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Mike Doherty - One of the best experts on this subject based on the ideXlab platform.
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Analysing student perceptions of transferable skills via Undergraduate Degree programmes
Active Learning in Higher Education, 2005Co-Authors: Veronica Burke, Ian Jones, Mike DohertyAbstract: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.
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Analysing Student Perceptions of Transferable Skills via Undergraduate Degree Programmes.
Active Learning in Higher Education, 2005Co-Authors: Veronica Burke, Ian Jones, Mike DohertyAbstract: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 stra...
Veronica Burke - One of the best experts on this subject based on the ideXlab platform.
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Analysing student perceptions of transferable skills via Undergraduate Degree programmes
Active Learning in Higher Education, 2005Co-Authors: Veronica Burke, Ian Jones, Mike DohertyAbstract: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.
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Analysing Student Perceptions of Transferable Skills via Undergraduate Degree Programmes.
Active Learning in Higher Education, 2005Co-Authors: Veronica Burke, Ian Jones, Mike DohertyAbstract: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 stra...
Ruth Woodfield - One of the best experts on this subject based on the ideXlab platform.
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The determinants of Undergraduate Degree performance: how important is gender?
British Educational Research Journal, 2009Co-Authors: Michael Barrow, Barry Reilly, Ruth WoodfieldAbstract:This study uses data drawn from three recent cohorts of Undergraduates at the University of Sussex to investigate the key determinants of Degree performance. The primary theme of the study is an examination of the gender dimension to Degree performance. The average ‘good’ Degree rate for female students was found to be superior to the male rate. The modest raw gender differential in first class Degree rates favoured women but was found to be attributable to their better endowments, particularly pre-entry qualifications. The largest differential favouring women was in the II:i classification, where almost all of the difference was attributable to differentials in coefficient treatment rather than endowments (or characteristics). The analysis undertaken also allowed the investigation of a number of sub-themes relating to the effects on Degree performance of, inter alia, pre-entry qualifications, ethnicity, socio-economic background and health disability. The largest effects were reserved for the role of pre-entry qualifications with more modest effects detected for ethnicity and socio-economic background.
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individual and gender differences in good and first class Undergraduate Degree performance
British Journal of Psychology, 2007Co-Authors: Tom Farsides, Ruth WoodfieldAbstract:Corroborating recent findings elsewhere, women within a large Undergraduate sample at the University of Sussex achieved a greater proportion of 'good' (first- or upper-second-class) Degrees than did their male counterparts. This female advantage disappeared when statistically controlling for the trait openness to experience and for study-related behaviour whilst at university (i.e. attending seminars and completing 'non-contributory' assignments). Contrary to robust findings previously obtained elsewhere, only slight and unreliable evidence was found that men at Sussex obtained a greater proportion of first-class Degrees than did women. Moreover, differences favouring either gender were unreliable across the subjects of study. Indeed, 'subject gaps' often appeared more pronounced than 'gender gaps', where present. We conclude that emphasis should be shifted away from research on gender differences per se in favour of recent approaches that more directly explore reasons for successful Undergraduate performance. However, to the extent that subject choice is an important determinant of Degree performance, gender differences in subject choice will continue to be an important area of research.
Ian Jones - One of the best experts on this subject based on the ideXlab platform.
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Analysing student perceptions of transferable skills via Undergraduate Degree programmes
Active Learning in Higher Education, 2005Co-Authors: Veronica Burke, Ian Jones, Mike DohertyAbstract: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.
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Analysing Student Perceptions of Transferable Skills via Undergraduate Degree Programmes.
Active Learning in Higher Education, 2005Co-Authors: Veronica Burke, Ian Jones, Mike DohertyAbstract: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 stra...
Steve Counsell - One of the best experts on this subject based on the ideXlab platform.
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A comprehensive survey of IS Undergraduate Degree courses in the UK
International Journal of Information Management, 2012Co-Authors: Angelos Stefanidis, Guy Fitzgerald, Steve CounsellAbstract:Abstract There is little conclusive evidence about the state of the IS curriculum in the UK. This paper presents the results of a detailed survey about the provision of Information Systems (IS) Undergraduate Degree courses in the UK using the newly developed IS 2010 curriculum guidelines as its basis. IS 2010 identifies three main categories of knowledge that underpin the essence of IS as an academic subject: IS Specific Knowledge and Skills, Domain Fundamentals and Foundational Knowledge and Skills. Our desire to offer a holistic and conclusive representation of the curriculum is supported by the development of an IS curriculum survey framework that caters for the mapping of every subject that populates the IS curricula of Undergraduate Degrees in the UK, including subjects that are generic or are derived from other hierarchical disciplines.
