Educating Higher Education Students for Innovative Economies: What International Data Tell Us

Autor/inn/en	Avvisati, Francesco; Jacotin, Gwenaël; Vincent-Lancrin, Stéphan
Titel	Educating Higher Education Students for Innovative Economies: What International Data Tell Us
Quelle	In: Tuning Journal for Higher Education, 1 (2013) 1, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-1(1)-2013pp223-240
Schlagwörter	Higher Education; Educational Innovation; Economic Development; College Graduates; Surveys; Educational Quality; Theory Practice Relationship; Competency Based Education; Alignment (Education); Intellectual Disciplines; International Cooperation; Comparative Education; Employment Qualifications; Job Skills; Teaching Methods; Educational Cooperation; Skill Development; Education Work Relationship + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Wirtschaftsentwicklung; Hochschulabsolvent; Hochschulabsolventin; Survey; Umfrage; Befragung; Quality of education; Bildungsqualität; Theorie-Praxis-Beziehung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Geisteswissenschaften; Internationale Kooperation; Internationale Zusammenarbeit; Vergleichende Erziehungswissenschaft; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; cooperation; Kooperation; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	As innovation increasingly fuels economic growth, higher education institutions and systems face the challenge of equipping students with the skills required by innovative economies. Using two international surveys of tertiary education graduates five years after their graduation, we show that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation. When they assess the strong and weak points of their university education, graduates give a mixed picture of the quality of the education they have received. We then link the propensity to participate in innovation to the relative emphasis on theory and practice in university programmes and conclude by highlighting the importance of a competence-based approach to curriculum and pedagogy. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01