Australian universities, generic skills and lifelong learning

Abstract

The concept of lifelong learning implies a cycle where the learner contributes prior learning into a new learning environment and sees that learning upgraded. In recent years, a range of internal and external pressures have encouraged Australian universities to identify the meta or generic skills embedded in tertiary study. Using a content analysis of relevant university policy documents, this study assesses how the Australian higher education sector has presented this discussion through the notion of 'graduate attributes' and then analyses the implications of this conceptual transition. This article argues that the shift from a notion of generic skills to graduate attributes both reinforces and encourages universities to concentrate their participation in lifelong learning at one particular end of the cycle. This study suggests that, whilst informal experience is increasingly incorporated into university admission processes and even into credit for courses, progression towards a more equitable and accessible higher education sector remains patchy at best.

Assessing Graduate Attributes: Building a Criteria-Based Competency Model

“…For instance, 'knowledge breadth and depth' can be considered an attitude, a skill or knowledge, depending on the direction one wishes to give to the understanding of this GA. As a result, it could mean a willingness or an eagerness to expand and deepen our knowledge based on the value attached to it (attitude), the capacity to expand and deepen our knowledge (skill) or the possession of broad and deep knowledge (knowledge). GAs can also be interpreted as both values and skills, or both skills and knowledge (Pitman & Broomhall, 2009). The appropriate perspective is not carved in stone, but rather depends on the intended goal, which in turn is conditioned by the values and goals of the institution.…”

Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand

“…In the ensuing years, there was a great deal of research on graduate outcomes in Australian universities (e.g. Barrie 2004, Bath et al, 2004, de la Harpe et al 2000, Pitman & Broomhall 2009), much of which was calling for a systematic approach to embed graduate outcomes across curricula, in order to realise desired graduate profiles.…”

Models for the development of work-readiness skills for students in Vietnamese universities

“…The concept that a university adopts for GS implementation can shape its 'content'. Based on the concept adopted, HE institutions would select GS and develop these skills for students in line with the concept [3,4,23]. At the institutional level, HE institutions often adopted a concept with a due attention to characteristics of disciplines, institutional situation and national context [23].…”

“…Based on the concept adopted, HE institutions would select GS and develop these skills for students in line with the concept [3,4,23]. At the institutional level, HE institutions often adopted a concept with a due attention to characteristics of disciplines, institutional situation and national context [23]. At the personal level, different groups of stakeholders may have different perspectives about relevant GS to develop for students [4]; therefore, if universities adopt the perspective of a certain group of stakeholders, that group will play a major role in shaping the content of the implementation.…”