Embedding graduate skills into a first year, management course: theory, practice and reflection
Paper
Paper/Presentation Title | Embedding graduate skills into a first year, management course: theory, practice and reflection |
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Presentation Type | Paper |
Authors | Green, Wendy (Author), Hammer, Sara (Author) and Stephens, Robyn (Author) |
Editors | Bunker, Alison and Vardi, Iris |
Journal or Proceedings Title | Proceedings of the 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006) |
Journal Citation | 29, pp. 131-137 |
Number of Pages | 7 |
Year | 2006 |
Place of Publication | Sydney, Australia |
ISBN | 0908557698 |
Web Address (URL) of Paper | http://www.herdsa.org.au/wp-content/uploads/conference/2006/papers/Green.pdf |
Conference/Event | 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006) |
Event Details | 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006) Parent Higher Education Research and Development Society of Australasia Annual Conference Delivery In person Event Date 10 to end of 12 Jul 2006 Event Location Perth, Australia |
Abstract | This paper explores both the theory and practice of embedding graduate skills within Griffith Business School (GBS) Curricula. The authors reflect on their experience in running a pilot in Management Concepts: a first year course designated as a site for embedding particular skills, and use their experience in this context to illustrate and support their argument that teaching practice and evaluation are as important as research in developing a scholarly approach to graduate skills development. These issues are addressed by describing the development of the discipline-specific, embedded, and developmental approach within the Griffith Business School, and by providing an overview of the learning development program and its theoretical underpinnings. The discussion focuses on one of the skills developed for this course, namely, critical thinking. Firstly, the authors trace the development of their conception of critical thinking in this context. Secondly, they discuss their experience of embedding critical thinking in the course through appropriate teaching and assessment practices. Finally they show how reflective teaching practice has informed further revision of learning development in the course. The authors use this example of reflective practice to argue that teaching practice and evaluation are as important as higher education research in developing a scholarly approach to graduate skills development. |
Keywords | teaching practice, reflection, reflective thinking, management education; higher education research |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
390303. Higher education | |
390103. Economics, business and management curriculum and pedagogy | |
Public Notes | Made available in USQ ePrints with permission of USQ author. Paper Copyright © 2006 Wendy Green, Sara Hammer and Robyn Stephens. The authors assign to HERDSA |
Byline Affiliations | Griffith University |
https://research.usq.edu.au/item/9y441/embedding-graduate-skills-into-a-first-year-management-course-theory-practice-and-reflection
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