Generic attributes as espoused theory: the importance of context

Anna Jones

    Research output: Contribution to journalArticle

    Abstract

    There has been considerable interest in generic attributes in higher education for over a decade and yet while generic skills or attributes are an important aspect of policy, there is often a lack of consistency between beliefs about the importance of these skills and attributes and the degree to which exist in teaching practice. There has been an assumption that these attributes exist outside of the disciplinary context, yet the findings of this study suggest that they are strongly influenced by the disciplinary culture in which they are taught. The study reported in this paper examines the apparent gap between ideal notions of generic attributes and their enactment in teaching practice.

    Original languageEnglish
    Pages (from-to)175-191
    Number of pages17
    JournalHigher Education
    Volume58
    Issue number2
    DOIs
    Publication statusPublished - 1 Jan 2009

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    Keywords

    • education research
    • generic attributes

    Cite this

    Jones, Anna. / Generic attributes as espoused theory: the importance of context. In: Higher Education. 2009 ; Vol. 58, No. 2. pp. 175-191.
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    Generic attributes as espoused theory: the importance of context. / Jones, Anna.

    In: Higher Education, Vol. 58, No. 2, 01.01.2009, p. 175-191.

    Research output: Contribution to journalArticle

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