Suggests that attempts to promote more effective approaches to personal transferable skills development throughout the UK higher education sector have met with variable but generally limited success. Considers why this has been the case. Argues that the problem is not simply one of a lack of understanding of what constitutes good practice in this area of teaching and learning ‐ the difficulties inherent in operationalising established good practice models are equally if not more significant. Identifies and discusses some of the commonly experienced barriers to the effective management of change in this area and begins to outline an agenda for addressing them.

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