Disciplinary Differences and Implications for the Development of Generic Skills: A Study of Engineering and Business Students' Perceptions of Generic Skills

Autor/inn/en	Chan, Cecilia K. Y.; Fong, Emily T. Y.
Titel	Disciplinary Differences and Implications for the Development of Generic Skills: A Study of Engineering and Business Students' Perceptions of Generic Skills
Quelle	In: European Journal of Engineering Education, 43 (2018) 6, S.927-949 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1462766
Schlagwörter	Foreign Countries; College Freshmen; Majors (Students); Engineering Education; Business Administration Education; Basic Skills; Intellectual Disciplines; Comparative Analysis; Learning Motivation; Skill Development; Student Attitudes; Curriculum Design; Interdisciplinary Approach; Information Technology; Self Management; Interpersonal Competence; Communication Skills; Teamwork; Cultural Awareness; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Ingenieurausbildung; Basic skill; Grundfertigkeit; Geisteswissenschaften; Motivation for studies; Lernmotivation; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Lehrplangestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Informationstechnologie; Selbstmanagement; Interpersonale Kompetenz; Kommunikationsstil; Cultural identity; Kulturelle Identität; Hongkong
Abstract	Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students' perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01