This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.
This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.
Part 1 Introduction to skills; Chapter 1 The skills agenda StephenFallows ChristineSteven; Part 2 Skills implementation ¿ case examples; Chapter 2 Embedding a skills programme for all students StephenFallows ChristineSteven; Chapter 3 Ability-based education KathleenO'Brien; Chapter 4 Evolution of skills development initiatives PhyllisLaybourn NancyFalchikov JudyGoldfinch JennyWestwood; Chapter 5 Implementing graduate skills at an Australian university TedNunan RigmorGeorge HollyMcCausland; Chapter 6 Embedding key skills in a traditional university MaryChapple HarryTolley; Chapter 7 Creating incurable learners: building learner autonomy through key skills JudithHarding; Chapter 8 Tertiary literacies: integrating generic skills into the curriculum CatherineMilne; Chapter 9 Skills development through student-led activities BeckaCurrant PeteMitton; Chapter 10 Use of the Web to support development of key skills SueDrew; Chapter 11 A graduate apprenticeship scheme StephenFallows GordonWeller; Chapter 12 Springboard: student-centred assessment for development Milton DHakel Eleanor A WMcCreery; Chapter 13 Use of case studies in the development of key skills DickGlover MaggieBoyle; Chapter 14 Using the national key skills framework within a higher education context SueBloy JeanWilliams; Chapter 15 Helping academic staff to integrate professional skills Barbarade la Harpe AlexRadloff; Chapter 16 Lessons learnt: a case study in the assessment of learning outcomes Donna WoodMcCarty; Chapter 17 It's a long hard road! AlanJenkins; Chapter 18 Questioning the skills agenda LenHolmes; Part 3 Conclusions; Chapter 19 Concluding observations and plans for institutional implementation StephenFallows ChristineSteven; Part 4 Guidance on `How tö`; Chapter 20 `How tö at the module level: a selection of practical skills implementation tips ChristineSteven StephenFallows; Appendix 1: Contributors' contact detailsINDEX;
Part 1 Introduction to skills; Chapter 1 The skills agenda StephenFallows ChristineSteven; Part 2 Skills implementation ¿ case examples; Chapter 2 Embedding a skills programme for all students StephenFallows ChristineSteven; Chapter 3 Ability-based education KathleenO'Brien; Chapter 4 Evolution of skills development initiatives PhyllisLaybourn NancyFalchikov JudyGoldfinch JennyWestwood; Chapter 5 Implementing graduate skills at an Australian university TedNunan RigmorGeorge HollyMcCausland; Chapter 6 Embedding key skills in a traditional university MaryChapple HarryTolley; Chapter 7 Creating incurable learners: building learner autonomy through key skills JudithHarding; Chapter 8 Tertiary literacies: integrating generic skills into the curriculum CatherineMilne; Chapter 9 Skills development through student-led activities BeckaCurrant PeteMitton; Chapter 10 Use of the Web to support development of key skills SueDrew; Chapter 11 A graduate apprenticeship scheme StephenFallows GordonWeller; Chapter 12 Springboard: student-centred assessment for development Milton DHakel Eleanor A WMcCreery; Chapter 13 Use of case studies in the development of key skills DickGlover MaggieBoyle; Chapter 14 Using the national key skills framework within a higher education context SueBloy JeanWilliams; Chapter 15 Helping academic staff to integrate professional skills Barbarade la Harpe AlexRadloff; Chapter 16 Lessons learnt: a case study in the assessment of learning outcomes Donna WoodMcCarty; Chapter 17 It's a long hard road! AlanJenkins; Chapter 18 Questioning the skills agenda LenHolmes; Part 3 Conclusions; Chapter 19 Concluding observations and plans for institutional implementation StephenFallows ChristineSteven; Part 4 Guidance on `How tö`; Chapter 20 `How tö at the module level: a selection of practical skills implementation tips ChristineSteven StephenFallows; Appendix 1: Contributors' contact detailsINDEX;
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