Journal ArticleDOI
Contextualising and integrating into the curriculum the learning and teaching of work-ready professional graduate attributes
TLDR
The UTS Work-ready Project as discussed by the authors is a curriculum renewal initiative that aims to improve graduates' professional attributes and employability skills by identifying key work-ready graduate attributes, with relevant sub-attributes, understandings and skills.Abstract:
Government, employers and professional societies want university graduates who are better prepared for employment. The UTS Work‐Ready Project is a curriculum renewal initiative that aims to improve graduates’ professional attributes and employability skills. The paper provides an overview of the project’s curriculum renewal strategy of ‘contextualised by the profession and integrated into the curriculum’. Representatives of professional societies were interviewed for their understandings of the professional attributes required of a contemporary graduate. Eleven key work‐ready graduate attributes were identified, with relevant sub‐attributes, understandings and skills. These formed a matrix for the development of potential learning activities. The project website gives access to matrices of generic and professionally contextualised work‐ready learning activities. Each work‐ready activity includes learning and teaching support resources that can be downloaded to enable easy integration into existing subject...read more
Citations
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Journal ArticleDOI
The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education
Tim Moore,Janne Morton +1 more
TL;DR: This article conducted a survey with managers and supervisors from a range of professional areas and found that their responses were most interesting, and served, among other things, to challenge some of the emerging ideas about "job readiness" in current debates about the directions of higher education.
Journal ArticleDOI
Graduate attributes: implications for higher education practice and policy
Jennifer Hill,Helen Walkington +1 more
TL;DR: The higher education landscape is shifting under neo-liberal forces that are increasingly aligning the goals of business, government and education as discussed by the authors, which is engendering debate around the world about the role of higher education institutions in producing employable graduates to feed national prosperity in the emerging knowledge economy.
Journal ArticleDOI
Self-directed, genuine graduate attributes: the person-based approach
TL;DR: In this article, the development of quality graduate attributes involves more than the alignment of what is intended, taught and learned; rather, it occurs through students developing personal graduate attributes in a self-directed and genuinely engaged manner.
Journal ArticleDOI
Transition to practice in supercomplex environments: Are occupational therapy graduates adequately prepared?
TL;DR: This viewpoint refers to agency as an intentional motivation to work toward strategic goals (both personal and organisational) and proposes that political skill is comprised of four critical dimensions: social astuteness; interpersonal influence; networking ability and apparent sincerity.
Journal ArticleDOI
Graduating nurses' self-efficacy in palliative care practice: An exploratory study
TL;DR: The findings support others that have identified gaps between curriculum and health care industry requirements in terms of students' beliefs about their empowerment to deliver nursing care as graduates by supporting students' growth of self-efficacy in undertaking their graduate roles.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book ChapterDOI
The practice of learning
TL;DR: The American anthropologist Jean Lave is Professor at the University of California, Berkeley as mentioned in this paper, who has become a strong advocate of practice learning, formulated in Situated Learning: Legitimate Peripheral Participation which she published together with Etienne Wenger in 1991, and the following chapter is an extract of Lave's introduction to the anthology Understanding Practice: Perspectives on Activity and Context, edited together with Seth Chaiklin and published in 1993 as a kind of programmatic update, reformulation and overview of the learning approach of the Russian cultural-historical and activity theoretical school
Journal ArticleDOI
Promoting reflection in professional courses: The challenge of context
David Boud,David Walker +1 more
TL;DR: The authors argue that reflection needs to be flexibly deployed, that it is highly context-specific and that the social and cultural context in which reflection takes place has a powerful influence over what kinds of reflection it is possible to foster and the ways in which this might be used.
Journal ArticleDOI
Understanding what we mean by the generic attributes of graduates
TL;DR: In this paper, the authors used phenomenographic analysis to explore academics' conceptions of generic graduate attributes in the context of contemporary teaching and learning practices at one Australian university, and the contribution of discipline background to notions of generic attributes was considered.