This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the researchers was used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and direct effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes’ viability while mediating the nexus between curriculum management and graduate programmes’ viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes’ viability variance. The result of this study proved that graduate programmes’ viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services.

Curriculum reengineering, web-based technology acquisition, and job creation among Nigerian tertiary institution graduates were all examined in this research. The researchers used a descriptive survey design following the quantitative research approach. The study included all Nigerian graduates eligible for national service or its exemption who earned their diplomas or degrees between 2016 and 2021. The data was gathered via an online survey titled "Curriculum Re-engineering, Acquisition of Emerging Technologies, and Job Creation Questionnaire (CRAETJCQ). To assemble the data for this study, we used a snowball method. There were 4,874 replies countrywide after four months of data collection; however, only 4,628 responses satisfied the data analysis conditions after screening out irrelevant responses. Results indicated low curriculum reengineering in Nigerian postsecondary institutions. Nigerian graduates had a poor adoption of new web-based technologies but are increasingly using them for word processing, graphics, data science and data analysis. Nevertheless, only a few graduates employed emerging techs for other purposes (such as printing, YouTube video creation, course design and development, software development, digital marketing, online advertising, and consumer outreach). Although 58.30 per cent of graduates reported having not created any job, 41.70 per cent have done so between 2016 and 2021. Of the 1,930 graduates who owned at least one small or medium enterprise, 58.96% had no employees, whereas 41.04% had hired at least one employee between 2016 and 2021. The graduates' job creation index was estimated to be approximately 50% using a new formula. Based on these results, conclusions and recommendations were made.