Contextualised Performance: Reframing the Skills Debate in Research Education

Autor/in	Cumming, Jim
Titel	Contextualised Performance: Reframing the Skills Debate in Research Education
Quelle	In: Studies in Higher Education, 35 (2010) 4, S.405-419 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Foreign Countries; Job Skills; Graduate Study; Research; College Curriculum; College Instruction; Skill Development; Educational Principles; Research Projects; Case Studies; Web Sites; Stakeholders; College Role; Educational Trends; Government Role; Educational Change; Researchers; Scholarship; Educational Environment; Graduate Students; Educational Philosophy; Employer Attitudes; Educational Assessment; Standards; Educational Policy; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Produktive Fertigkeit; Aufbaustudium; Graduiertenstudium; Hauptstudium; Forschung; Hochschullehre; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsprinzip; Forschungsvorhaben; Case study; Fallstudie; Case Study; Web-Design; Bildungsentwicklung; Bildungsreform; Researcher; Forscher; Scholarships; Stipendium; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Graduate Study; Student; Students; Studentin; Bildungsphilosophie; Erziehungsphilosophie; Arbeitgeberinteresse; Education; assessment; Bewertungssystem; Standard; Politics of education; Bildungspolitik; Australien; Großbritannien
Abstract	In Australia, as in the UK, much of the skills debate in research education has reflected a deficit model, whereby candidates are deemed to be in need of supplementary training. In response to the demands of employers and governments, most universities have added employability skills to postgraduate curricula, while simultaneously boosting their efforts in relation to the enhancement of academic skills. Using an analysis of three conceptual frameworks identified in the literature, this article endeavours to reframe the skills debate by developing the concept of "contextualised performance". A key characteristic of this relational construct is the enactment of skills in a variety of authentic settings and challenging circumstances. The article concludes by establishing links with literature on curriculum and pedagogy, with a view to enriching discussion around what it means to assess the capability of graduates. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10