Assessment drives what students learn and standards drive industry. In this paper we link the two and describe how we developed robust, practical standards for graduate skills that can be used to design learning tasks and rubrics to assess learning tasks. They act also as a clear statement to students about expectations for their learning as well as to industry on the standard of the graduates that universities are delivering.
This article presents the background to a general increase in interest in developing the graduate skills of undergraduates in business in Australian universities. The change reflects the call from industry for greater emphasis on these skills; changes in the existing skills of students commencing a business education; and in the perceived role of universities in developing their students' capacities. The aim of our project, "Embedding the development and grading of generic skills across the business curriculum" (EDGGS), was to develop new ways of successfully embedding these skills in the curriculum. This article outlines the research methodology and presents our project outcomes. The project has made a significant contribution to the development of readily accessible material for the embedding of generic skills in the business curriculum, as discussed in this and the other articles in this Issue.
This paper describes a project that sought to integrate academic literacy skills into an elective intermediate accounting subject. It offers a strategy whereby students are set academic reading and writing tasks through a series of graded published articles, written by faculty members, which were accompanied by questions and other activities to help them understand the text and analyse the accounting issues. Whilst this particular strategy for the integration of academic literacy is resource intensive for faculty members who lecture and lead tutorials, there were a number of observable student learning outcomes. These include improvement in students' academic writing style; equipping students with new approaches to reading academic articles; and the development of a positive attitude towards the acquisition of literacy skills.
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