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Analysing student perceptions of transferable skills via undergraduate degree programmes

[journal article]

Burke, Veronica; Jones, Ian; Doherty, Mike

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-230995

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Abstract Despite the assumption that ‘transferable’ skills are part and parcel of a graduate’s portfolio, there is a lack of information about the extent to which such skills may be perceived by students to be valuable. Although the skills agenda has been at the forefront of Higher Education (HE) provision for some time, contemporary studies focus upon measurement issues and neglect the process aspects of skills learning and development. There is also a lack of research to support methodologies aimed at promoting optimal transfer of skills to work environments. It is apparent that there is a certain lack of clarity about the linkage between the nature of the learning environments that may be provided, and the types of outcomes that are purported to accrue. Accordingly, focusing on this context, the investigation had two objectives: first, to assess students’ perceptions of the knowledge and skills acquired during their undergraduate degree programmes; and second, to evaluate the perceived effectiveness of the strategies adopted in respect of learning transfer. At the University of Luton 116 Level Three students completed a questionnaire that covered all the major skill descriptors of the university’s skills template. The results revealed statistically significant differences between the two closely related programmes in terms of perceived skills acquisition. Although the findings indicated that students were moderately satisfied with the skills acquired, a potential cause for concern was that one in five students did not perceive any transfer strategies to be effective.
Free Keywords learning transfer; skills development; student perceptions; transferable skills;
Document language English
Publication Year 2005
Page/Pages p. 132-144
Journal Active Learning in Higher Education, 6 (2005) 2
DOI http://dx.doi.org/10.1177/1469787405054238
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)