Professional Competences

Guideline: Create a classroom environment and utilize learning activities that foster the development of professional competences.

The development, practice and assessment of (graduate attributes) are most effectively achieved within the context of disciplinary knowledge.

Bowden, J., Hart, G., King, B., Trigwell, K. & Watts, O., Executive Summary, Generic Capabilities of ATN University Graduates (2000).  

Graduate attributes are most effectively developed in a mainstream approach whereby contextualized Graduate Attributes are embedded in the undergraduate curricula of the student’s field of study.

Scoufis, M., Integrating Graduate Attributes into the Undergraduate Curricula, Centre for Academic Development and Flexible Learning, University of Western Sydney, Sydney, Australia, p. 1 (2000).


Additional References

Balistreri, S., Di Giacomo, F.T., Noisette, I., and Ptak, T.  Research In Review 2012-4, Global Education: Connections, Concepts, and Careers, The College Board (2012).

NEA Policy Brief, Global Competence Is a 21st Century Imperative.

Bennett, N., Dunne, E. & Carré, C., Skills Development in Higher Education and Employment, SRHE & Open University Press, Buckingham (2000).

Chapman, L., Graduate Attributes Resource Guide:  Integrating Graduate Attributes into Undergraduate Curricula, University of New England, Armidale, New South Wales, Australia (2004).

Clanchy, J. & Ballard, B., “Generic skills in the context of higher education”, Higher Education Research and Development, 14(2),155-66 (1995).

Clanchy, J., & Ballard, B. (1995). Generic skills in the context of higher education. Higher Education Research and Development, 14(2), 155-166.

de la Harpe, B., Radloff, A. & Wyber, J., “What do professional skills mean for different disciplines in a business school? Lessons learned from integrating professional skills across the curriculum”, in Chris Rust, ed., Improving Student Learning: Improving Student Learning Through the Disciplines, The Oxford Centre for Staff and Learning Development.  Oxford, pp. 208-23 (2000).

Fallows, S. & Steven, C., eds.  Integrating Key Skills in Higher Education:  Employability, Transferable Skills and Learning for Life, Kogan Page, London (2000).

Gibbs, G.  Rust, C., Jenkins, A. & D., Developing Students’ Transferable Skills, The Oxford Centre for Staff Development, Oxford (1994).

Hager, P., Holland, S., and Bekett, D., Enhancing the Learning and Employability of Graduates:  The Role of Generic Skills, Business/Higher Education Round Table Position Paper No. 9, Melbourne, Australia (2002).

Walsh, A. and Kotzee, B., Reconciling ‘Graduateness’ and Work-based Learning.  Learning and Teaching in Higher Education, Issue 4-1, (2010).

Woollard, A., “Core skills and the idea of the graduate”, Higher Education Quarterly, vol. 49, no. 4, pp. 316-325 (1995).


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