Abstract
This paper gives a succinct account of current debates in the literature on graduate attributes as they are related to employment and lifelong learning, and argues the limitations of a "key skills" agenda as a guide to curriculum practice. Development of a curricular innovation that addresses key skills, "integrative studies" at the Strathclyde University Business School, is described and located in a wider framework of work-related facets that extend thinking beyond key skills. Those facets include the idea of a learning organisation and the concept of student identity formation. A research-based approach to further development of the curriculum is outlined, which takes the experiences of students and the perceptions and practices of specific employers to be key influences.
Original language | English |
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Pages (from-to) | 53-62 |
Number of pages | 9 |
Journal | Journal of Workplace Learning |
Volume | 16 |
Issue number | 1/2 |
DOIs | |
Publication status | Published - 2004 |
Keywords
- skills
- curriculum development
- learning organizations
- graduates
- employment
- lifelong learning