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Bennett, Neville; Dunne, Elisabeth; Carré, Clive

doi:10.1023/a:1003451727126

Cited by 238 publications

(63 citation statements)

References 18 publications

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“…Generic competence refers to a set of skills that are needed in a wide range of activities in education, training, working and generally in life (Barrie, 2006;Bennett, Dunne, & Carré, 1999;de La Harpe, Radloff, & Wyber, 2000). The competences typically include communication skills, cognitive skills and interpersonal skills (Barrie, 2006;Bennett et al, 1999;de La Harpe at al., 2000;Jones, 2009). A characteristic of generic competences is that they are less domain specific, and hence more easily applied to different working contexts than scientific competences.…”

Section: Introductionmentioning

confidence: 99%

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Anttila¹,

Lindblom‐Ylänne²,

Lonka³

et al. 2015

IJHE

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PhD in the field of medicine is more common than in any other domain. Many medical doctors are driven towards PhD, but also students with other backgrounds (usually MSc) are conducting a PhD in medical schools. Higher education has invested a lot in developing generic and research competences. Still little is known about how PhD students themselves perceive the competence of future PhDs'. The aim of this study is to determine how medical PhD students perceive their future competences and whether there is a difference between MD PhD and MSc PhD students' perceptions. Moreover this study examines students' perceptions of their learning environment and their experienced well-being.The data were collected from 163 medical PhD students. The survey data consisted of Likert type statements, open-ended questions and background variables. PhD students' perceptions of acquired competences were content analysed. The connection between conducted degree and emphasised competences were analysed using cross tabulation and χ² -test Perceptions of well-being and the learning environment were examined using descriptive statistics of scales.The results showed that PhD students considered a wide variety of competences to be central to future PhDs'. Their perception of their future competences consisted of scientific and generic competences. All students emphasised scientific competences over generic competences but MSc PhD students emphasised generic skills more than MD PhD students. PhD students' perceptions of their well-being and the learning environment showed that PhD studies are a burdening and stressful process. However students also felt that they received feedback from the scientific community.

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Section: Introductionmentioning

confidence: 99%

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Anttila¹,

Lindblom‐Ylänne²,

Lonka³

et al. 2015

IJHE

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“…The Pedagogy of Employability Group (2004) summarizes 25 years of research work on employability and introduces series of generic skills factor that helps to operationalize the construct. Bennette et al (1999) states that genetic skills support the study and work in any discipline since it can be transferred to a range of contexts. Employers want graduates to www.ccsenet.org/jel…”

Section: Generic Skillsmentioning

confidence: 99%

“…The "CareerEDGE framework of employability" one of the most popular employability models appear to summarize more than five decades of work done on employability by different researchers (Smith et al, 2014;Finch et al, 2013;Wickramasighe & Perera, 2010;Knight & Yorke, 2004;de la Harpe et al, 2000;Hillage & Pollard, 1998;Robbins, 1963). CareerEDGE model appear to solve the problem of complexity and lack of research support observed in previous employability models such as "USEM" (Knight & Yorke, 2002), "employability skills" (Cotton, 1993) and "course providers model" (Bennette, 1999) and considered as a widely accepted model of employability (Phillips et al, 2010). "Learning and employability framework" was developed based on five (05) lower-tier employment skill constructs stated in CareerEDGE framework namely; Career Development Learning, Work and Life Experience, Degree subject knowledge, skills and understanding, Generic skills, and Emotional Intelligence.…”

Section: Introductionmentioning

confidence: 96%

Conceptualizing Learning and Employability “Learning and Employability Framework”

Sumanasiri¹,

Yajid²,

Khatibi³

2015

JEL

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Extensive studies have been done on employability and the factors that lead to employability. Previous studies have focused on career development programs, internships, work experience programs, soft-skill development programs, and even university admission criteria which can be considered external factors to university student learning experience. Focus on these external factors and their influence on employability appears to have taken attention away from the core function of university education, "learning". Learning done in universities has been the focus of many studies but it's difficult to find consensus due to different learning models and approaches considered. Learning and employability are clearly supportive constructs but this relationship appears to be under represented and lacks clarity. Present study overcomes this issue by introducing a framework that clearly represents learning and employability in a manner that is both easy to understand while providing necessary theoretical support. The "Learning and employability framework" is at attempt to overcome the limitations of popular employability models which either lacks operational clarity or simplicity. The model has identified new dimensions of employability which were not considered in previous studies and links learning process, learning environment and learning outcomes to employability. Extensive review of literature on employability and learning revealed two new factors, namely; university reputation and learning outcomes and their influence on graduate employability. While learning outcomes appear to mediate the relationship between lower-tier employability skills and employability, university reputation appear to moderate learning outcome and employability. The "learning and employability framework" can be considered as a timely and relevant study since its simple enough to be understood by students, parents, employers and faculty while providing the required operational clarity and theoretical support for research community. The framework provides direction to those looking to design curricula and pedagogic approach to maximize employability.

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“…Muresk in Western Australia, while recently the University of New England introduced a Dual Sector degree that enables students to undertake concurrent articulation in the Bachelor of Agrifood Systems and VET qualifications through Technical and Further Education (TAFE). Another source of tension is debate over whether universities should deliver "employment-ready" graduates, armed with content knowledge and generic skills applicable to the work force (Bath, Smith, Stein, & Swann, 2004), or aim for "job-ready" graduates who typically require on the job training, such as that provided through graduate recruitment programs (Bennett, Dunne, & Carré, 1999). Wider discussion with a range of stakeholders was acknowledged as being required to explore the details and clarify this proposed TLO and how it relates to generic graduate attributes (Botwright Acuña et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a Learning and Teaching Academic Standards Statement for Agriculture

Acuña

Kelder

Able

et al. 2014

JLD

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Untitled

Cited by 238 publications

References 18 publications

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Conceptualizing Learning and Employability “Learning and Employability Framework”

Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a Learning and Teaching Academic Standards Statement for Agriculture

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