Contextualised performance: reframing the skills debate in research education

Abstract

In Australia, as in the UK, much of the skills debate in research education has reflected a deficit model, whereby candidates are deemed to be in need of supplementary training. In response to the demands of employers and governments, most universities have added employability skills to postgraduate curricula, while simultaneously boosting their efforts in relation to the enhancement of academic skills. Using an analysis of three conceptual frameworks identified in the literature, this article endeavours to reframe the skills debate by developing the concept of 'contextualised performance'. A key characteristic of this relational construct is the enactment of skills in a variety of authentic settings and challenging circumstances. The article concludes by establishing links with literature on curriculum and pedagogy, with a view to enriching discussion around what it means to assess the capability of graduates.

Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

“…In Australia, generic skills are regarded as the qualities, skills and attributes a university believes its students should develop during their studies, to prepare them for employment (Barrie, 2007;Cumming, 2010;McNeil et al, 2012;Oliver, 2013). The Australian Learning and Teaching Council (ALTC) funded a National Graduate Attributes Project to identify strategies for embedding and assessing graduate attributes (Barrie, Hughes & Smith, 2009).…”

Learning a practice through practise: presenting knowledge in doctoral spoken presentations

“…Learning to accomplish this range of texts is central to 'becoming doctor' (Barnacle and Mewburn 2010;Paltridge, Starfield, and Tardy 2016) and in the case under discussion here, a successful spoken presentation plus a written paper at the end of one year of study (an initial early assessment) confirm Rebecca's entry into the local research community. As the weighting of research outcomes becomes more (globally) competitive, more industry-focused and important to innovation and government agendas (Cumming 2007(Cumming , 2010DIISRTE 2012;Felt et al 2013;McGagh et al 2016), doctoral candidates are under increasing pressure to publish, to communicate the impact of their research findings and to broaden their career parameters in and beyond academia.…”

Strategies of action: improving employability

“…There is still concern amongst employers that graduates lack the appropriate skills on entry into graduate employment (Cumming, 2010). Archer and Davison's (2008) looking at employers' perspectives illuminated that they increasingly valued key soft skills such as communication, team working and integrity as much as knowledge/subject skills as a result of work becoming more customer focused.…”