Graduateness: An Empirical Examination of the Formative Function of University Education

Autor/inn/en	Steur, J. M.; Jansen, E. P. W. A.; Hofman, W. H. A.
Titel	Graduateness: An Empirical Examination of the Formative Function of University Education
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 64 (2012) 6, S.861-874 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-012-9533-4
Schlagwörter	Lifelong Learning; Professional Training; Intellectual Development; Structural Equation Models; Research Universities; Moral Values; Citizenship; Reflection; Scholarship; Student Development; Theories; Employment Potential; Higher Education; Educational Policy; Student Attitudes; College Students; Educational Trends; Role of Education; Outcomes of Education; Statistical Analysis; Questionnaires + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Berufliche Fachbildung; Berufliche Fortbildung; Mental development; Geistige Entwicklung; Forschungseinrichtung; Moral value; Ethischer Wert; Staatsbürgerschaft; Scholarships; Stipendium; Theory; Theorie; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Schülerverhalten; Collegestudent; Bildungsentwicklung; Bildungsauftrag; Lernleistung; Schulerfolg; Statistische Analyse; Fragebogen
Abstract	The formative merits of university education are at risk of being reduced from graduateness in the sense of broad academic cultivation to professional training with a strong emphasis on employability. The difficulty in opposing this trend is the absence of a clear framework for academic cultivation. The aim of this study is to construct a model that uses the formative function of university education as a starting point, that distinguishes graduateness from employability, and that integrates theories on reflective thinking, scholarship, moral reasoning and lifelong learning. This approach offers the possibility of making use of insights from established theoretical traditions in the study of the intellectual development of students. For this study, a questionnaire was developed to investigate graduateness, or intellectual cultivation, among students in a research university. Structural equation modelling revealed that the expected structure was confirmed by the data. Reflective thinking has the strongest influence on lifelong learning; however, scholarship and moral citizenship are also important elements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10