Learning to Learn: Empowering Students to Articulate the Value of Their HASS Degree

Autor/inn/en	Rahman, Nira; Lakey, Elizabeth
Titel	Learning to Learn: Empowering Students to Articulate the Value of Their HASS Degree
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 4, Artikel 4 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Student Empowerment; Student Attitudes; Educational Attitudes; Academic Degrees; College Students; Employment Potential; Job Skills; Humanities; Art Education; Social Sciences; Foreign Countries; Career Readiness; Workshops; Transfer of Training; Program Design; Job Training; Australia + Suchen Sie Ihr Suchwort? Studienberechtigung; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Collegestudent; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Geisteswissenschaften; Humanwissenschaften; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausland; Lernwerkstatt; Schulung; Training; Transfer; Ausbildung; Programme design; Programmaufbau; Programmplanung; Berufsqualifizierender Bildungsgang; Australien
Abstract	In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching. (ERIC).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01