Human beings are described by many spiritual traditions as ‘blind’ or ‘asleep’ or ‘in a dream.’ These terms refers to the limited attenuated state of consciousness of most human beings caught up in patterns of conditioned thought, feeling and perception, which prevent the development of our latent, higher spiritual possibilities. In the words of Idries Shah: “Man, like a sleepwalker who suddenly ‘comes to’ on some lonely road has in general no correct idea as to his origins or his destiny.” In some religious traditions, such as Christianity and Islam, the myth of the ‘Fall from the Garden of Eden’ symbolizes the loss of the primordial state through the veiling of higher consciousness. Other traditions use similar metaphors to describe the spiritual condition of humanity:

The Human Condition.

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Learning To Teach In Higher Education

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

The conditions of learning

Linear Regression Analysis

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are di...

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Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice.

An international profile of industry-relevant competencies and skill gaps in modern graduates

Despite efforts to broaden the concept of graduate employability, there remains an overarching focus on developing industry-relevant employability skills. The skills-based approach is, however, too narrow and does not fully capture the complexity of graduate work-readiness. This paper argues for the redefining of graduate employability by embracing pre-professional identity (PPI) formation. PPI relates to an understanding of and connection with the skills, qualities, conduct, culture and ideology of a student's intended profession. The ‘communities of practice’ model is drawn upon to demonstrate how PPI can be developed during university years. Here, a student makes sense of his/her intended profession through multiple memberships and differing levels of engagement with various communities within higher education's ‘landscape of practice’. Example communities include professional associations, student societies, careers services and employers. Implications for stakeholders are discussed.

/pdf/re-conceptualising-graduate-employability-the-importance-of-1d9x5ww7zg.pdf

Re-conceptualising graduate employability: the importance of pre-professional identity

Purpose – The need for “job‐ready” graduates has catalysed the development of non‐technical skills in higher education institutions worldwide Continued criticism of business school outcomes has provoked this examination of non‐technical skill deficiencies in Australian business graduates The purpose of this paper is to compare findings with existing literature on skill gaps in other developed, culturally‐similar economies, underscore the generality of identified problems, and highlight to stakeholders in undergraduate education those areas requiring curricula reviewDesign/methodology/approach – In total, 211 managers/supervisors of business graduates and 156 business academics assessed the typical performance levels of Australian business graduates against a comprehensive framework of 20 skills and 45 associated workplace behaviours Ratings were examined within and across the two samples and variations analysed by work area, business activity and business disciplineFindings – Some differences were de

/pdf/non-technical-skill-gaps-in-australian-business-graduates-1e24i56906.pdf

Non-technical skill gaps in Australian business graduates

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 identifies ways in which stakeholders can adjust curricula and pedagogy to enhance graduate skill outcomes. Data were gathered from an online survey of 1008 business undergraduates who self-rated their competence against a framework of employability skills typically considered essential in graduates. The data were 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 qualit...

/pdf/testing-a-model-of-undergraduate-competence-in-employability-o4hgm39id4.pdf

Denise Jackson

Papers

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice.

An international profile of industry-relevant competencies and skill gaps in modern graduates

Re-conceptualising graduate employability: the importance of pre-professional identity

Non-technical skill gaps in Australian business graduates

Testing a model of undergraduate competence in employability skills and its implications for stakeholders