Ivory Tower to Concrete Jungle revisited

Crebert, Gay; Bates, Merrelyn Joy; Bell, Barry James; Patrick, Carol‐Joy; Cragnolini, Vanda

doi:10.1080/1363908042000174192

Cited by 53 publications

(51 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In their study, the learning environment which seemed conducive to the development of generic skills included the following features: high degree of collaborative learning, interaction, feedback and assistance, students' active engagement in learning activities, and a variety of assessment methods focusing on understanding of key concepts. The role of collaborative learning has also been emphasized in studies by Crebert et al (2004b), as well as by Ballantine and McCourt Larres (2007). Our study strongly confirms these findings, but it also raises a new pedagogical feature: the integration of theory and practice in learning and studying.…”

Section: Discussionsupporting

confidence: 79%

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

Tynjälä

Virtanen

Klemola

et al. 2016

European Journal of Teacher Education

View full text Add to dashboard Cite

Developing Social Competence and Other Generic Skills in Teacher Education: Applying the Model of Integrative Pedagogy AbstractThe purpose of the study was to examine how social competence and other generic skills can be developed in teacher education by using a pedagogical model calledIntegrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and socio-cultural knowledge. The subjects of the study were 95 student teachers. The data were collected with questionnaires. In addition to social skills, the student teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations, and development of independence.We conclude that the model of Integrative Pedagogy is feasible in teacher education.

show abstract

Section: Discussionsupporting

confidence: 79%

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

Tynjälä

Virtanen

Klemola

et al. 2016

European Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…It can also encompass an individual's propensity to gain and maintain employment, and be effective in the workplace to the benefit of themselves, their employer and the wider economy (Harvey, 2001;Wilton, 2011). Various authors have commented that for too long there has been a discrepancy between the skills and competencies employers expect from graduates and those that graduates actually possess (Crebert, Bates, Bell, Patrick and Cragnolini, 2004;Eisner, 2010;Rae, 2007;Raybould and Sheedy, 2005).…”

Section: Graduate Recruitment Development and Retentionmentioning

confidence: 99%

Understanding graduate recruitment, development and retention for the enhancement of talent management: sharpening ‘the edge’ of graduate talent

McCracken

Currie

Harrison

2015

The International Journal of Human Resource Management

View full text Add to dashboard Cite

Graduates are deemed to be a key source of talent within many organisations and thus recruiting, developing and retaining them is viewed as a logical talent management (TM) strategy. However, there has been little attention paid to university graduates as part of an organisation's TM strategy. Such a specific focus addresses the need for further research into the segmentation of talent pools and the specific challenges different talent pools are likely to create. This research, which utilised a qualitative data collection strategy, examined the experiences and practices of six large UK organisations in relation to graduate TM. Drawing from Gallardo-Gallardo et al.'s (2013) framework for the conceptualisation of talent, the findings from this research indicate and explain why graduate employers are frequently compelled to use the object approach (talent as characteristics of people) due to the unique characteristics that recent graduates possess, even though other studies have found that a subject approach (talent as people and what they do) is preferred by most employers. Ultimately employers conceptualise graduate talent by what they describe as "the edge" which needs to be "sharpened" to fully realise the potential that graduates offer.

show abstract

“…In addition, many programs' accrediting professional bodies also specify a list of graduate outcomes that accredited undergraduate programs must incorporate. For over a decade now, WIL has been designated in HE as a learning approach for the development of interpreted and contextualised graduate learning outcomes, providing the benefit of authentic exposure to the expectations and unstructured nature of the typical workplace (Crebert, Bates, Bell, Patrick, & Cragnolini, 2004;Hart & Stone, 2002).…”

Section: It Was Necessary For the Faculty To Adapt A Definition To A mentioning

confidence: 99%

Good WIL hunting: Building capacity for curriculum re-design

Young

Palmer

Campbell

2017

JTLGE

View full text Add to dashboard Cite

In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015)(2016)(2017)(2018)(2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A 'WIL Leadership Framework' underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were 'hunted-out' and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.

show abstract

Ivory Tower to Concrete Jungle revisited

Cited by 53 publications

References 23 publications

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

Understanding graduate recruitment, development and retention for the enhancement of talent management: sharpening ‘the edge’ of graduate talent

Good WIL hunting: Building capacity for curriculum re-design

Contact Info

Product

Resources

About