Skills development in higher education and employment
著者
書誌事項
Skills development in higher education and employment
(SRHE and Open University Press imprint / general editor, Heather Eggins)
Society for Research into Higher Education & Open University Press, 2000
- : hbk
- : pbk
大学図書館所蔵 全7件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. [198]-205) and indexes
内容説明・目次
内容説明
The last decade has seen radical changes in higher education. Long held assumptions about university and academic autonomy have been shattered as public and political interest in quality, standards, and accountability have intensified efforts for reform. The increased influence of the state and employers in the curriculum of higher education is exemplified by the increasing emphasis on so-called core or transferable skills; an emphasis supported by the Dearing Report which identified what it called 'key' skills as necessary outcomes of all higher education programmes. However, there is little research evidence to support such assertions, or to underpin the identification of good practice in skill development in higher education or employment settings. Further, prescription has outrun the conceptualization of such skills; little attention has been paid to their theoretical underpinnings and definitions, or to assumptions concerning their transfer.
Thus the study reported in this book sets out to gain enhanced understandings of skill acquisition in higher education and employment settings with the aim of informing and improving provision. The findings and analyses provide a clear conceptualization of core and generic skills, and models of good practice in their delivery, derived from initiatives by employers and staff in higher education. Student and graduate employee perspectives on skill delivery and acquisition are presented, together with a clearer understanding of the influence of contexts in skill definition and use in workplace settings. Finally, important questions are raised about institutional influences and constraints on effective innovation, and the role that generic or key skills play in traditional academic study, and in workplace effectiveness.
目次
Generic skills in the learning society
A conceptualization of skills and course provision
Beliefs and conceptions of teachers in higher education
The practices of university teachers
Student perspectives on skill development
Employer initiatives in higher education
Employers' perspectives on skills and their development
The graduate experience of work
The challenges of implementing generic skills
Appendices
References
Indexes.
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