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 language | English |
|---|---|
| Pages (from-to) | 175-191 |
| Number of pages | 17 |
| Journal | Higher Education |
| Volume | 58 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Jan 2009 |
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Keywords
- education research
- generic attributes
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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 journal › Article
TY - JOUR
T1 - Generic attributes as espoused theory: the importance of context
AU - Jones, Anna
N1 - <p>Originally published in: Higher Education (2009), 58 (2), pp.175-191.</p>
PY - 2009/1/1
Y1 - 2009/1/1
N2 - 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.
AB - 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.
KW - education research
KW - generic attributes
U2 - 10.1007/s10734-008-9189-2
DO - 10.1007/s10734-008-9189-2
M3 - Article
VL - 58
SP - 175
EP - 191
JO - Higher Education
JF - Higher Education
SN - 0018-1560
IS - 2
ER -