LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Walsh, Anita; Kotzee, Ben; University of Gloucestershire (2010)
Publisher: University of Gloucestershire
Languages: English
Types: Article
Subjects: LB2300

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION, ComputingMilieux_THECOMPUTINGPROFESSION
The last decade has seen a development of interest in the nature of\ud ‘graduateness’. Starting with the (former) Higher Education Quality\ud Council’s Graduate Skills project in the mid-1990s and culminating\ud in the current preoccupation with transferable skills, the question\ud has been asked what the common skills or attributes are that\ud distinguish graduates from non-graduates. In contrast with business\ud or government’s interest in generic graduate skills, the view of\ud graduateness within universities is very much associated with specific\ud disciplines and undergraduate education with enculturation into a\ud particular academic discipline. This focus on disciplinary content has\ud posed some challenges for the design of Foundation degrees, which\ud are intended to be a blend of academic and workplace learning, and it\ud also reinforces the academic/vocational divide. Recently, a number of\ud honours degrees entitled ‘Professional Studies’ have been developed;\ud these awards are designed to offer successful Foundation degree\ud students a route through to honours which uses work-based learning.\ud These awards vary in content and structure but tend to be designed on\ud the basis that generic graduate attributes, which Barrie defines\ud ‘… as being the skills, knowledge and abilities of university graduates,\ud beyond disciplinary content knowledge …’ (2004, p.262), can be\ud developed outside a conventional academic discipline.\ud \ud This paper examines the pedagogic principles underlying the design\ud of one work-based learning ‘top up’ programme which leads to a BSc\ud in Professional Studies. It explores the issues involved in drawing\ud directly on experience in the workplace as the material for higher\ud level learning. The programme challenges conventional pedagogic\ud approaches which are dominant in the university, and emphasises the\ud importance of direct action and experience to learning. The authors\ud outline the challenges which need to be addressed in programme\ud design when moving away from a focus on disciplinary content,\ud and explain the importance of a focus on process in reconciling\ud graduateness and work-based learning.
  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article