Learning orientations: Diversity in higher education

Jeffrey, Lynn

doi:10.1016/j.lindif.2008.09.004

Cited by 42 publications

(27 citation statements)

References 71 publications

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“…Results indicated that age has little impact on competence ratings; stage of degree possibly a better indicator of student progress as cohorts entering higher education become increasingly diverse (Jeffrey 2009). Finally, with Accounting and Finance as the base major, there was only a significant impact for Economics students on the composite competence scores.…”

Section: Interestingly Goldfinch and Hughes' (2007) Study Of Scottismentioning

confidence: 99%

Modelling graduate skill transfer from university to the workplace

Jackson

2014

Journal of Education and Work

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Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact on competence in employability skills and identify ways in which stakeholders can adjust curricula and pedagogy to enhance graduate skill outcomes. Data was gathered from an online survey of 1008 business undergraduates who selfrated their competence against a framework of employability skills typically considered essential in graduates. The data was analysed using multiple regression techniques. Results suggest a range of factors influence competence in employability skills. These include geographical origin, sex, work experience, engagement with the skills agenda, stage of degree studies, scope of relationships and activities beyond education and work and the quality of skills development in the learning programme. The implications for stakeholders in undergraduate education are discussed, highlighting their shared responsibility for ensuring undergraduate employability skills are developed to required industry standards. The model provides an important contribution to the multi-faceted concept of graduate employability, of which skill development forms an important part.

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Section: Interestingly Goldfinch and Hughes' (2007) Study Of Scottismentioning

confidence: 99%

Modelling graduate skill transfer from university to the workplace

Jackson

2014

Journal of Education and Work

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“…The concept of cognitive dissonance follows a basic tenet of learning theory, namely that learning results from exposing students to situations that challenge their cognitive framework, but not so much that they become demotivated. Avoiding excessive mismatches has usually entailed identifying learner characteristics and matching them with a teaching strategy that accommodates or enhances the student characteristic (Jeffrey 2009).…”

Section: Introductionmentioning

confidence: 99%

Making the tacit explicit: rethinking culturally inclusive pedagogy in international student academic adaptation

Blasco

2014

Pedagogy, Culture & Society

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The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark's most international universities. The data show how a major source of confusion for these students has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sensemaking theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they may not be aware, and reflects on how and when these might best be communicated to international students.

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“…Some learning theories suggest that students' motives largely determine how they engage in learning activities. Intrinsically motivated students will invest high levels of cognitive effort without consideration for any associated rewards, whereas extrinsically motivated students may be attracted to participate by getting good grades, but their engagement may be instrumental and surface (Jeffrey 2009). Mulryan (1992) found that in traditional small group learning discouraged students, unrecognised students, despondent students, unmotivated students, bored students, intellectual snobs, and especially low achievers, manifested passivity.…”

Section: Discussionmentioning

confidence: 99%