Embedding graduate skills into a first year, management course: theory, practice and reflection

Paper

Green, Wendy, Hammer, Sara and Stephens, Robyn. 2006. "Embedding graduate skills into a first year, management course: theory, practice and reflection." Bunker, Alison and Vardi, Iris (ed.) 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006). Perth, Australia 10 - 12 Jul 2006 Sydney, Australia.
Paper/Presentation Title

Embedding graduate skills into a first year, management course: theory, practice and reflection

Presentation TypePaper
AuthorsGreen, Wendy (Author), Hammer, Sara (Author) and Stephens, Robyn (Author)
EditorsBunker, Alison and Vardi, Iris
Journal or Proceedings TitleProceedings of the 29th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2006)
Journal Citation29, pp. 131-137
Number of Pages7
Year2006
Place of PublicationSydney, Australia
ISBN0908557698
Web Address (URL) of Paperhttp://www.herdsa.org.au/wp-content/uploads/conference/2006/papers/Green.pdf
Conference/Event29th 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.

Keywordsteaching practice, reflection, reflective thinking, management education; higher education research
ANZSRC Field of Research 2020390307. 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
and educational non-profit institutions a non-exclusive licence to use this document for personal use
and in courses of instruction provided that the article is used in full and this copyright statement is
reproduced. The authors also grant a non-exclusive licence to HERDSA to publish this document in full
on the World Wide Web (prime sites and mirrors) on CD and in printed form within HERDSA 2006
conference proceedings. Any other usage is prohibited without the express permission of the authors.

Byline AffiliationsGriffith University
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