Overview

The interest of this study is based on the observation that young Cameroonian graduates in general, and those from the University of Ngaoundéré in particular, are faced with difficulties in professional integration. Research results have shown that teaching content, pedagogical practices, and insufficient guidance counseling are at the root of these integration difficulties. Hence the general hypothesis that the limited professionalization of university teaching influences the integration difficulties of graduates.This hypothesis was operationalized into four specific hypotheses, verified using a questionnaire and an interview guide, giving this research a mixed-method character. To this end, data processing was carried out using SPSS software, version 20, using linear regression analysis, supplemented by discourse analysis. At the end of the study, three hypotheses were confirmed and one was refuted.

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