Developing work‐based transferable skills in a university environment

Humphreys, Paul; Greenan, Kate; McIlveen, Heather

doi:10.1108/03090599710161739

Cited by 42 publications

(32 citation statements)

References 6 publications

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“…They are considered as competences of a broad scale, not specific to any professional area, and are characterized as universally applied [11][12][13][14].…”

Section: Discussionmentioning

confidence: 99%

Mastering Foreign Language Competence of Ecology and Environment Managers for Mining Industry of Kuzbass

2017

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Abstract. The necessity to solve nature conservation problems of Kuzbass mining industry demands from postgraduate education institutions to train highly qualified specialists in ecology and environment management. As 21st century education is competence-based one, the article clarifies the concept of competence in education, focuses on key competences, namely foreign language competence and its relevance for specialists in ecology and environment management. Foreign language competence is acquired through the course of "Foreign Language" discipline which covers the following aspects: academic reading, academic writing and public speaking. The article also describes the experience of organizing students' individual work taking into account their motivation and specific conditions of the discipline as well. Thus, both the content of the discipline and the approach to organize students' learning contribute to mastering foreign language competence of ecology and environment managers as inherent condition of their professional efficiency for solving ecological problems of mining industry in Kuzbass region.

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“…They are considered as competences of a broad scale, not specific to any professional area, and are characterized as universally applied [11][12][13][14].…”

Section: Discussionmentioning

confidence: 99%

Mastering Foreign Language Competence of Ecology and Environment Managers for Mining Industry of Kuzbass

2017

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“…It begets a host of other manifestations, of course, such as: -work-based learning (Kinman and Kinman, 1997); -developing work-based transferable skills in a university setting (Humphreys et al, 1997); -work placements as part of conventional degree programmes (Chivers and Flatten, 1997); -national vocational qualifications in work-based education (Eccleston, 1997); -competency-based degrees (Hyland, 1997); -on-the-job training and academic education (Marchio et al, 1997).…”

Section: Characteristics Of Emerging Learning Processesmentioning

confidence: 99%

The Shift from Teaching to Learning: Staff Recruitment and Careers Development Policies for the Universities of the Twenty‐First Century

Davies¹

1998

Higher Education in Europe

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This article examines some of the contextual factors underlying the move from teaching to learning in universities over the next two decades. It considers the major characteristics of and elements in emerging learning processes. It assesses the likely impact of the above on personnel policy and practice in universities and suggests some broader organizational issues for universities as a consequence of the analysis. The article draws on research conducted by the author for two recent international studies, sponsored by the Association of European Universities and UNESCO, and on perspectives derived from various strategic evaluation exercises undertaken under the auspices of CRE.

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“…To a large extent, this increased interest is the result of the growing emphasis placed on both quality and cost-effectiveness in HE, given the pressures on the sector globally to increase student numbers while coping with static or even diminishing resources [10,11]. However, this is not a new phenomenon, and even in the early twentieth century, [12] remarked that at Princeton University, "with the rapid student growth there came to be less and less attention given to the individual student"s needs and more and more dispersion of the individual students in the masses of their fellows".…”

Section: Literature Reviewmentioning

confidence: 99%

“…Career preparation is particularly crucial in the South African context, given the high levels of unemployment (24.3% in the fourth quarter of 2014, according to [30]. Moreover, [11] emphasise that concerted efforts must be made to "ensure that students become more aware of the demands of future employers for graduates who are able to display a range of personal transferable skills", with the ultimate aim to develop their self-assessment and self-evaluation skills, which can be applied in their future careers.…”

Section: Career Preparationmentioning

confidence: 99%

The Impact of Tutoring in the Digital Academic Literacy Programme on Graduate Attributes at the University of the Western Cape

Siebrits

Stoltenkamp

Mokwele

2015

AIR

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This study reports on the impact of a Tutor Work-Study Programme, within the Digital Academic Literacy Programme (DAL) at the University of the Western Cape (UWC), South Africa. This study was prompted by the need to investigate the impact of peer (student) tutoring initiatives on tutors" learning, academic studies and future career preparation. This paper seeks to make a contribution to the broadening of conceptions regarding impact of tutoring programmes from knowledge gains in the recipients, to gains (and impediments) conferred to tutors supporting the delivery of the material. While the enquiry focuses primarily on the DAL tutors, it also includes an account of the impact of the tutors on the delivery and facilitation of programme, and on the registered UWC students served by it. A mixed-methodology is employed, incorporating qualitative and quantitative data, drawn from questionnaires and interviews. The sample consists of the tutors in the programme (second semester, 2014) who agreed to take part in the study, as well as the three facilitators. Data are also drawn from a semester-end evaluation regarding tutoring. Findings reveal that participation in the DAL Programme had a strongly positive impact on the tutors, especially in skills gains and general career preparation. The tutors also had a strongly positive impact on the delivery and the facilitators. Finally, while most students enrolled in the DAL Programme were satisfied with the quality of the support and expertise provided by tutors in class, some areas for improvement are identified. Ultimately, the need to reflect critically on student interventions at Higher Education Institutions must be taken seriously, especially in the context of producing professional, knowledgeable, and employable graduates who are able to meet the demands of the modern information economy. In this context, the results of this research reveal that should the DAL Programme be discontinued or cease to be integrated into the curriculum at UWC, student development would be directly impeded, given the dire need for digital academic literacies.

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Developing work‐based transferable skills in a university environment

Cited by 42 publications

References 6 publications

Mastering Foreign Language Competence of Ecology and Environment Managers for Mining Industry of Kuzbass

Mastering Foreign Language Competence of Ecology and Environment Managers for Mining Industry of Kuzbass

The Shift from Teaching to Learning: Staff Recruitment and Careers Development Policies for the Universities of the Twenty‐First Century

The Impact of Tutoring in the Digital Academic Literacy Programme on Graduate Attributes at the University of the Western Cape

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