Separate or Integrate? The Contribution of the Workshop Model to Effectively Embedding Generic Skills

Daly, Anne; Leveson, Lynne; Dixon, Peter

doi:10.5539/ass.v7n4p45

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…While we recognise the limitation of unequal sample sizes of our cohorts, these results are consistent with other those reported by researchers, including Soontiens (2004) and Wilkins and Balakrishnan (2012). Collectively, these outcomes reinforce the potential of core science subjects, such as that described herein, to improve students' communication skills (Daly, Leveson, & Dixon, 2011), regardless of their English-speaking background. Notes: ** denotes p < 0.01; **** denotes p < 0.0001, with all other indications as per Figure 1.…”

Section: Discussionsupporting

confidence: 51%

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

2016

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The internationalisation of higher education generates several issues related to quality, uniformity of subjects taught across campuses and the role of differences in English-speaking ability, which may affect student learning and skills development. This study used a self-assessment survey framework to investigate Australian (native English speaking) and Malaysian (non-native English speaking) students' perceptions of their writing-related competencies. These perceptions were then correlated with students' grades for specific writing tasks at the Australian and Malaysian campuses of Monash University, a research-intensive tertiary institution. Student perceptions of six competencies were determined upon commencement and completion of a core science subject, SCI2010. Australian and Malaysian student perceptions of their abilities improved for all six, and four of the surveyed competencies, respectively. Upon commencement of the science unit, Malaysian students' self-efficacy was higher than that of Australian students for three competencies. However, by completion, Australian students had higher self-efficacy for all six competencies, which correlated with their higher literature review grades.The authors are science academics with a diverse range of teaching and research interests, including plant sciences, ecology and evolutionary biology, molecular biology and science communication and dissemination. Their scholarly research in learning and teaching include facets of work-integrated learning, effective use of technology to enhance student learning and skills development, and evaluation of students' self-efficacy of their generic skills. Additionally, the authors are actively engaged in curriculum innovation and renewal across tertiary science curricula, including large enrolment foundation units and core subjects at higher year levels. They have collaborated with science colleagues to develop, implement and evaluate inquiry learning across undergraduate programmes, and to enhance tutor capability with respect to these pedagogies. The authors have been the recipients of a range of grants and awards, including national grants for disciplinary and pedagogical research, and university and faculty awards for education and teaching excellence. PUBLIC INTEREST STATEMENTThis paper presents valuable information about the differences in confidence related to writing and writing-associated abilities between native English-and non-native English-speaking university students. These two sets of science students attended an Australian and Malaysian campus of Monash University, respectively. The possible relationship between students' writingrelated confidence and their actual writing ability was also investigated. Initially, Malaysian students were more confident about their writing-related abilities than were Australian students, although this pattern reversed over the course of the course. This study demonstrates that assumptions cannot be made about students' confidence in their writing-related abilities, regardless of th...

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Section: Discussionsupporting

confidence: 51%

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

2016

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“…Clearly, there are challenges to be met, but we found the students embraced the program with such enthusiasm, and it was so effective in influencing their approach to sustainability, that we would support the model's use in a range of situations. Further discussion of the use of the model in the project can be found in Petocz and Dixon (2011) and Daly et al (2011).…”

Section: Discussionmentioning

confidence: 99%

Business graduate skills in sustainability

Mather

Denby

Wood

et al. 2011

Journal of Global Responsibility

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Purpose -The purpose of this paper is to review research and strategies in Australian business education that aim to foster graduate capabilities in sustainability concepts and practices, also to present a case study of teaching practice along with ideas for future development. Design/methodology/approach -The authors report on a research project by seven Australian universities, with financial support from the Australian Learning and Teaching Council (ALTC), on how to develop and grade graduate capabilities with sustainability identified as a core graduate skill. An example is presented from the Faculty of Business and Economics of a strategy in action -the use of a case study (centred on sustainability practices at the university) to enhance the skills of merit scholars. Findings -Corporate social responsibility is a well-established concept in business management theory, with sustainability principles emerging as a core feature. In the higher education sector, the spirit may be willing, but training in the application of these principles has been implemented as an add-on rather than an embedded part of the curriculum. Although efforts are being made to find ways of nurturing graduate capabilities in sustainability practice, a significant obstacle is the lack of teaching models and materials. The authors offer findings from the ALTC graduate skills project as well as a case study of implementation. Originality/value -The authors report on practical innovations in fostering business graduate skills in implementing sustainability principles, assess the utility of current education practice and present some suggestions for future learning and teaching strategies.

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Using Group Work to Develop Intercultural Skills in the Accounting Curriculum in Australia

Daly

Hoy

Hughes

et al. 2015

Accounting Education

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Separate or Integrate? The Contribution of the Workshop Model to Effectively Embedding Generic Skills

Cited by 3 publications

References 12 publications

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

Business graduate skills in sustainability

Using Group Work to Develop Intercultural Skills in the Accounting Curriculum in Australia

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