There is Nothing Generic about Graduate Attributes: Unpacking the Scope of Context

Autor/in	Jones, Anna
Titel	There is Nothing Generic about Graduate Attributes: Unpacking the Scope of Context
Quelle	In: Journal of Further and Higher Education, 37 (2013) 5, S.591-605 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2011.645466
Schlagwörter	College Graduates; Individual Characteristics; Learning Theories; Systems Approach; Educational Environment; Manufacturing; Teaching Methods; Higher Education; Skill Development; Outcomes of Education; Educational Policy; Context Effect + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Learning theory; Lerntheorie; Systemischer Ansatz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Herstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik
Abstract	This paper sets out to examine the situated nature of graduate attributes through using activity systems theory to explore their contextual nature. It builds on earlier work into graduate attributes by examining the reasons behind the significant variation in their interpretation, thus providing an analysis of the contextual nature of teaching and the implications this has for research and policy. The paper examines the local and individual factors which have a significant influence on the ways in which graduate attributes are understood by teaching staff. Rather than describing graduate attributes as generic, this paper suggests that the teaching of graduate attributes is embedded in local meanings and highly situated and this needs to be acknowledged in higher education policymaking, curriculum design and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10