Inquiry into Graduate Attributes: Reviewing the Formal and Informal Management Curricula

Autor/inn/en	Allen, Dee; Simpson, Colin
Titel	Inquiry into Graduate Attributes: Reviewing the Formal and Informal Management Curricula
Quelle	In: Journal of Management Education, 43 (2019) 4, S.330-358 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562919839736
Schlagwörter	Business Administration Education; College Curriculum; Holistic Approach; Curriculum Evaluation; Inquiry; College Graduates; Educational Objectives; Evaluation Methods; Foreign Countries; Business Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Hochschulabsolvent; Hochschulabsolventin; Educational objective; Bildungsziel; Erziehungsziel; Ausland
Abstract	This article is aimed at any departmental faculty or head of school in charge of conducting curriculum review and presents a holistic approach based on Appreciative Inquiry and recently used by a University Business School in the Southwest of England. As a future-facing or strength-based approach, our Inquiry into Graduate Attributes brought together students, academics, employers, and employment consultants to agree on the most desirable generic attributes of business management graduates 5 years into the future, and to propose changes to course content, assessment, and cocurricular activities in line with these. The Inquiry into Graduate Attributes approach provides a methodological model for integrating the expectations of different stakeholder groups while acknowledging the various ways in which understandings of knowledge and outcomes are related to disciplinary epistemology. For researchers interested in the use of Action Research in the process of curriculum review, this article presents a relatively novel use of an applied Appreciative Inquiry technique, which we hope will initiate a broader conversation around the dynamics and reflective practices of curriculum design. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01