Learning to learn: pathway to practice

Laurence Pattacini, Hannah Beard

Abstract


University students need to adapt to the changing demand of professional practices. This concern has informed the development of graduate attributes and pedagogical concepts – such as long-term learning – which inform the curriculum. This paper draws on two research exercises conducted in collaboration with both students and alumni in the field of design, to provide a better understanding of the students' awareness of the transferable skills embedded in their university courses and to determine how relevant these skills might be in professional practice. The students’ and alumni’s voice is key to this research project and exemplified through specific quotes. Critically reflecting on the students’ and alumni’s comments about their journey from student to practitioner enables us to discuss the key skills and capabilities identified, in order to nurture resilience to changes in the workplace and proficiency in ‘learning to learn’: practical knowledge, collaboration, communication and adaptability.


Keywords


students experience; employability; transferable skills; practice

Full Text:

PDF

References


Aristotle (1985) Nicomachean Ethics. Translated by Terence Irwin. Cambridge: Hackett Publishing Company. ISBN: 915145650

Adams, R.V. and Blair, E. (2019) ‘Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance.’ Sage Open 9(1). Available at: https://doi.org/10.1177/2158244018824506 (Accessed: 22 January 2020).

Andrews, J. and Higson, H. (2008) ‘Graduate Employability, Soft Skills Versus Hard. Business Knowledge: A European Study.’ Higher Education in Europe, 33(4), 411-422. Available at: https://doi.org/10.1080/03797720802522627 (Accessed: 03 February 2023).

Baillie, C., Bowden, J. A. and Meyer, J.H.F, (2013) ‘Threshold capabilities: threshold concepts and knowledge capability linked through variation theory.’ Higher Education, 65(2), 227-246. Available at: https://doi.org/10.1007/s10734-012-9540-5 (Accessed: 03 February 2023).

Barnett, R. (1997) Higher education: A critical business. Buckingham: Open University Press. ISBN: 0335197035

Barnett, R. and Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead: Open University Press/McGraw-Hill Education. ISBN: 0335212891

Barrie, S.C. (2007) ‘A conceptual framework for the teaching and learning of generic graduate attributes.’ Studies in Higher Education, 32(4), 439-458. Available at: https://doi.org/10.1080/03075070701476100 (Accessed: 03 February 2023).

Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology.’ Qualitative Research in Psychology, 3(2), 77-101. Available at: https://doi.org/10.1191/1478088706qp063oa (Accessed: 03 February 2023).

Bryman, A. (2004) Social Research Methods. Oxford: Oxford University Press. ISBN: 0199588058

Burke, V., Jones, I. and Doherty, M. (2005) ‘Analysing student perceptions of transferable skills via undergraduate degree programmes.’ Active Learning in Higher Education, 6(2), 132-144. Available at: https://doi.org/10.1177/1469787405054238 (Accessed: 03 February 2023).

Cohen, L., Manion. L. and Morrison, K. (2011) Research methods in education (8th ed.). London: Routledge. ISBN: 9781138209886

Davidson, C.N. (2017) ‘Commentary: A newer education for our era.’ The Chronicle of Higher Education. Available at: https://search.proquest.com/docview/1968452568?accountid=13828 (Accessed: 03 February 2023).

Deeley, S. (2014) ‘Summative co-assessment, a deep learning approach to enhancing employability, skills and attributes.’ Active Learning in Higher Education. 15(1), 39-51. Available at: https://doi.org/10.1177/1469787413514649 (Accessed: 03 February 2023).

Demirbas, O.O. and Demirkan, H. (2007) ‘Learning styles of design students and the relationship of academic performance and gender in design education.’ Learning and Instruction 17, 345-359. Available at: https://doi.org/10.1016/j.learninstruc.2007.02.007 (Accessed: 03 February 2023).

Eldh A.C., Årestedt, L. and Berterö, C. (2020) ‘Quotations in Qualitative Studies: Reflections on Constituents, Custom, and Purpose.’ International Journal of Qualitative Methods, 19(1). Available at: https://doi.org/10.1177/1609406920969268 (Accessed: 20 January 2022).

Ellis, R. (2009) Communication Skills, stepladders to Success for the Professional, 2nd ed.). Bristol: intellect. ISBN: 9781841502984

Erickson, F. (2011) ‘Qualitative methods in research on teaching.’ In: Lincoln Y. and Denzin N.K. (eds.) The SAGE Handbook of Qualitative Research. Thousand Oaks, CA: SAGE Publishing, 3-59. ISBN: 1412974178

Fallows, S. and Steven, C. (2000) Integrating Key Skills in Higher Education. London: Routledge. Available at: https://doi.org/10.4324/9781315042350 (Accessed: 22 January 2022).

Fletcher, A. (2017) Student Voice Revolution: The Meaningful Student Involvement Handbook. Olympia, WA: Common Action Publishing. ISBN: 0692954449

Gribble, C. (2014) Exploring employability in different cultural contexts. Final report scoping study. London: Society for Research into Higher Education. Available at: https://srhe.ac.uk/wp-content/uploads/2020/03/gribble-cate.pdf (Accessed: 02 July 2021).

Guest, G., MacQueen, K.M., Namey, E.E. (2012) Applied Thematic Analysis. London UK: SAGE Publishing. ISBN: 1412971675

Gibson, I.S. (2002) ‘Assessment is engineering education: A European perspective.’ The International Journal of Engineering Education 18(4), 65-471. Available at: https://www.ijee.ie/articles/Vol18-4/IJEE1327.pdf (Accessed: 03 February 2023).

Hager, P. and Holland, S. (eds.) (2006) Graduate attributes, Learning and Employability. Dordrecht: Springer. Available at: https://download.e-bookshelf.de/download/0000/0040/05/L-G-0000004005-0002368142.pdf (Accessed: 03 February 2023).

Higher Education Academy (HEA) (2015) Framework for Embedding Employability in Higher Education. York: Higher Education Academy. Available at: http://www.employability.ed.ac.uk/documents/HEA-Embedding_employability_in_HE.pdf (Accessed: 03 February 2023).

Higgins, R., Hartley, P. and Skelton, A. (2002) ‘The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning.’ Studies in Higher Education, 27(1), 53-64. Available at: https://doi.org/10.1080/03075070120099368 (Accessed: 02 February 2023).

Hinchliffe, G.W. and Jolly, A. (2011) ‘Graduate identity and employability.’ British Educational Research Journal, 37(4), 563-584. Available at: https://doi.org/10.1080/01411926.2010.482200 (Accessed: 02 February 2023).

Joynes, C., Rossignoli, S. and Amonoo-Kuofi, E.F. (2019) 21st Century Skills: evidence of issues in definition, demand and delivery for development contexts. Brighton: Institute of Development Studies. Available at: https://assets.publishing.service.gov.uk/media/5d71187ce5274a097c07b985/21st_century.pdf (Accessed: 03 February 2023).

Knight, P.T. and Yorke, M. (2002) ‘Employability Through the Curriculum.’ Tertiary Education and Management 8, 261-276. Available at: https://doi.org/10.1023/A:1021222629067 (Accessed: 03 February 2023).

Kreber, C. (2001) ‘Learning Experientially through case studies? A conceptual analysis.’ Teaching in Higher Education, 6(2), 217-228. Available at: https://doi.org/10.1080/13562510120045203 (Accessed: 03 February 2023).

Lees, D. (2002) Graduate Employability-Literature Review. York: LTSN Generic Centre. Available at: https://www.qualityresearchinternational.com/esecttools/esectpubs/leeslitreview.pdf (Accessed: 03 February 23).

Meyer, J.H.F., Land, R. and Baillie, C. (eds.) (2010) Threshold concepts and transformational learning. Rotterdam: Sense Publishers. ISBN: 978-94-6091-205-4

Moon, J. (2004) Reflection and Employability. York: LTSN Generic Centre. Available at: https://www.qualityresearchinternational.com/esecttools/esectpubs/Reflection%20and%20employability.pdf (Accessed: 03 February 2023).

Pool, L.D. and Sewell, P. (2007) ‘The key to employability: Developing a practical model of graduate employability.’ Education and Training, 49(4), 277-89. Available at: https://doi.org/10.1108/00400910710754435 (Accessed: 03 February 2023).

Rakow, L.F. (2011) ‘Interviews and focus groups as critical and cultural methods.’ Journalism and mass communication quarterly, 88(2), 416-428. Available at: https://doi.org/10.1177/107769901108800211 (Accessed: 03 February 2023).

Råheim, M., Magnussen, L.H., Sekse, R.J., Lunde, Å., Jacobsen, T. and Blystad, A. (2016) ‘Researcher-researched relationship in qualitative research: Shifts in positions and researcher vulnerability.’ International journal of qualitative studies on health and well-being, 11(1), 30996-30996. Available at: https://doi.org/10.3402/qhw.v11.30996 (Accessed: 03 February 2023).

Raybould, J. and Sheedy, V. (2005) ‘Are graduates equipped with the right skills in the employability stakes?’ Industrial and Commercial Training, 37(5), 259-263. Available at: https://doi.org/10.1108/00197850510609694 (Accessed: 03 February 2023).

Ruge, G. and McCormack, C. (2017) ‘Building and construction students' skills development for employability - reframing assessment for learning in discipline-specific contexts.’ Architectural engineering and design management, 13(5), 365-383. Available at: https://doi.org/10.1080/17452007.2017.1328351 (Accessed: 03 February 2023).

.

Ruspini, E. (2002) An Introduction to Longitudinal Research. London: Routledge.C:UsersRachelAppDataLocalMicrosoftWindowsINetCacheContent.Outlook2MEPWWKN Available at: https://doi.org/10.4324/9780203167229 (Accessed: 03 February 2023).

Shulman, L.S. (2005) ‘Signature pedagogies in the professions.’ Daedalus, 134(3), 52-9. Available at: https://www.amacad.org/publication/signature-pedagogies-professions (Accessed: 03 February 2023).

Sivalingam, A.D. and Mansori, S. (2020) ‘How Organizations Should View Reskilling and Upskilling the Workforce.’ Available at: http://www.sastraeducation.com/how-organizations-should-view-reskillng-and-upskilling-the-workforce-.html (Accessed: 15 January 2022).

Tomlinson, M. (2012) ‘Graduate Employability: A Review of Conceptual and Empirical Themes.’ Higher Education Policy 25, 407-431. Available at: https://doi.org/10.1057/hep.2011.26 (Accessed: 03 February 2023).

Washer, P. (2007) ‘Revisiting Key Skills: A Practical Framework for Higher Education.’ Quality in Higher Education, 13(1), 57-67. Available at: https://doi.org/10.1080/13538320701272755 (Accessed: 03 February 2023).

Watts, A.G. (2006) Career Development Learning and Employability. York: The Higher Education Academy. Available at: https://www.qualityresearchinternational.com/esecttools/esectpubs/watts%20career.pdf (Accessed: 03 February 2023).

Weaver, M.R. (2006) ‘Do students value feedback? Student perceptions of tutors' written responses.’ Assessment and Evaluation in Higher Education, 31(3), 379-394. Available at: https://doi.org/10.1080/02602930500353061 (Accessed: 03 February 2023).

Weinstein, Y., Sumeracki, M. and Caviglioli, O. (2019) Understanding How We Learn: A Visual Guide. Abdington: Routledge. ISBN: 9781138561724

Wolff, R. and Booth, M. (2017) ‘Bridging the Gap: Creating a New Approach for Assuring 21st Century Employability Skills.’ Change: The Magazine of Higher Learning, 49(6), 51-54. Available at: https://doi.org/10.1080/00091383.2017.1399040 (Accessed: 03 February 2023).

Yanow, D. and Tsoukas, H. (2009) ‘What is Reflection-In-Action? A Phenomenological Account.’ Journal of management studies, 46(8), 1339-1364. Available at: https://doi.org/10.1111/j.1467-6486.2009.00859.x (Accessed 03 February 2023).




DOI: https://doi.org/10.21100/compass.v16i1.1372

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Laurence Pattacini, Hannah Beard

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.