Introduction People always equate advanced achievement with higher education, especially at the university level. This perception is due to the education’s effect of social and economic changes of a given country on the accomplishment of various individual goals. However, most graduates only think about personal benefits such as financial growth and prosperity instead of social benefits that they owe to the community. For instance, if education was to be valued in terms of personal achievement, does an individual need a degree to become a top achiever in life? It does not necessarily mean that individuals who are highly educated or have acquired relevant skills and expertise through training at higher education levels are achievers. The subject is whether the current higher learning institutions produce qualified personnel who are competent in the management of contemporary businesses at both local and international arenas. Due to such alarming issues, many employers have been forced to seek employees who have at least gained adequate experience since the market is currently congested with incompetent graduates. The question of whether current graduates can effectively perform their roles in society has been left unanswered. This essay seeks to demonstrate the role of graduates in society, their future employability, and social contribution in a connected, digital world. Higher Education and Graduate Skills In the contemporary world, many universities endeavour to equip graduates with skills that enable them to suit a variety of career fields in the labour market. Workshops and other programs that encourage creativity, collective responsibility, excellent communication, and teamwork are integrated into the courses that are offered to enable them to match the relentlessly developing digital world. Through these strategies, students become innovative and creative in the world of business; hence, most of them become entrepreneurs rather than employment seekers. As a result, society benefits from the improvement of the economy that arises due to increased investment (Saichaie & Morphew 2014). Most universities, especially those that are specialised in business and management disciplines, further incorporate the creativity and profession of a student in their various curriculums to enhance their training. This situation ensures their relevance in a world that is faced with dynamically competitive demands (Carcasson & Sprain 2012). Various studies on higher learning show that even the elderly people who are more experienced still further their skills through remedial classes, seminars, and workshops to acquire upper achievements. Advanced education enables them to initiate societal change through entrepreneurship and/or employment creation, among others (Saichaie & Morphew 2014). This statement clearly depicts that higher learning leads to the creation of knowledge economies. Carcasson and Sprain (2012) reveal that education trends of the current society are majorly influenced by political and economic factors. Effective bridging of the two aspects in higher institutions of learning is required for effective production of quality graduates who are competitive in global labour markets. Such combination makes many scholars conclude that universities play a major role in the production of knowledge and innovation that are relevant to t