Session Information
99 ERC SES 07 L, Research in Higher Education
Paper Session
Contribution
Students are navigating an ambiguous post-graduate landscape, marked by global crises, shifting societal demands, and dynamic careers (Redecker et al., 2011). This uncertainty poses challenges for graduates, as they often feel ill-prepared when transitioning from the stable confines of higher education to the dynamic and often unfamiliar professional realm (De Schepper et al., 2023). Recognising this, higher education institutions are adjusting their focus, moving from job-specific skills to cultivating a broader set of competences that are transferable across diverse contexts (Trinidad et al., 2021). As such, the importance of ‘generic skills’ has grown increasingly evident within higher education and related research.
The term ‘generic skills’, synonymous with soft skills, transferable skills, 21st-century skills, and employability competences, encompasses critical thinking, collaboration, creativity, problem-solving, and ethical skills (Tuononen et al., 2022). Broadly defined, these skills constitute a “dynamic combination of cognitive and meta-cognitive skills, interpersonal, intellectual and practical skills” that empower individuals to navigate challenges effectively, within both professional and personal realms (Haselberger et al., 2012, p. 67). It is important to note that this call for ‘21st-century-skills’ is not necessarily novel, as these competences, such as critical thinking, have been components of education throughout history. However, as highlighted by Rotherham and Willingham (2010), “[w]hat’s actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills” (p. 17).
This growing emphasis on generic skills has prompted various initiatives, ranging from comprehensive programmes and standalone workshops, to seamlessly integrating skills training into content courses. Notably, within this landscape, specific skill-development practices have gained prominence. For instance, some institutions have integrated competence-based coaching approaches into their curricula, emphasising a supportive and reciprocal coach-coachee relationship as means to cultivate skill development (Nuis & Beausaert, 2020). Alternatively, other institutions have adopted problem-based learning methods, concentrating on facilitating skill development through the resolution of complex, authentic problems (Carvalho, 2015), or portfolio systems, wherein students compile diverse documents to illustrate their learning goals and competence development (Heymann et al., 2021). These efforts have also been echoed within research, as scholars aim to understand what skills are needed (e.g., García-Álvarez, 2022), as well as how to effectively cultivate these types of competences in educational settings (e.g., Tuononen et al., 2020).
However, despite well-intentioned endeavours, these efforts often yield mixed results. Extensive research has explored diverse skill-development methods, such as those mentioned above, spanning various contexts, including medical and business domains. This diversity makes it challenging to discern the effective mechanisms in different settings, highlighting the need to consolidate these efforts and cultivate a more systematic understanding of their practical functioning and efficacy (Abelha et al., 2020; Cranmer, 2006). Moreover, the optimal strategy for implementing skill development into higher education remains debated, whether through curriculum integration, optional courses, or work-related experiences (Abelha et al., 2020). Crucially, Tuononen et al. (2022) reveal that factors influencing skill development are contextual, related to teaching and learning environments, rather than individual student factors. In other words, higher education institutions and educators have a degree of control in the success of skill development programmes, particularly if there is effective understanding and implementation of evidence-informed principles.
As such, this study recognises existing efforts and aims to address the above uncertainty by providing a comprehensive overview of effective skill development practices and their contextual conditions, addressing the research question: What pedagogical principles underlie effective generic skill development in higher education? By delving into this complexity, this study aims to contribute to the theoretical understanding of effective skill development, as well as provide insights for the practical implementation of evidence-informed frameworks in educational settings.
Method
The review process for this study adheres to the procedural steps for systematic reviews by Petticrew and Roberts (2006). To begin, a search strategy was devised based on the proposed research question, utilising a combination of synonyms for three sets of terms: (1) higher education, (2) skill development, and (3) pedagogy. Two large databases, Web of Science and EBSCOhost, were chosen to ensure a broad selection of studies across diverse educational domains. To narrow down the scope, the search was limited to peer-reviewed journal articles published in English between 2006 (the year of implementation of the Bologna Declaration) and 2023. The literature search was conducted in November 2023, yielding a total of 16.166 articles. Following the initial search, 1.440 duplicate records were removed, leaving 14.726 articles for further review. Titles and abstracts were then screened to identify studies meeting the inclusion criteria, which require an empirical evaluation of generic skill development for students within higher education. Next, the selected articles will undergo a thorough assessment of their full text to ensure alignment with the research objectives, as well as a critical appraisal to evaluate their quality. Upon completion the review process, the analysis will employ a ‘realist synthesis method’ to help uncover underlying pedagogical principles evident in the selected empirical studies. This analytical approach was chosen for its capacity in revealing the interplay between context, mechanism and outcome (e.g., Kusurkar et al., 2023), a feature that effectively aligns with the research objective. This choice is particularly suitable considering the existing diversity of skill-development methods across various domains and the recognition that the effectiveness of such initiatives is contingent on context (e.g., Tuononen et al., 2022). In relation to this research, the ‘context-mechanism-outcome’ approach will facilitate the identification of which pedagogical principles lead to what (level of) skills in which educational contexts. It is important to note that this comprehensive review process, as well as the subsequent analysis, will be carried out over the next six months. As such, a more detailed description of the methodology and exhaustive findings will be presented during the ERC 2024 conference.
Expected Outcomes
The spotlight on cultivating generic skills among higher education students has sparked considerable attention and recognition. Despite this, a theoretical underpinning of how to effectively design and implement these programmes is lacking. This review study aims to fill this gap by systematically delving into empirical studies that delineate various pedagogical approaches for developing generic skills within education. This focus is on uncovering principles underpinning teaching and learning practices that foster generic skills, particularly through a focus on the ‘context-mechanism-outcome’ approach. For example, De Backer et al. (2014) explore how peer tutoring can promote students’ metacognitive cognition. Through the application of the ‘realist synthesis method’, educational systems that emphasise independent learning (context), reciprocal peer tutoring, which involves feedback provision (mechanism), can be harnessed to facilitate the development of metacognitive regulation skills (outcome). The overarching objective is to establish a robust theoretical foundation, shedding light on the intricacies of these pedagogical approaches. The expected results will not only contribute to a deeper understanding of the theoretical landscape but also offer practical insights for future studies to explore the nuanced application of these evidence-informed principles. Furthermore, higher education institutions seeking to create impactful skill development trajectories can benefit from leveraging these informed principles for more effective implementation.
References
Abelha, M., Fernandes, S., Mesquita, D., Seabra, F., & Ferreria-Oliveira, A.T. (2020). Graduate employability and competence development in higher education – A systematic literature review using PRISMA. Sustainability, 12, 1-27. https://doi.org/10.3390/su12155900 Cranmer, S. (2006). Enhancing graduate employability: Best intentions and mixed outcomes. Studies in Higher Education, 31(2), 169-184. De Backer, L., Van Keer, H., & Valcke, M. (2014). Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring. Higher Education, 70, 469-486. https://doi.org/10.1007/s10734-014-9849-3 De Schepper, A., Clycq, N., & Kyndt, E. (2023). Socioeconomic differences in the transition from higher education to the labour market: A systematic review. Journal of Career Development, 50(1), 234-250. https://doi.org/10.1177/08948453221077674 García-Álvarez, J., Vázquez-Rodríguez, A., Quioga-Carrillo, A., & Priegue Caamaño, D. (2022). Transversal competencies for employability in university graduates: A systematic review from the employers’ perspective. Education Sciences, 12, 1-37. https://doi.org/10.3390/educsci12030204 Haselberger, D., Oberheumer, P., Perez, E., Cinque, M. Capasso, D. (2012). Mediating soft skills at higher education institutions. ModEs Project, Life-Long Learning Programme. https://gea-college.si/wp-content/uploads/2015/12/MODES_handbook_en.pdf Heymann, P., Bastiaens, E., Jansen, A., van Rosmalen, A., & Beausaert, S. (2021). A conceptual model of student reflective practice for the development of employability competence, supported by an online learning platform. Education + Training, 64(3), 380-397. https://doi.org/10.1108/ET-05-2021-0161 Kusurkar, R.A., Orsini, C., Somra, S., Artino, A.R., Daelmans, H.E.M., Schoomade, L.J., & van der Vleuten, C. (2023). The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9), 1083-1091. http://doi.org/10.1097/ACM.0000000000005263 Nuis, W., & Beausaert, S. (2020). The what and How of Mentoring for Student Reflection in Higher Education: A Literature Review, Paper Presented at EARLI 2019, Aachen, Germany. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.5430/ijhe.v10n3p268 Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., & Hoogveld, B. (2011). The future of learning: Preparing for change. Publications Office of the European Union. https://doi.org/10.2791/64117 Rotherham, A.J., & Willingham, D.T. (2010). “21st-Century” Skills: Not new, but a worth challenge. American Educator. 17-20. https://www.aft.org/sites/default/files/periodicals/RotherhamWillingham.pdf Trinidad, J.E., Raz, M.D., & Magsalin, I.M. (2021). “More than professional skills:” student perspectives on higher education’s purpose. Teaching in Higher Education, 1-15. https://doi.org/10.1080/13562517.2021.1891043 Tuononen, T., Hyytinen, H., Kleemola, K., Hailikari, T., Männikkö, I., & Toom, A. (2022). Systematic review of learning generic skills in higher education – enhancing and impeding factors. Frontiers in Education, 7, 1-13. https://doi.org/10.3389/feduc.2022.885917
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