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Undergraduate perceptions of the development of team‐working skills

Undergraduate perceptions of the development of team‐working skills Purpose – The ability to working effectively with others (WEWO) is critical yet industry continues to lament deficiencies in new graduates. Progress in developing this highly valued skill in undergraduates is impeded by a lack of conceptual clarity and evidence of how best to measure it, and a tendency to adopt an outcomes‐focused, rather than process‐oriented, approach. This paper aims to investigate undergraduate perceptions of how well a stand‐alone employability skill development programme, operating in an Australian Business Faculty, is fostering the WEWO skill set and which pedagogical practices are considered to add most value. Design/methodology/approach – The study examines undergraduate perceptions using data gathered from a skills audit of 799 business undergraduates from all four sequential units within the skills programme. Undergraduates rated and described their development against an established framework of WEWO behaviours. Findings – Findings indicate that, overall, skill development is rated highly among the undergraduates although the behaviours of conflict resolution, social intelligence and influencing others were rated less highly than others within the skill set. The importance of class activities and assessment items, including the use of virtual learning tools were identified by students as critical to the development of WEWO behaviours. Originality/value – The study highlights the important role of constructive alignment, sequential skill development, consistency of delivery and ensuring student “buy‐in” to education practitioners in their efforts to meet industry expectations of graduates who can WEWO. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training Emerald Publishing

Undergraduate perceptions of the development of team‐working skills

Education + Training , Volume 56 (1): 14 – Feb 4, 2014

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References (72)

Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
0040-0912
DOI
10.1108/ET-01-2013-0002
Publisher site
See Article on Publisher Site

Abstract

Purpose – The ability to working effectively with others (WEWO) is critical yet industry continues to lament deficiencies in new graduates. Progress in developing this highly valued skill in undergraduates is impeded by a lack of conceptual clarity and evidence of how best to measure it, and a tendency to adopt an outcomes‐focused, rather than process‐oriented, approach. This paper aims to investigate undergraduate perceptions of how well a stand‐alone employability skill development programme, operating in an Australian Business Faculty, is fostering the WEWO skill set and which pedagogical practices are considered to add most value. Design/methodology/approach – The study examines undergraduate perceptions using data gathered from a skills audit of 799 business undergraduates from all four sequential units within the skills programme. Undergraduates rated and described their development against an established framework of WEWO behaviours. Findings – Findings indicate that, overall, skill development is rated highly among the undergraduates although the behaviours of conflict resolution, social intelligence and influencing others were rated less highly than others within the skill set. The importance of class activities and assessment items, including the use of virtual learning tools were identified by students as critical to the development of WEWO behaviours. Originality/value – The study highlights the important role of constructive alignment, sequential skill development, consistency of delivery and ensuring student “buy‐in” to education practitioners in their efforts to meet industry expectations of graduates who can WEWO.

Journal

Education + TrainingEmerald Publishing

Published: Feb 4, 2014

Keywords: Curriculum; Business; Employability; Skill; Team‐work; Undergraduate

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