Quality and Generic (Professional) Skills

By Barbara de la Harpe, A. Radloff, John Wyber. 2000

238 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/eca9d608dc6e344143338f3d0aaaf195707587db

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Citations in the corpus

The student perspective on employability (2013, unknown): “Many terms are used in the literature to describe transferable skills and attributes: ‘“generic skills”, “attributes”, “characteristics”, “values”, “competencies”, “qualities” and “professional skills”’ (De La Harpe, Radloff, and Wyber 2000 , 233).”
Generic Attributes in Accounting: The Significance of the Disciplinary Context (2010, background): “There is already a considerable body of research into the ways in which generic skills and attributes are taught in the context of accounting and business studies (Boyce et al., 2001; De La Harpe et al., 2000; Hill and Milner, 2006; Humphreys et al., 1997; Monks, 1995).”
The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society (2005, background): “Jackson, 2000). Integrating generic skill development with the disciplinary context has also been seen as important ( de la Harpe, Radloff & Wyber, 2000; Hattie, Biggs”
Student and staff perceptions of the importance of generic skills in science (2004, background): “De La Harpe et al. (2000) reported on how a business school (Curtin University, Western Australia) identi®ed a set of generic skills to be taught in the disciplinary context to all undergraduate students and then integrated the teaching of these skills into the three-year program.”
Enhancing graduate employability: best intentions and mixed outcomes (2006, background): “Moreover, De la Harpe et al. (2000) suggest that concern from employers that undergraduate programmes are failing to provide graduates with the necessary skills for their careers is a worldwide issue.”
Skills development in higher education in Vietnam (2009, methodology): “Student-centered and process-focused approaches are effective methods for advancing skills (De La Harpe et al. 2000).”