<i>From invisible to SEEN</i>: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes

Kensington-Miller, Barbara; Knewstubb, Bernadette; Longley, Alys; Gilbert, Amanda

doi:10.1080/07294360.2018.1483903

Cited by 29 publications

(26 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While other studies have reported on the use of skills audits to help students’ self‐evaluation of acquired skills in response to a particular activity, the reflective component has not been explored [2,31]. Kensington‐Miller and collaborators [32] presented a framework to help undergraduates recognise, articulate and evidence attributes or skills that are often developed or required within a university degree and profession, but are not explicitly discussed or assessed. In this module, students have to explain the changes in their skills audit scores, for example they need to provide evidence on how skills were developed, or seemed to be lacking: ‘it is the writing down process that makes you realise what you have developed, or picked something up’ (student).…”

Section: Discussionmentioning

confidence: 99%

A structured reflective process supports student awareness of employability skills development in a science placement module

2021

View full text Add to dashboard Cite

Placements are often an extra-curricular activity of a science degree. This study reports on the outcomes of a final year credit-bearing 6-week placement module that was specifically designed to develop and enhance students' employability skills. A key element of this module was that the student placements were not only evaluated from a science perspective, but also with an emphasis on meaningful reflection and evaluation of employability skills development. Students recorded their levels of confidence in skills before, during and after the placement via an Online Reflective Log, as part of a module's summative assessment. The results showed that taking part in the placement and conducting their own independent research helped students to make connections between their scientific knowledge, otherwise constrained within the walls of the undergraduate science lab, and the wider impact of their research on society. Another theme that emerged concerned career choices and aspirations, and the placement experience either confirmed prior choices or opened new horizons. The Online Reflective Log helped students to feel supported by their university supervisor who were at a distance. Feedback on their tasks prompted students to reflect on the scientific and personal skills while being engaged in scientific activities during placement. Students agreed that they had further developed their employability skills during the placement and acknowledged that it was challenging to acquire evidence of skills development. However, students appreciated the usefulness of this reflection in relation to their future career development.

show abstract

Section: Discussionmentioning

confidence: 99%

A structured reflective process supports student awareness of employability skills development in a science placement module

2021

View full text Add to dashboard Cite

show abstract

“…While other studies have reported on the use of skills audits to help students’ self-evaluation of acquired skills in response to a particular activity, the reflective component has not been explored [2,32]. Kensington-Miller and collaborators [33] presented a framework to help undergraduates recognise, articulate and evidence attributes or skills that are often developed or required within a university degree and profession, but are not explicitly discussed or assessed. In this module, students have to explain the changes in their skills audit scores, e.g.…”

Section: Discussionmentioning

confidence: 99%

A structured reflective process supports student awareness of employability skills development in a science placement module

Mello

Varga‐Atkins

Edwards

2021

Preprint

View full text Add to dashboard Cite

Placements are often an extra-curricular activity of a science degree. This study reports on the outcomes of a final year credit-bearing 6-week placement module that was specifically designed to develop and enhance students' employability skills. A key element of this module was that the student placements were not just evaluated from a science perspective, but with an emphasis on meaningful reflection and evaluation of employability skills development. Students recorded their levels of confidence in skills before, during and after the placement via an Online Reflective Log, as part of a module's summative assessment. First, results showed that taking part in the placement and conducting their own independent research helped students to make connections between their scientific knowledge, otherwise constrained within the walls of the undergraduate science lab, and the wider impact of their research on society. Another theme that emerged concerned career choices and aspirations, and the placement experience either confirmed prior choices or opened new horizons. The Online Reflective Log helped students to feel supported by their university supervisor who were at a distance, while feedback on their tasks challenged them to reflect on the scientific and personal skills as they were engaged in scientific activities during placement. Students agreed that they had further developed their employability skills during the placement. Students acknowledged it was challenging to have to acquire evidence of skills development but appreciated the usefulness of this reflection in relation to their future careers.

show abstract

“…This requires that students learn about the nature and role of graduate attributes that often go unrecorded; how they might be developed and evidenced. Such learning is often invisible on university academic rubrics and transcripts, and may be difficult for students to articulate and evidence to others (Kensington-Miller et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

How can universities contribute to the common good?

MacFarlane

2019

Perspectives: Policy and Practice in Higher Education

View full text Add to dashboard Cite

The U.K. higher education system has become increasingly competitive and stratified prompting calls for a reclaiming of the civic role of universities. This paper argues that, if HE is to reclaim its civic function then civic engagement needs to move beyond being a separate strand of activity for universities, instead becoming a guiding principle. This requires an institution-wide commitment. The paper describes a model developed by a Scottish university to support, recognise and embed civic engagement within the curriculum and wider student experience as part of its core mission. The design and delivery of this development are described and early indicators of its efficacy are provided. Findings indicate that it is possible for universities to operationalise a civic mission by focusing on the curriculum as the mechanism through which to highlight and embed common good attributes.The model described could be replicated in other higher education institutions nationally and internationally.

show abstract

From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes

Cited by 29 publications

References 35 publications

A structured reflective process supports student awareness of employability skills development in a science placement module

A structured reflective process supports student awareness of employability skills development in a science placement module

A structured reflective process supports student awareness of employability skills development in a science placement module

How can universities contribute to the common good?

Contact Info

Product

Resources

About