Rethinking Generic Graduate Attributes
نویسنده
چکیده
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 an obvious focus for such quality assurance activities. However, despite the high level of interest from government, employers, society and students, as well as the recent flurry of curriculum development activities (see B/HERT 2003), earlier concerns (Clanchy & Ballard 1995) as to the flimsy theoretical or conceptual basis for generic skills have persisted.
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