A conceptual framework for the teaching and learning of generic graduate attributes

By S. Barrie. 2007

460 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/858a0a65b981a1ea67dde5de062c41a9a24d735e

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Citations in the corpus

Graduate attributes: implications for higher education practice and policy (2016, background): “Europe following the Bologna Process (Barrie, 2007; Drummond, Nixon, & Wiltshire, 1998; Hounsell, 2011).”
Rethinking Pedagogy for a Digital Age (2007, background): “As more and more jobs demand advanced levels of ICT use, graduate employability has been refigured as the acquisition of capabilities – new forms of literacy and numeracy, adaptability, problem solving, communication – rather than the mastery of a stable body of knowledge (Barrie 2007).”
A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “A structured and coherent curriculum design framework for generic skills development is still absent (Barrie, 2004, 2007; De La Harpe, Radloff, & Wyber, 2000; Jones, 2009; Sumsion & Goodfellow, 2004), particularly one that addresses student motivation and engagement in the development of such…”
Self-regulation and learning strategies (2011, background): “In addition, instructors can incorporate the teaching of general and content-specifi c strategies into their teaching (Barrie, 2007; Weinstein, Acee, and Jung, 2010).”
The student perspective on employability (2013, background): “Differences between academics across different higher education institutions and even within the same institution have been noted by Barrie (2007).”
Skills development in higher education in Vietnam (2009, background): “Lecturers’ perception of the process of teaching and learning skills, as well as their varied pedagogical intentions can correspondingly affect graduate competencies (Barrie 2007).”