The education provided by computer-related departments such as computer engineering, software engineering, computer science, informatics, etc. aim to equip graduates with specific skills and competencies, which do not often conform with the capabilities required by the computer industry. The dynamic and complex conditions encountered in the workplace of computer and software companies are not always fulfilled by the new graduates’ qualifications, leading to failures in software development and, consequently, dissatisfaction among employers. (Andrews and Higson, 2008; Turhan and Akman, 2013). The success of software projects developed in Information Technology (IT) and Information and Communication Technology (ICT) companies largely depend on the success of the individuals and teams who take part in the software development process (Acuña et al., 2015) [1]. Even though the software development process is mainly considered to be a team activity along with the collaboration, coordination and conflicts among the team, the individual performance of the team members also contribute to the success of the project at hand (Balamohan et al., 2015; Bender et al., 2014). Software project managers demand different competencies from graduates when they need to work independently; this is in contrast to when they are expected to work as a team member. The attitude, behaviour and performance of new graduates tend to vary in individual and team work settings, depending on their technical competencies, personal skills and educational background. There have been numerous studies on the technical/hard and non-technical/soft skills that graduates are expected to possess (Andrews and Higson, 2008; Selvadurai et al., ۲۰۱۲); yet, the employers’ perceptions of how these skills affect the performance of the employee when working individually vs. in a team has not been investigated fully. The employability of graduates have been previously examined in a number of studies from different perspectives. For example, in their studies, Kiffin-Petersen and Cordery (2003) examine employee attitudes towards teamwork; Andrews and Higson (2008) perform an exploratory study investigating the viewpoints of graduates and employers in four European countries; Selvadurai et al. (2012) study the required generic skills of graduates from employer’s perspectives; DuPre and Williams (2011) examine undergraduates’ perceptions regarding the expectations of their prospective employers; Balamohan et al. (2015) investigate the role of emotional intelligence on individual performance, leadership and team-effectiveness; Lau et al. (2016) explores the exptectations regarding the IT skills for Vietnam; Malik and Venkatraman (2017) compare the employer expectations with the employee skills in India; Ramadi et al. (2016) analyze the gap between the managers’ expectations and satisfaction in engineering in the MENA region and, lastly, Costa et al. (2014) present a model for teamwork engagement. Additionally, the Accreditation Board for Engineering and Technology (ABET) gives higher emphasis to professional competencies (Turhan and Akman, 2013; Shuman et al., 2005) than curricular course details since they are nearly standard in almost all IT departments. Furthermore, Mukhtar et al. (2009) and Pool and Sewell (2007) also pointed out the changing nature of competencies and, therefore, the need for further research for a better chance of occupational satisfaction and success (Turhan and Akman, 2013).