROCESS Macro 3.5来测试特定的间接影响。研究结果表明，IIHEL的所有构成要素与学生创造工作的意愿均呈正相关。但是，只有自我效能感介导了课程结构调整，新的教学方法和能力与学生创造就业意图之间的关系。通过证明IIHEL在促进学生创造就业意向中的重要性，这些发现为高等教育教师，管理人员，从业人员，政策制定者和学生提供了实际的启示。