Embodied Competence and Generic Skill: The emergence of inferential understanding

2004 ◽  
Vol 36 (5) ◽  
pp. 497-508 ◽  
Author(s):  
David Beckett
Keyword(s):  
Generic Skill

IMPLEMENTING TRAINING AND ASSESSMENT OF CRITICAL THINKING GENERIC SKILL WITHIN STATISTICS SUBJECTS IN ENGINEERING DEGREES

2017 ◽  
Author(s):  
Susana Barcelo-Cerda ◽  
Ángeles Calduch-Losa ◽  
Ana María Debón Aucejo ◽  
Mª Fulgencia Villa Juliá ◽  
Santiago Vidal-Puig
Keyword(s):  
Critical Thinking ◽  
Generic Skill

scholarly journals A3 Learning System: Advanced Active and Autonomous Learning System

2016 ◽  
Vol 6 (2) ◽  
pp. 52 ◽  
Author(s):  
Akiko Takahashi ◽  
Yasuhiro Kashiwaba ◽  
Toshiaki Okumura ◽  
Toshihiko Ando ◽  
Kuniaki Yajima ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Software Design ◽  
Educational System ◽  
Mastery Learning ◽  
Progress Report ◽  
Learning System ◽  
The Other ◽  
Generic Skill ◽  
Information And Communication

This paper proposes the Advanced-Active-Autonomous (A3) Learning System, which is an educational system based on the use of information and communication technology. The A3 Learning System is a combination of Active Learning (AL), Project/Problem-Based Learning (PBL) and Mastery Learning (ML). We report some uses of the A3 system and implemented AL and ML in foundational learning in the software/hardware information fields. Additionally, we implemented PBL in software design. We implemented two methods; one involves individual students and the other involves a group. Furthermore, to evaluate the benefits of the A3 Learning System, the Progress Report on Generic Skill (PROG) test was carried out; the results of the test are discussed here.

scholarly journals On generic skill development: An engineering perspective

2008 ◽  
Vol 18 (3) ◽  
pp. 355-363 ◽  
Author(s):  
Khoa N. Le ◽  
Vivian W.Y. Tam
Keyword(s):  
Skill Development ◽  
Generic Skill

scholarly journals Competencies and attributes needed by accounting graduates (alumni) in the world of work (perceptions of Politeknik Negeri Lampung accounting alumni and perceptions of the employer)

2021 ◽  
Author(s):  
LRP Wijaya ◽  
D Pentiana ◽  
EY Puspitasari
Keyword(s):  
Technical Skills ◽  
Technical Skill ◽  
T Test ◽  
Study Program ◽  
Generic Skill ◽  
Employer Perceptions ◽  
The World ◽  
The Mean ◽  
Accounting Graduates ◽  
Paired T Test

The objective of this research was to test perceptions of accounting graduates fromPoliteknik Negeri Lampung and employers to various competencies and their attributes. Theperceptions of accounting graduates and employers were ranked to produce competence types(attributes) that were categorized into two skills; generic and technical skills. The researchrespondents were graduates of the Accounting Study program in Politeknik Negeri Lampungand representatives from employer or company managements. The hypothesis was tested witha one-tailed paired t-test and ranking was done based on the mean score from each skill. Theresearch result showed that the accounting graduates considered generic skill was overall moreimportant than technical skill, even though individually technical skill was more important thangeneric skill and it was proven by the highest mean score at technical skill according to theaccounting graduates‟ perceptions. This research also found that overall the employerconsidered generic skill was more important than technical skill, even though individuallytechnical skill obtained the highest mean score according to employer perceptions.

scholarly journals Exploring behaviour in the online environment: student perceptions of information literacy

2005 ◽  
Vol 13 (1) ◽  
Author(s):  
Janice Smith ◽  
Martin Oliver
Keyword(s):  
Student Perceptions ◽  
Information Literacy ◽  
Learning Process ◽  
Online Environment ◽  
Methodological Issues ◽  
Generic Skill ◽  
Student Behaviour ◽  
Level Information ◽  
Situated Practice ◽  
Literacy Framework

The aim of this paper is to show how information literacy can be conceptualised as a key learning process related to discipline and academic maturity, rather than as a generic skill. Results of a smallscale study including questionnaires and observation of student behaviour are reported and analysed in relation to Bruce’s ‘seven faces of information literacy’ framework. The findings illustrate that information literacy is a highly situated practice that remains undeveloped through mandatory schooling. Some methodological issues are considered in relation to researching information literacy, including the limits of the Bruce model as a framework for analysis. We also show how decontextualised courses can foreground and privilege certain behaviours that are beneficial but that developing higher-level information literate attitudes is likely to be an iterative and contextualised process.DOI: 10.1080/0968776042000339790

scholarly journals Student perspectives: redesigning a research assignment handout through the academic literacies model

2016 ◽  
Vol 10 (1) ◽  
pp. 30 ◽  
Author(s):  
Alison Hicks
Keyword(s):  
Information Literacy ◽  
Student Perspectives ◽  
Survey Method ◽  
Academic Learning ◽  
Academic Literacies ◽  
Theoretical Frameworks ◽  
Student Responses ◽  
Generic Skill ◽  
Information Landscape ◽  
Descriptive Survey

This study explores student responses to a research assignment handout that was redesigned in light of the recommendations from a 2010 Project Information Literacy report. Framed through Lea and Street’s Academic Literacies model, which positions information literacy as a social and situated practice rather than as a generic skill set or a process of socialisation, this study uses a descriptive survey method (annotations and a questionnaire) to demonstrate that the addition of disciplinary context helped to scaffold students’ critical engagement with scholarly conventions as well as with the broader information landscape.  The study concludes by calling for renewed librarian engagement with alternative theoretical frameworks of literacy as well as the inclusion of student perspectives into studies of academic learning.  

scholarly journals Generic Skills, Academic Achievement, and Means of Improving the Former

2021 ◽  
Vol 1 (2) ◽  
pp. 7-28
Author(s):  
J. Paul Grayson
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Online Course ◽  
Skill Levels ◽  
Generic Skills ◽  
Generic Skill ◽  
Administrative Records ◽  
School Grades ◽  
High School Grades ◽  
Objectively Measured

In Canada, in general – and in the Province of Ontario in particular – academics, employers, and government agencies are concerned with the low generic skill levels of university students and graduates. The assumption is that such deficiencies detract from academic and job success. Despite this concern, in Canada, research has not focused on potential links between objectively measured generic skills and grades recorded in administrative records. In view of this lacuna, the current research has two objectives. First, to assess the net effect of objectively measured generic skills on academic achievement as recorded in administrative records. Second, to determine the efficacy of an online course dedicated to the development of generic skills. Overall, I found that generic skills were better predictors of students’ achievement than high school grades used in admission processes; the relationship between high school grades and generic skill levels was weak; students’ generic skill levels did not improve over time; and an online course devoted to increasing students’ generic skills was effective in boosting skills to an acceptable level. Accordingly, if they are concerned with academic achievement, universities in Ontario and in other jurisdictions in which students are admitted to university primarily based on their secondary school grades might make the development of generic skills a priority; however, unless such skills are demanded across the curriculum, they will atrophy.

Generic skill profiles of future accountants and auditors – moving beyond attributes

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karin Barac ◽  
Kato Plant ◽  
Rolien Kunz ◽  
Marina Kirstein
Keyword(s):  
Decision Making ◽  
Mixed Methods Research ◽  
Research Approach ◽  
African Region ◽  
Group Discussions ◽  
Generic Skills ◽  
Content Type ◽  
Generic Skill ◽  
Entry Level ◽  
Chartered Accountants

PurposeThis study investigates perceptions regarding generic skills future entry-level accountants and auditors will require. Such soft or pervasive skills are necessary to operate effectively in the future world of work. Prior research mainly explores generic skills from an attribute-based perspective, while this paper combines it with an activity-based perspective in generic skill profiles of accountants and auditors.Design/methodology/approachFollowing a mixed methods research approach through focus group discussions and a survey involving more than 3,000 professional accountants and/or auditors, the study uses data from the Southern African region (South Africa, Zimbabwe and Namibia) to determine views on the competency needs of future accountants and auditors. An exploratory factor analysis was conducted to determine whether categories of generic skills for future entry-level accountants and auditors differ.FindingsFour generic skills factors emerged as essential for future entry-level chartered accountants (CAs): digital, decision-making, organisational and business acumens. Three generic skill factors emerged for future registered auditors (RAs): digital, practice and commercial acumens. The results show that generic skill profiles of CAs and RAs, who are members of an accounting body differ and that both the context, related to an activity-based perspective, and individual or internal abilities, related to an attribute-based perspective, matter.Research limitations/implicationsThe study extends generic skill theory by identifying broad categories of generic skills (referred to as acumens) for future accountants and auditors.Practical implicationsInsights from this paper facilitate a comprehensive understanding of the generic skill profile approach, combining attribute-based and activity-based perspectives, and this could assist accounting educators, practitioners and professional bodies to better prepare entry-level accounting and audit professionals for the workplace.Originality/valueThe study identifies broad categories (digital, decision-making, organisational, business, practice and commercial acumens) within generic skill profiles of CAs and RAs and shows that generic skills do not operate independently and should be viewed as an interdependent set or constellation of competencies.

Generic skills in accounting education in Saudi Arabia: students’ perceptions

2020 ◽  
Vol 28 (3) ◽  
pp. 395-421
Author(s):  
Mohammed Ali Al Mallak ◽  
Lin Mei Tan ◽  
Fawzi Laswad
Keyword(s):  
International Education ◽  
Business Management ◽  
Western Country ◽  
Accounting Education ◽  
Accounting Students ◽  
Education Standards ◽  
Generic Skills ◽  
Content Type ◽  
Generic Skill ◽  
Ethical Skills

PurposeThe purpose of this exploratory study is to examine the perceptions of Saudi university accounting students of the importance of developing generic skills in their accounting education, the levels of competence they should acquire and expect to achieve during the academic study, and the constraints that may hinder the development of generic skills in accounting education.Design/methodology/approachThe study uses the skills outlined in the IFAC’s International Education Standards (IES) 3 (intellectual, personal, organizational and business management, and interpersonal and communication) and IES 4 (ethics in accounting/business). A survey questionnaire was used to collect the data.FindingsThe findings show that students perceived all five generic skill categories to be important, with ethical skills rated as the most important. However, the students expected that they would achieve a somewhat lower level of generic skill by the end of their studies in all areas, and they perceived a number of constraints that impede their skill development. The results indicate the importance of developing generic skills in accounting education and suggest that the Saudi accounting education system could do more to provide students with opportunities to develop generic skills to enable them to succeed in their future careers.Originality/valueAs little of the current literature has focused on generic skills in accounting education in a non-Western country, this research contributes to the literature on generic skills in a developing nation.

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