Rethinking generic skills

Rethinking Generic Graduate Attributes

The issue of Generic Skills has received considerable attention over recent years as universities seek to renew and articulate their purposes and demonstrate the efficient achievement of these, particularly in response to calls for accountability. As an articulation of the core outcomes of higher education as a process (HEC 1992) generic skills (or generic attributes as they are also known) are...

Modeling Long Term Learning of Generic Skills

Many of the most important learning goals can only be achieved over several years. This means that each semester’s teaching should build these skills. Our CUSP system helps achieve this over the 3 5 years of a university degree: it enables each teacher to map their own subject design to institutional learning goals; it creates both subject and degree-level models. It tackles the semantic mappin...

Developing Generic Skills : Examples of Best Practice

B-HERT believes that a prerequisite for a more prosperous and equitable society in Australia is a more highly-educated community. In material terms it fosters economic growth and improved living standards – through improved productivity and competitiveness with other countries. In terms of equity, individual Australians should have the opportunity to realise their full social, cultural, politic...

Generic Skills in Design Teams: Literature Review

Rethinking Logical Reasoning Skills from a Strategy Perspective

10% 29%18%33% 11%Concrete 12% 20%26%32% 10% Syllogisms 10% 25%24%31% 11%Conditionals 14% 24%23%33% 6% Wason 14% 36%21%20% 8%Non-Wason 12% 22%22%36% 8% Morris & SchunnLogical Reasoning Skills 37 Figure 1. Solution times associated with self-reported strategies for conditional and syllogisticreasoning problems.