Graduate attributes: implications for higher education practice and policy

Hill, Jennifer; Walkington, Helen

doi:10.1080/03098265.2016.1154932

Cited by 101 publications

(92 citation statements)

References 36 publications

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“…However, subsequently, recognising that 'Geographers learn through the soles of their feet', fieldwork became stablished as the heartwood of the Geography curriculum (McEwen, 1996;Lloyd et al, 2015, Gold et al, 1991. Martin Higgitt (1996b) Recently, such thinking has blossomed into writings that link fieldwork closely to the development of the general and discipline-specific 'graduate attributes' including emotional intelligence, critical thinking, problem solving and global citizenship (Couper & Porter, 2016;France et al, 2016;Fuller & France, 2016;Haigh, 2016;Hill, Walkington, & France, 2016;Spronken-Smith et al, 2016).…”

Section: Mode 4: Curriculum Centred ('Look Learn Do Use and Be Assmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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Fieldwork is the most powerful learning invitation in the toolkit of Geographical Education.This review of papers in The Journal of Geography in Higher Education (JGHE) suggests seven modes in the development of fieldwork. These are arrayed as a kind of historical, perhaps evolutionary, sequence but most remain current in Geography fieldwork practice. At the far end (1960's) of the sequence are didactic modes that are teacher centred and use the field as an adjunct to the classroom, in the middle (1990's) are modes that involve active learning and focus on the development of students as investigators, and at the near end (2010's) are those that centred on the field study area and its qualities, that involve concern about the ethics of student engagement and that employ blended learning technologies. The review charts the JGHE's gradual shift away from its original, almost exclusively, UK-focus toward something rather more international and inclusive. Fieldwork is where Geographers learn 'from doing' Geography to 'do' Geography. Its special attributes include providing experiential, sometimes transformative, learning through the immersion of the learner in the field experience. In 40 years, JGHE has helped Geography Fieldwork move from the margins of the curriculum to its current place at its core.

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Section: Mode 4: Curriculum Centred ('Look Learn Do Use and Be Assmentioning

confidence: 99%

Fieldwork@40: fieldwork in geography higher education

France

Haigh

2018

Journal of Geography in Higher Education

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“…In addition to the definitional diversity noted above, it must be noted that learning gain is only one of several constructs put forward by the wider literature surrounding student learning in higher education (Hill, Walkington, & France, 2016). Other similar, but subtly distinct concepts include: graduate attributes (with Australian research leading the way in terms of both theoretical understandings and empirical evidence, e.g.…”

Section: Definitions Of Learning Gainmentioning

confidence: 99%

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

Vermunt

Ilie

Vignoles

2018

Higher Education Pedagogies

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In this paper, we set out the first step towards the measurement of learning gain in higher education by putting forward a conceptual framework for understanding learning gain that is relevant across disciplines. We then introduce the operationalisation of this conceptual framework into a new set of measurement tools. With the use of data from a large-scale survey of 11 English universities and over 4,500 students, we test the reliability and validity of the measurement instrument empirically. We find support in the data for the reliability of most of the measurement scales we put forward, as well as for the validity of the conceptual framework. Based on these results, we reflect on the conceptual framework and associated measurement tools in the context of at-scale deployment and the potential implications for policy and practice in higher education. ARTICLE HISTORY

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“…There has been a general shift towards the use of terms such as graduate outcomes, attributes or competencies to describe the 'product' of tertiary education, as well as 'core capabilities', 'soft skills' or 'transferable skills'-often in relation to the 'employability' agenda. There is sometimes a tension around these discussions and HEIs are still seeking to resolve use of these terminologies (see Hill et al 2016 for further discussion of this).…”

Section: Terminologymentioning

confidence: 99%