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Annotated
Bibliography
References marked with an * are considered
to be of excellent practical use. A summary of the content is provided
in note form for references considered to be of value in planning teaching
approaches.
A
| B | C | D | E
| F | G | H-J | K
| L | M | N | O
| P-Q | R | S | T
| U | V | W
Alverno College. 2003, 'About
Alverno', Retrieved 17.4.03.
Barnett, R. 1994, The
Limits of Competence, Society for Research into
Higher Education and Open University Press, Buckingham.
Debates the divide between academic competence (disciplines, objectivity
and truth) and operational competence (know-how, competence and skills)
which he believes is the basis of graduate attributes. He discusses the
role of university education and suggests an alternative approach.
*Bowden, J., Hart, G. King, B. Trigwell,
K.Watts, O. 2000, Generic Capabilities
of ATN University Graduates. Final Report to
DETYA, Teaching and Learning Committee, Australian Technology Network
.
Extremely comprehensive report giving
background, rationale, definitions and a 'framework for action'. The framework
provides a suggested process for integration into curricula. Discusses
levels of attainment, assessment and quality issues, student responsibility,
and communicating student outcomes. Case studies of implementation at
the five universities are included.
*Briguglio, C. 2000, 'Generic Skills:
Attending to the communication skills needs of international students',
Lifelong Learning Conference, Rockhampton.
Covers some of the common problems NESB students have and provides some
advice for lecturers to deal with these.
Bruce, C. & Candy, P. (eds) 2000,
Information Literacy around the world: Advances in programs and research.
Wagga Wagga, Centre for Information Studies, Charles Sturt University.
– Top –
Calvert, J. 2003, 'Developing the Deakin Advantage.' Business/Higher
Education Round Table News, Issue16.
Candy, P. 1999, Building Generic Attributes
into the Curriculum. Flexible Practices Symposium: Spotlight on Generic
Skills, Brisbane.
Catts, R. 2000, 'Some issues in assessing information literacy', in
Information Literacy around the world: Advances in programs and research.
eds C. Bruce and P. Candy. Wagga Wagga, Centre for Information Studies,
Charles Sturt University.
Clanchy, J. & Ballard, B. 1995, 'Generic Skills in the Context of
Higher Education', Higher Education, Research
and Development, vol. 14, no. 2, pp. 155-166.
Collins, R., Percy, A. James, B. 2003, 'University of Wollongong response
to HBERT Position Paper 9.' Business/Higher
Education Round Table News, Issue16.
Crebert, G. 2002, 'Institutional Research into Generic Skills and Graduate
Attributes: Constraints and Dilemmas.' Lifelong Learning Conference, Rockhampton.
Need for institutional vocabulary, definition
of employability. Embedding attributes is an incremental process over
3-5 years as a change management process. Electronic skills mapper tracks
implementation of graduate attributes.
*Lighthouse initiative provides examples
or teaching and assessment strategies by academic staff at Griffith university.
See the Griffith University site
for these examples: Follow the resource links for educators.
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Crisp, G. 2003, 'Enhancing the learning and employability of graduates:
The role of generic skills.' Business/Higher
Education Round Table News, Issue16.
*Cummings, R. 1998, How should we
assess and report student generic attributes? Presented at Teaching and
Learning Forum 98, Perth.
Provides overview of Mayer key competencies
used by TAFE and schools. Explicit identification of graduate attributes
facilitates their development. Opportunities for the development of graduate
attributes occur in the selection of teaching approaches. Delivery methods
which assist include group learning activities.
Not all graduate attributes are as easily
assessed, especially the attitudes and values incorporated into university
attributes, and the purpose of assessment can influence the measurability.
Employers do not want a mark. They want evidence against criterion (a
description of what constitutes a level of performance plus examples of
students work). Universities may want evidence that can be compared across
disciplines.
*Curtis, D. D. & Lawson, M. J.
2001, 'Exploring Collaborative Online Learning.' JALN,
vol. 5, no.1, pp. 21-34.
Explores the effectiveness of collaborative
learning online compared with face-to-face. Online is very effective providing
attention is paid to:
- Instruction in the use of software
- Teacher assignment of some tasks and roles to overcome
time delays from asynchronous interaction
- Extra time for organizing and planning because
of time differences and delays
- Use of other communication forms if necessary (between
students)
- Ensuring sense of community is established before
collaborative tasks assigned
- Instruction in group skills.
Includes a comprehensive overview of collaborative
behaviour.
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de la Harpe, B. Radloff, A. & Wyber, J. 2000, 'Quality
and Generic (Professional) Skills.' Quality
in Higher Education, vol. 6, no. 3.
Australian Chamber of Commerce and Industry and the Business Council of
Australia, 2002, Employability Skills
for the Future, Final
Report to DEST, Canberra.
Edwards, H. & King, L. 2002, Monash
Graduate Attributes in the Undergraduate Curriculum,
Report of a Joint Faculty/CHEQ Pilot Project,
Centre for Higher Education Quality, Monash University.
Fallows, S. & Steven, C. (eds) 2000,
Integrating Key Skills in Higher Education.
London, Kogan Page.
Gardner, M. and Martin, D. 2003, 'Graduate attributes
at the University of Queensland.' Business/Higher
Education Round Table News, Issue16.
Gibson, D. 2003, 'A Framework for developing and assessing generic capabilities
in QUT law graduates.' Business/Higher
Education Round Table News, Issue16.
*Hager, P., Holland,
S. & Beckett, D. 2002, B-HERT Position
Paper No. 9 (July 2002) Generic Skills, B-HERT,
Melbourne.
Background to the introduction of graduate
attributes in Australian universities. Outlines advantages for educators
of adoption of the concept in terms of course development, course delivery
and assessment, and quality assurance. The recommendations of the paper
included one to document and disseminate examples of best practice at
universities. This was the prompt for the special issue of B-HERT (Issue
16), which is also included in this bibliography.
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Hampton, C. 2002, 'Teaching Practical Skills', in Perspectives
On Distance Education, Skills Development through Distance Education,
eds. A. K. Mishra and J. Bartram, Commonwealth of Learning, pp. 83-91.
Looks at advantages and disadvantages
of video, CD-ROM and online mediums to teach practical skills. Looks at
problems associated with assessing practical skills at a distance and
makes several suggestions of doing this without bringing students to the
campus, e.g. qualified remote assessors, location of specialist equipment
in workplaces. Looks at the cost savings for the university in these approaches
compared with accrediting workplace assessors.
Very practical and useful reference with lateral thinking solutions for
distance teaching in general but some of the ideas could be adapted for
teaching graduate attributes at a distance.
Hart, G. 1999, Mapping Generic Skills
in the Curriculum. Flexible Practices Symposium: Spotlight on Generic
Skills, Griffith University, Brisbane.
Hay, I., Orrell, J. Torjul, P. 2003, 'Well what do you know? — a
skill portfolio project.' Business/Higher
Education Round Table News, Issue16.
Howard, P., Jorgensen-James, D. Nouwens, F. 2003, 'Enhancing learning
and employability of engineering graduates at Central Queensland University:
A ten year project.' Business/Higher Education
Round Table News, Issue16.
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*Hughes, J. C. 2002, 'Tools and techniques
for enhancing the quality and effectiveness of student teams.' HERDSA
Annual International Conference, Perth.
This paper provides concrete suggestions
for academics interested in facilitating effective team development. It
provides an overview of the attributes of effective teams, as well as
selected tools and techniques for facilitating their identification and
improvement. These include
- in-class experience based discussion;
- simple exercises, games and icebreakers;
- team attribute analysis;
- complex exercises and games;
- assessment of individual roles.
The three appendices include a game that can be used
to teach about the dynamics and characteristics of effective teams and
material that can be used in class by teams to assess their own effectiveness
and their use of positive and negative team behaviour.
The Reference list is a further source of resource
material including Phil Race's (2000) 500 tips on group learning.
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King, B. & Nunan, T. 2003, 'The
Graduate Qualities project-how a university brought educational programs
into line with employer expectations.' Business/
Higher Education Round Table News, Issue16.
Kroonenberg, N. 1994/1995, 'Developing Communicative
and Thinking Skills via Electronic Mail.'
TESOL Journal, Winter 1994/1995, pp. 24-27.
Activities for learning and practicing
English for NESB students for writing, thinking and language teaching
using email.
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*Levin, E. & Tempone,
I. 2002, 'Providing guidelines for first year assessment tasks as a means
of developing core graduate attributes: Nurturing or spoonfeeding?' Lifelong
Learning Conference 2002, Rockhampton.
Outlines the importance of communicating
to first year students particularly learning outcomes and assessment guidelines
to save time in later years. The importance of discipline specific needs
is mentioned.
An excellent rationale for making assessment criteria and instructions
explicit giving the benefits for both the lecturer and the student. See
particularly the heading 'Why should expectations be made explicit?'
Includes good examples (from business school subjects) of marking guides,
assessment criteria and ways of providing student feedback in the appendices.
The reference list is also very useful for a range of discipline specific
information on assessment.
Lines, R. 2003, 'RMIT University-initiatives in developing and renewing
curricula to a capability based approach.' Business/Higher
Education Round Table News, Issue16.
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Marshall, L. 2003, 'Graduate Attributes at Murdoch University.'
Business/Higher Education Round Table
News, Issue16.
*McLoughlin, C. 2001, 'Teamwork in
Distance Learning: Designing for Collaboration and Social Interdependence',
ODLAA 15th Biennial Forum, Sydney.
Teamwork in computing science. Task could
be adapted to other disciplines.
McPhee, P. & McInnes, C. 2003, 'The University of Melbourne response
to the recommendations of Business/Higher Education Round Table paper
on 'Enhancing the learning and employability of graduates: the role of
generic skills.' Business/Higher Education
Round Table News, Issue16.
Moses, I. 1999, 'The University and Lifelong Learning.' Business/Higher
Education Round Table News, Issue 6, pp. 22-23.
Muldoon, R. & Buckland, C. (eds) 1998,
Skills for the Future: Reflections of UNE academics,
Teaching and Learning Centre, University of New England, Armidale.
Muldoon, R. (ed) 2000, Skills for the
Future: Case Studies from UNE, University of
New England, Armidale.
Murry, J. 2000, 'Generic Skill Development & Career Education - Making
the link', Lifelong Learning Conference, Rockhampton.
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Nelson, B. 2002, Striving
for quality: learning, teaching and scholarship,
Commonwealth of Australia, Canberra, pp. 25-66.
This paper discusses many issues related
to higher education in Australia, but the following comments refer only
to those components directly related to graduate attributes. The need
for universities to be able to report on the quality of their graduates
or graduate outcomes leads into a discussion of new methods of reporting
by universities, given that current 'presentation and form of data fail
to meet the needs of students'. Graduate exit tests and the pros and cons
of the Graduate Skills Assessment test are outlined. The point is made
that there needs to be a much higher status accorded to teaching in universities.
Section five of the Paper is devoted to 'Graduate outcomes for a new century'.
Nielsen, A. C. 2000, Employer Satisfaction
with Graduate Skill, Higher Education Division,
DETYA, Canberra.
Nunan, T. 1999, 'Graduate qualities, employment and mass higher education',
HERDSA Annual International Conference, Melbourne.
Nunn, J., Else, D. & Maconachie, D. c.1995 Generic
attributes of graduates — value adding or simply effective learning
and teaching? University of Ballarat.
The focus of this paper is on the reality
of the transferability of skills to new contexts. An analysis and ranking
of skills is required by employers. Modelling skills for our students
and exhibiting graduate attributes in our own practice in higher education
is often very important. Students require an orientation to graduate attributes.
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Owen, S. 2003, 'It takes more than breadcrumbs to learn
generic skills: Collaborating to improve information literacy skills',
HERDSA Annual International Conference, Auckland.
Pratt, C. 2003, Graduate
Attributes at Australian Universities: A review of Australian universities,
University of New South Wales.
Summarizes what has been done at almost
all Australian universities in tabular form allowing easy comparison.
Reeves, T. C., Herrington, J. & Oliver, R. 2002, 'Authentic
activities and online learning', Annual International HERDSA Conference,
Perth.
Ronayne, J. 2003, 'Enhancing the learning and employability of graduates.'
Business/Higher Education Round Table News,
Issue16.
*Scollay, M. 1999,'
Lifelong Learning-What does it mean?' Business/Higher
Education Round Table News, (6), pp. 4-5.
*Scoufis, M. 2000, Integrating
Graduate Attributes into the Undergraduate Curricula, Centre for Academic
Development and Flexible Learning, University
of Western Sydney.
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Snoke, R., Underwood, A. & Bruce, C. 2002, 'An Australian view of
generic attributes coverage in undergraduate programs of study: An information
systems case study'. Annual International HERDSA Conference, Perth.
This paper is specifically related to computing science subjects and the
comments are useful for teachers of IS and IT courses. A recommendation
is included to improve the ability of unit coordinators to write objectives.
It emphasizes the importance of course outlines for students and for employers
to inform them of particular competencies. This is one of a series of
papers written on the topic.
Soontiens, W. and de la Harpe B. 2002, 'Professional skills development
in Australian universities: Is there a bias?' Annual International HERDSA
Conference, Perth.
The steps used to develop the professional
skills (presentation and writing skills especially) for business students
are discussed. There is a focus too on Non-English Speaking Background
students. There is only a brief description of the teaching strategy but
the pre and post surveys questions may be of interest.
Sparrow, H. & Sharp, S. 2002, 'Quality course development through
the central teaching and learning project: Lessons from a project to embed
graduate attributes in undergraduate programs.' Annual International HERDSA
Conference, Perth.
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*Steven, C. & Fallows, S. 1998,
Enhancing Employability Skills Within
Higher Education: Impact on Teaching, Learning and Assessment. Higher
Education Close Up, University of Central Lancashire,
Preston.
Provides a comprehensive outline of levels
of attainment descriptors used at University of Luton under four main
headings:
- information retrieval and handling
- communication and presentation
- planning and problem solving
- social development and interaction.
Implementation is discussed and the implications
of implementation for policy are indicated.
Strivens, J. and Grant, S. 2000, 'Integrated Web-based support for learning
employability skills.' Educational Technology and Society One,
Issue 3.
Discusses the students' role in acquiring graduate attributes. Some
of the issues involved in assessing graduate attributes are covered including
some examples. Different forms of evidence of achievement are provided.
The need for student based recording system is discussed and a description
of one such system (LUSID) is described. More information on the LUSID
system is also available.
Ways of motivating students to use such recording systems is an issue
for further research.
Sumsion, J. & Goodfellow, J. 2002, 'Identifying Generic Skills through
curriculum mapping: a critical evaluation'. Australian Association for
Research in Education, Brisbane.
Collegiality and meaning making is important. The process of airing issues
and difficulties and attempting to deal with them will be fruitful in
embedding graduate attributes into the curriculum. Curriculum mapping
identifies how the current curriculum fosters the development of graduate
attributes and where opportunities to develop attributes may have been
overlooked. It is an opportunity to look at all units in a course to identify
the patterns in the development of graduate attributes across the course
and to discuss which graduate attributes you want too promote in your
course and how. The paper really sells the value of the course mapping
exercise.
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*Turk, M. 2002, 'Case
study: Learning in the affective domain within two undergraduate IT subjects'.
Annual International HERDSA Conference, Perth.
Two computing programming subjects are used to describe the activities
that this lecturer used with his students to instill what he refers to
as 'affective' attributes (teamwork and interpersonal skills, values and
attitudes). The strategies used however could be modified for a wide range
of disciplines with effective outcomes. Seven exercises are described
which were used to both teach these skills and allow students opportunities
to practice and finally to assess their resulting abilities. Opportunities
and reminders were provided for students to consider their meta-learning.
*University of Technology
Sydney Library, nd.
Developing the information literate person: the UTS Practical Plan,
retrieved 6.11.03.
*University of Technology Sydney,
nd. Developing
programs with generic capabilities. Retrieved 4.4.01.
*Vardi, I. 2002, 'How
do first year lecturers help students develop writing skills?' HERDSA
Annual International Conference 2002, Perth.
Describes a wide variety of approaches
used by teachers of first year students, especially with those making
the transition from high school writing to university writing. The paper
discusses the implications for developing writing in first year and highlights
the need for specific writing expectations to be taught within the discipline
rather than through generic academic writing workshops or courses.
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*Watson, P. 2002,
'Innovative Teaching, Teamwork and Generic Skills in the University Environment',
in Celebrating Teaching at Macquarie,
eds A. Reid, M. Gosper & S. Fraser, The Centre for Professional Development
and The Centre for Flexible Learning, Macquarie University.
The paper focuses on teamwork saying it is a compendium of other skills.
A definition of team work is given and the author discusses her emphasis
upon the integration of substantive (subject content) and skills based
material, assessment which tests both product and process, some specific
training in required skills, and sustained exposure to working in teams.
A model for this is provided. Of particular interest is the variety in
method of evaluation of teamwork allowed to students.
*Watson, P. 1995,
'Making
Teamwork Work', 50th Anniversary Conference, Australian Law Teachers'
Association, retrieved 2.12.03.
Watts, O. 2003, 'Enhancing the learning and employability of university
graduates.' Business/Higher Education
Round Table News (16).
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