Implicit, stand-alone or integrated skills education for undergraduates: a longitudinal analysis of programme outcomes

Jason McVaugh, Anna Jones, Stephanie Auty

    Research output: Contribution to journalArticle


    This paper reports the findings of a longitudinal investigation into the effectiveness of skills education programmes within business and management undergraduate degree courses. During the period between 2005 and 2011, a large business school in the south-west of England was developed and implemented two distinct approaches to skills education. An analysis of final grades for the core modules for students within the business and management field exposes a clear divide in success between those who participated in an integrated skills programme during their first year and the comparatively poorer performance of those who attended either a stand-alone skills module or, in some cases, no skills module at all.
    Original languageEnglish
    JournalJournal of Further and Higher Education
    Early online date26 Feb 2013
    Publication statusPublished - 2013



    • academic skills
    • graduate attributes
    • integrative learning
    • Higher Education

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