Transferable skills—Can higher education deliver?

Kemp, I.J.; Seagraves, Liz

doi:10.1080/03075079512331381585

Cited by 88 publications

(45 citation statements)

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“…Much has been written about the development of graduate skills and attributes in the field of higher education (Bridges 1993;Clanchy and Ballard 1995;Kemp and Seagraves 1995;Cummings, Ho, and Bunic 1997;Bowden et al 2000;Fallows and Steven 2000;Boylan 2002;Hager, Holland, and Beckett 2002;Moore and Hough 2005;Hager and Holland 2006;Jones 2009). However, there are claims that much of this work lacks the support of a conceptual framework or theoretical underpinning (Barrie 2004, 263).…”

Section: Introductionmentioning

confidence: 96%

Contextualised performance: reframing the skills debate in research education

Cumming

2010

Studies in Higher Education

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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.

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Section: Introductionmentioning

confidence: 96%

Contextualised performance: reframing the skills debate in research education

Cumming

2010

Studies in Higher Education

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“…For more than 20 years, there has been increasing responsibility placed upon the higher education (HE) sector to produce versatile and adaptable graduates able to meet the changing demands of the work environment (Kemp and Seagraves 1995;Leckey and McGuigan 1997). The research literature, political rhetoric and public commentary argue that employers require graduates to be confident communicators, to work effectively in teams, to be critical thinkers, problem solvers, and able to initiate and respond to change (Harvey et al 1997;Holmes 2001;Crebert et al 2004).…”

Section: Introductionmentioning

confidence: 99%

Developing generic skills through university study: a study of arts, science and engineering in Australia

2010

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This study examined relationships between important aspects of a university education and the assessment and development of generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a researchintensive university in Australia were administered the Graduate Skills Assessment to measure four generic skills-critical thinking, interpersonal understandings, problem solving and written communication. As expected, students' grade point average was generally found to be significantly related to scores for all four skill scales both within each discipline area and across the total sample. Reporting of academic achievement through the GPA therefore provides some measure of students' generic skill levels. However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment. In addition, we found only limited evidence that students' skill levels increased with progression through their studies, with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary variations in students' skill scores. Results are discussed with respect to theoretical, practical and methodological implications.

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“…Alongside this emphasis on evaluation, staff responsible for postgraduate courses in learning, teaching and assessment aim to ensure participants are aware of key developments and research in academic practice including: student engagement; improving research skills and critical thinking skills; and strengthening teaching-research linkages (Brew, 2006;Hand & Bryson, 2008;Kemp & Seagraves, 1995). Another key message from higher education funding bodies is for students to become 'co-creators' of their own learning (Scottish Funding Council, 2008).…”

Section: Introductionmentioning

confidence: 99%

Experiences of learning through collaborative evaluation from a masters programme in professional education

Bovill

Aitken

Hutchison

et al. 2010

International Journal for Academic Development

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This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying.The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on: the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff-student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses.

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Transferable skills—Can higher education deliver?

Cited by 88 publications

References 0 publications

Contextualised performance: reframing the skills debate in research education

Contextualised performance: reframing the skills debate in research education

Developing generic skills through university study: a study of arts, science and engineering in Australia

Experiences of learning through collaborative evaluation from a masters programme in professional education

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