The evolving demands of the global job market, driven by rapid technological advancements, have heightened the need for higher education institutions (HEIs) to adapt and prepare graduates for the workforce. This study addressed the critical issue of graduate unemployment in Ghana, juxtaposed with the increasing youth unemployment rate. The primary aim of Ghanaian HEIs is to contribute to the economy by equipping graduates with skills that promote innovation and value addition. However, there is a growing concern that the current curricula may not adequately prepare students for the technological and knowledge-based economy. Disruptive technologies, such as artificial intelligence and the Internet of Things, are transforming industries and necessitating a re-evaluation of educational approaches. This sequential mixed-methods study sought to explore the relationship between selected Ghanaian higher education curricula (programmes) and workforce readiness. It aimed to quantitatively assess the alignment between curricula and workforce demands and qualitatively explore final-year undergraduates' perceptions of their preparedness for the job market amidst technological disruptions. Additionally, the study will examine the role of experiential learning in enhancing employability. The research will attempt to answer the following questions: (1) Is there a significant relationship between the Ghanaian higher education system's curricular offerings and the workforce demands in view of rapid technological disruptions? and (2) To what extent do undergraduates perceive that their courses (curricula offerings) are linked to the necessary skillsets required for the workforce of the future? The sub questions are: (a) What are undergraduates' perceptions about how their courses or programs have adequately prepared them for future workforce demands? and (b) To what extent do students perceive experiential learning activities will impact their readiness for the job market? Final year engineering and business undergraduate students from two universities in the same city in Ghana were invited to partake in an online survey after which it was analysed using various forms such as inferential statistics and correlation matrixes. Some participants of the quantitative survey were invited to homogenous focus group discussions based on institution, programme of study, and gender. Students generally felt their programmes were relevant and aligned with demands of the workforce but there was a need to keep pace with technology. Students highlighted training in industry-specific software programmes and integration of practical applications into their coursework. The value of work experience was also underscored and the need for getting adept with soft skills. The study recommended updating curriculum to reflect current industry and software programmes, strengthening internship programmes with closer collaboration with industry, and integrating career preparation capacity workshops in the curriculum. Further to this, future research can examine industry perspectives on the curriculum at the universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]