Transferable skills: A philosophical perspective

Bridges, David

doi:10.1080/03075079312331382448

Cited by 142 publications

(83 citation statements)

References 5 publications

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“…Neill and Mulholland (2003) posit that the workbased development of skills during placement enhances personal development as students appreciate the commercial impact of their activities and subsequently maximise their learning having combined academic study with work experience. While on placement, students benefit from the opportunity to develop a range of transferable or generic skills such as self-management, communication and problem solving in a workbased setting (Bridges 1993). The development of such skills in the workplace appears to be a contributory factor towards placement students being more successful in securing employment upon graduation.…”

Section: The Benefits Of Placementsmentioning

confidence: 99%

Undergraduate work placements: an analysis of the effects on career progression

Brooks

Youngson

2014

Studies in Higher Education

128

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Undergraduate work placements: an analysis of the effects on career progressionCombining work experience with degree-level study is seen as a key differentiator for securing employment upon graduation in a competitive employment market. The positive benefits of sandwich courses, where up to twelve months is spent working in industry, are widely acknowledged in academic literature though data analysis tends to focus on cohorts in single subject areas with course-based factors possibly influencing outcomes. This paper explores the benefits of work placements on a cross-cohort basis with an institutional level study empirically analysing over three academic years the outcomes for placement students in comparison to non-placement students. The study found that completing a sandwich work placement is associated with improved academic performance in the final year of study. Placement students are also more likely to secure appropriate graduate-level work and higher starting salaries upon completion of their degree in comparison to non-placement students.

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Section: The Benefits Of Placementsmentioning

confidence: 99%

Undergraduate work placements: an analysis of the effects on career progression

Brooks

Youngson

2014

Studies in Higher Education

128

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“…Hence, students may be disadvantaged because of the approaches to teaching and learning used in classrooms (Crebert et al, 2004a;2004b). Bridges (1993) describes 'transferring skills' as higher order skills that enable a person to select, adapt, adjust and apply his or her skills to different situations across different social contexts and across different cognitive domains. The development of such skills within a classroom setting requires specifically constructed tasks within the teaching and learning program.…”

Section: Generic Graduate Attributes Should Not Be An Add-on To Existmentioning

confidence: 99%

Is the graduate attributes approach sufficient to develop work ready graduates?

Nagarajan

Edwards

2014

JTLGE

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Many universities have graduate attributes, sometimes referred to as generic skills, soft skills or work ready skills. This paper reports a study of the professional work experiences of recent Australian Information Technology (IT) graduates who identified that communication, time management, teamwork, working with people, working across cultures, project management and business skills were some of the major professional skills required for their work. A discussion of the study and its findings raises questions about the adequacy of the graduate attributes approach in the development of professional skills such as the ability of to work across cultures and on multiple projects which are major requirements of graduates in many IT (and other) workplaces. The study reveals the IT graduates' perspectives on the challenges they faced at work, the typical professional skills requirements of their practice and how they acquired or developed them, the elements of their university study which had relevance to the required workplace professional skills and how well their studies prepared them to meet the professional needs of their practice.

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“…Terms such as transferable skills, soft skills, core skills, key skills, generic skills, basic skills, cross-curricular skills, behavioural competencies, employability skills, or, more recently, twenty-first century skills have been variously used to refer to skills needed by university graduates to be work ready (Bridges, 1993;Hager & Holland, 2006). In teacher preparation institutions, there is a current debate about the balance between preservice teachers" teaching knowledge and skills and skills required to function in the work place.…”

Section: Introductionmentioning

confidence: 99%

School Administrators Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria

Awofala¹,

Olabiyi²,

Ogunleye³

et al. 2016

International Journal of Research in Education and Science

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Teaching practice is considered a professional development tool for boosting science, technology and mathematics graduate teachers" employability. This study examined Nigerian school administrators" perception of the skills central to the employability of preservice STM teachers in order to make them workready when they graduate and increase their marketability in the transition from learning to earning. The study adopted a blueprint of mixed-methods approach. This approach offered an in-depth, contextualised, and natural but more timeconsuming insight of qualitative research coupled with the more efficient but less rich of compelling predictive power of quantitative research. Data were collected using the semi-structured interview (qualitative data) with a protocol that comprised four open-ended questions involving 20 school administrators majorly Principals and a survey comprising 39 five-point Likert scale statements (quantitative data) from 180 school administrators (Principal, Vice Principal, Head of STM and Senior STM teachers) in 20 randomly selected senior secondary schools in Lagos State, Nigeria who offered three months of teaching practice for 98 preservice STM teachers in one university in Nigeria. The results showed a satisfactory level of preservice STM teachers" performance during the teaching practice as most administrators were in support of recruiting the preservice STM teachers in future. Teaching skills were ranked most important next to personal attributes for enhancing employability and needing most improvement by preservice STM teachers. The school administrators perceived the duration of the teaching practice to be too short and suggested an extension to twelve months for preservice STM teachers to benefit maximally from the training. They equally suggested that the preservice STM teachers on graduation should be posted to schools during the period of their National Youths Service Corps to further enrich their professional teacher training.

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Transferable skills: A philosophical perspective

Cited by 142 publications

References 5 publications

Undergraduate work placements: an analysis of the effects on career progression

Undergraduate work placements: an analysis of the effects on career progression

Is the graduate attributes approach sufficient to develop work ready graduates?

School Administrators Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria

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