For many students and recent graduates, getting a good degree is seen as the final proof that they are ready for employment. Years are spent preparing for examinations, protecting grades and working towards graduation, with the hope that the certificate will eventually open the door to a good job. However, once the job search begins, many discover that employers often form an impression long before they carefully examine the degree on a CV.
From the way an applicant communicates to how they present their experience, solve problems and respond during an interview, several factors can influence an employer’s perception. A degree remains valuable, particularly for professions that require specialised academic training. Nevertheless, employers increasingly want evidence that a candidate can function effectively in a real workplace. In a competitive labour market such as Nigeria’s, qualifications may get a candidate noticed, but personal and professional qualities can determine whether the opportunity goes further.
Many job seekers assume that the interview is the first time an employer begins assessing them. In reality, an impression may begin much earlier. A poorly written CV, an unclear application email or an incomplete job application can immediately raise questions about a candidate’s attention to detail and professionalism.
Employers often receive applications from people with similar educational backgrounds. Two candidates may have studied the same course, attended respected institutions and even graduated with similar grades. What may begin to distinguish them is how clearly they communicate their abilities and whether their application shows an understanding of the role.
A CV, for instance, is not simply a document containing academic qualifications. It is also evidence of how a candidate presents information. Employers may notice whether the document is organised, whether the language is clear and whether the applicant has taken time to tailor the application to the position. Frequent spelling errors, inconsistent dates and exaggerated claims can weaken an application before an employer gets to the education section.
Communication is equally important. Employers are not necessarily looking for candidates who speak with complicated vocabulary or sound overly formal. Instead, they want people who can express themselves clearly, listen carefully and communicate appropriately with colleagues, clients and supervisors.
This is particularly relevant in workplaces where employees must write emails, attend meetings, explain ideas or interact with customers. A graduate may possess excellent academic knowledge, but if they struggle to communicate that knowledge, employers may question how effectively they can contribute to the organisation.
Professional behaviour also begins before formal employment. The way a candidate responds to emails, arrives for an interview or follows instructions can influence perception. For example, an applicant who repeatedly ignores application requirements may unintentionally suggest that they struggle with instructions or lack attention to detail.
In addition, an increasing number of employers can find information about applicants online. This does not mean every social media account determines employment, and candidates are entitled to their private lives. However, public online behaviour can sometimes contribute to an employer’s overall impression, particularly when professional platforms such as LinkedIn are involved.
For students and graduates, the lesson is not to create a false online personality. Rather, it is to understand that professional reputation can begin forming before a person receives their first job.
One of the strongest changes in modern recruitment is the growing attention given to practical skills. Employers want to know what candidates can actually do, not only what they studied.
A degree can show that a person completed a programme of academic study, developed subject knowledge and met the requirements of an institution. However, it may not fully demonstrate whether the graduate can manage a project, work with others, use relevant technology or respond effectively to workplace problems.
This is why experience, even on a small scale, can become important.
Internships, industrial training, volunteering, student leadership, freelance work and personal projects can all provide opportunities for students to demonstrate practical abilities. A graduate who has managed a campus project, worked during SIWES, volunteered with an organisation or completed an independent professional project may have examples they can discuss during recruitment.
Employers often value candidates who can provide evidence.
Instead of simply saying, “I am a good team player,” an applicant may be more convincing by explaining how they worked with others to complete a project under a deadline. Rather than claiming to possess problem-solving skills, they can describe a situation where they identified a challenge and helped develop a solution.
This is where practical experience becomes more meaningful than a long list of skills.
Employers also pay attention to adaptability. Workplaces are changing rapidly due to technology, automation and shifting business needs. An employee may be required to learn a new software package, understand a different process or take on responsibilities outside their original expectations.
Consequently, employers often appreciate candidates who demonstrate a willingness to learn.
For recent graduates, this can be encouraging because nobody expects a new employee to know everything. What may matter more is whether the person can learn, ask sensible questions and improve.
Digital competence has also become increasingly relevant across different professions. This does not mean every graduate must become a programmer or technology specialist. However, familiarity with digital tools, online collaboration, information management and industry-specific technology can make candidates more useful in modern workplaces.
A graduate entering marketing, education, journalism, finance, administration or other fields may still be expected to work with digital systems.
Furthermore, employers are becoming more interested in transferable skills. Critical thinking, problem-solving, teamwork, time management and communication can be useful across different roles and industries.
These skills may not always appear prominently on a degree certificate, but they often influence everyday workplace performance.
Qualifications and technical abilities matter, but employers also notice attitude.
A workplace depends on people being able to work together, respond to challenges and take responsibility for their duties. Consequently, employers often want candidates who demonstrate reliability, maturity and a willingness to contribute.
One quality that can stand out is accountability. A candidate who can admit a mistake and explain what they learnt from it may create a stronger impression than someone who blames everyone else for every difficulty they have experienced. Employers understand that mistakes happen. However, they also want employees who can learn and improve rather than avoid responsibility.
Confidence is another quality employers may notice, although confidence should not be confused with arrogance. A confident candidate can discuss their abilities honestly and express ideas without pretending to know everything.
On the other hand, overconfidence can be a problem when an applicant dismisses questions, exaggerates achievements or appears unwilling to learn.
The strongest candidates often demonstrate a balance. They understand their strengths, can discuss their experiences and are also open about areas where they are still developing.
Employers may also pay attention to curiosity. A candidate who asks thoughtful questions about the organisation, the role and expectations may demonstrate genuine interest. This can suggest that the applicant has gone beyond simply applying to every available vacancy.
Preparation matters here. A student who understands what an organisation does and why a particular role interests them can usually speak more convincingly about their application. In contrast, a candidate who knows almost nothing about the organisation may appear to be seeking any job rather than genuinely considering where they can contribute.
Reliability is equally important. Employers want people who can be trusted to complete tasks and meet expectations. During recruitment, this may be reflected in small behaviours such as responding to messages promptly, attending scheduled interviews and submitting requested documents correctly.
These details may seem minor to applicants, but together they can shape an employer’s perception.
In addition, emotional intelligence can influence workplace success. Employees interact with people who have different personalities, opinions and working styles. The ability to listen, manage emotions and respond respectfully can therefore be as important as technical knowledge.
A graduate who understands how to work with others may find it easier to adjust to professional life than someone with excellent grades but poor interpersonal skills.
Read also:
Why networking before graduation may be more important than your degree
The hidden cost of chasing first class degrees in Nigerian universities
The idea that employers notice more than degrees should not be interpreted as an argument that education is unimportant. A degree remains valuable and, in many careers, essential.
Doctors, lawyers, engineers, teachers and other professionals require structured education and recognised qualifications. Academic achievement can also demonstrate discipline and subject knowledge.
However, students should avoid waiting until graduation before thinking about employability. University and other tertiary institutions provide opportunities to develop experiences that may later become valuable in the labour market. SIWES, internships, volunteering, campus organisations, competitions and independent projects can all help students discover their strengths and develop practical evidence of their abilities.
A student interested in journalism, for example, can begin writing before graduation. Someone interested in technology can work on projects and build a portfolio. A student hoping to enter business can learn about entrepreneurship and gain practical experience.
These activities do not replace academic work. Instead, they complement it.
In Nigeria, where many graduates compete for limited opportunities, this combination can make a difference. Employers may receive applications from hundreds of people with similar degrees. The candidate who can demonstrate initiative, relevant experience and practical skills may have an advantage.
Students should also understand that employability is not something that appears automatically after graduation. It develops gradually.
Every meaningful experience can contribute to professional growth. A student who learns how to work with a difficult team, meet a deadline or communicate with different people is developing skills that can become useful later.
The future of employment may also require graduates to continue learning long after they receive their degrees. Industries are changing, and skills that are valuable today may evolve tomorrow.
For this reason, the most employable graduates may not necessarily be those who believe they have finished learning. They may be those who remain curious and willing to develop throughout their careers.
Ultimately, employers do not ignore degrees. Qualifications can demonstrate educational achievement and may be necessary for meeting the requirements of a role. However, a certificate alone cannot always answer the questions employers really want to ask.
Can this person communicate effectively? Can they work with others? Can they learn? Can they solve problems? Can they take responsibility? Can they apply their knowledge outside the classroom?
These questions often begin to shape an employer’s opinion before the degree is carefully considered.
For students and recent graduates, this should not create fear. Instead, it should encourage a broader understanding of success.
Getting a degree is an important achievement, but preparing for the world of work requires more. Students who develop practical skills, build meaningful experiences, communicate effectively and maintain a willingness to learn are not reducing the value of their education. They are making that education more useful.
In the end, the strongest candidate is often not simply the person with the most impressive qualification. It is the person who can show an employer what they know, how they work and the value they can bring to the organisation.