The Usefulness of a Science Degree: The “lost voices” of science trained professionals

Rodrigues, Susan; Tytler, Russell; Darby, Linda; Hubber, Peter; Symington, David; Edwards, Jane

doi:10.1080/09500690601071909

Cited by 27 publications

(18 citation statements)

References 9 publications

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“…Issues such as fulfilment, status and security will be considered by some but not all students. If the student believes that a science degree, any science degree, is the aim then are they sensible to presume that a Botany degree is more risky and provides fewer options than a more general Biosciences degree (after Rodrigues et al 2007)? The grade achieved, and at what institution it was achieved, may be more important than the specific subject (Wolf, 2001) and the importance of general "key skills" to employability is a major preoccupation in undergraduate education (Atkins, 1999).…”

Section: Lack Of Clear Career Prospects?mentioning

confidence: 99%

The End of the Botany Degree in the UK

Drea

2011

Bioscience Education

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Section: Lack Of Clear Career Prospects?mentioning

confidence: 99%

The End of the Botany Degree in the UK

Drea

2011

Bioscience Education

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“…This is of particular significance to the considerable proportion of science graduates who enter non-science careers or professions (Rodrigues et al, 2007). The difficulty of finding the optimal balance between knowledge acquisition and skills development is likely due to several factors, including the rapidly increasing body of scientific knowledge, and a perceived requirement for its subsequent integration into associated curricula.…”

Section: Introductionmentioning

confidence: 99%

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Rayner

Papakonstantinou

2015

JTLGE

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Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of science, technology, engineering and mathematics (STEM) graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility/adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as workintegrated learning (WIL) and industry-based learning (IBL) programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.

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“…In contrast to the past where research demonstrated negative effects on students understanding using inquiry as process, recent studies provide evidence that significant learning gains and identity can be made by students using inquiry (Shanahan 2009;Bronwell et al 2012). Such evidence provides a counter balance to the earlier criticisms of inquiry (Rodrigues et al 2007;Kirkup et al 2010;Ross and Gill 2010;Brownell et al 2012). Perhaps inquiry classes work because students get to take risks and make mistakes often in a context which is meaningful and relevant to their everyday lives (Ross and Gill 2010).…”

Section: Curriculum Reform In Secondary Science Educationmentioning

confidence: 88%