Developing a Key Skills Module for Mathematicians at Exeter

Dunne, Elisabeth; Thompson, Raymond E.; Mestel, Ben

doi:10.11120/msor.2003.03030011

Cited by 3 publications

(3 citation statements)

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“…Rather than adopting a 'bolt on' solution (Dunne;1995) they used project based course components to integrate the skills into approximately one third of the undergraduate medical curriculum. They chose this method, student selected components with an embedded approach (Chapple & Tolley;Fallows &Steven, 2000), to impart the skills appropriate of a medical professional as there was a perception that alteration of a core module may develop these skills out of context.…”

Section: How Students' Needs Can Be Integrated Into a Curriculummentioning

confidence: 99%

Including Pervasive Skills in an Accounting Curriculum at a Rural South African University

Livingstone

Lubbe

2017

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Accounting programs at South African universities strive to attain and maintain accreditation with the South African Institute of Chartered Accountants (SAICA), an important component of which is incorporating pervasive skills into the curriculum. This paper details how a methodology was identified and adopted in order to incorporate these requirements across the four years of a yet to be accredited professional undergraduate accounting degree. The process commenced by mapping program objectives to individual modules thus facilitating a mapping and scaffolding process of the program. Focus group interviews with discipline leaders resulted in a coherent and coordinated approach to curriculum review which included consideration of the specific needs of students attending a rurally based South African University. The concept of a capstone course was integrated into the final year of the program in order to compliment and complete concepts encountered earlier. Future studies subsequent to the adoption of this methodology may develop or evaluate its efficacy.

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Section: How Students' Needs Can Be Integrated Into a Curriculummentioning

confidence: 99%

Including Pervasive Skills in an Accounting Curriculum at a Rural South African University

Livingstone

Lubbe

2017

Alternation

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“…The higher education institute (HEI) soft skills development programs have generally been introduced by one of two models or a combination of both (Kementerian PT, 2010; Roselina, 2009): namely the bolt on model as identified by Dunne (1995) and the embedded model (embedded), which provides an opportunity for soft skills elements to integrate within the course of the studied subjects (Bath et al., 2004, Chaple and Tolley, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher trainers’ and trainee teachers’ understanding towards the curriculum philosophy regarding soft skills embedment in the Malaysian Institute of Teacher Education

Hassan

Maharoff

Abiddin

et al. 2015

Policy Futures in Education

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The embedment of soft skills into education programs in higher education is closely related to the curriculum philosophy brought by the respective institutions. The soft skills are embedded through understanding belief systems and practices among the teacher trainers. Furthermore it provides an insight into the curriculum philosophy on how to implement soft skills embedment. Therefore, this study aimed to understand teacher trainers' understanding and teaching practice in embedding soft skills while teaching core courses for the Bachelor of Teaching Program (PISMP) at the Malaysia Institute of Teacher Education (IPG). This understanding is necessary in order to resolve the misunderstanding that embedding soft skills are burdensome for the teacher trainers and that it is only documented without being practiced. The case study methodology was used through a qualitative approach. Five teacher trainers with different backgrounds and teaching experience participated as respondents. The findings resulted in improved understanding on teacher trainers' understanding about soft skills embedment and how the actual process of embedding soft skills occurred. The results of this study allow those involved in the development of student-teachers' soft skills to generate ideas to develop models for soft skills embedment that are in line with the interpretation of PISMP soft skills.

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“…Thus Atkins (1999, p. 269) warns: as the Graduate Standards Programme concluded, it is easy for apparent consensus about generic skills (of all kinds) expressed at a high level of generalisation, to mask quite different interpretations and values when one gets down to the actual programmes that undergraduates are following, particularly in modular frameworks. (Higher Education Quality Council [HEQC], 1997; emphasis added) Dunne (1995), in an investigation involving staff in 33 departments (a mix of vocational and non-vocational disciplines) found that different skills were perceived as important and significant in different departments. Bennett et al (1999) note that the term 'core skills' has a wide range of interpretations and associated practices.…”

Section: Introductionmentioning

confidence: 98%