Session Information
99 ERC SES 05 I, Organizational Education
Paper Session
Contribution
Theoretical framework. Generic skills have attracted widespread interest in research. They have been conceptualized and operationalized in various ways, however, in this study generic skills are understood as a broad set of higher-order thinking skills such as communication, problem-solving, and critical thinking skills needed by citizens of 21st century in all professional fields (Tuononen et al., 2022). In the higher education context, generic skills have been considered as central skills for students, for example, in terms of success in both studies and working life after graduation (e.g., Tuononen et al., 2019). It has also been noted that generic skills are brought up as one of the key learning goals in various policy documents regarding higher education (Strijbos et al., 2015; Tuononen et al., 2022). Thus, assessment of higher education students’ generic skills has been increasingly emphasized internationally, for example by such organizations as the OECD (see e.g., Van Damme, 2022). In summary, it can be stated that alongside domain-specific skills higher education is expected to produce universally needed generic skills for its students.
Despite the above, several studies have found that there is remarkable variation in higher education students’ generic skills (e.g., Evens et al., 2013; Hyytinen, 2015; Ursin et al., 2021). The socioeconomic background of students has been found to be one of the factors explaining this variation among first-year undergraduate students (Kleemola et al., 2022). From the point of view of educational (in)equality, it is worth considering if socioeconomic background is reflected in learning outcomes, such as generic skills, even in higher education. However, there is still relatively little information on the topic at the level of higher education, especially regarding students at the final stage of their undergraduate studies. Previous studies on the generic skills of higher education students have often focused on first-year students (e.g., Evens et al., 2013; Kleemola, 2023; van der Zanden et al., 2019). Additionally, more research is needed on the extent to which socioeconomic background is associated with the generic skills of students in different higher education sectors. In the Finnish context, previous research has, for example, shown that there are differences in the mastery of generic skills between students from universities and universities of applied sciences (UASs). This can partly be explained by the different educational and socioeconomic backgrounds of the students representing these two higher education sectors (Ursin et al., 2021).
Objectives. Since the assumption and universal goal is that students achieve certain generic skills in higher education, it is important to investigate in more detail which factors explain the variation of generic skills between the individual students. The aim of this study is to explore associations of Finnish final-stage undergraduate students’ generic skills with their socioeconomic background. In particular, the study aims to examine the extent to which socioeconomic factors explain the differences in generic skills between students from two higher education sectors. In this study, we focus on specific three generic skills that students are expected to learn during their higher education studies: analysis and problem-solving (i.e., the ability to utilize, analyze, and evaluate the information provided and the ability to reach a conclusion), writing effectiveness (i.e., the ability to elaborate and to provide arguments that are well-constructed and logical), and writing mechanics (i.e., the ability to produce a well-structured text).
Method
Context In 2024, the Finnish higher education system consists of 24 universities of applied sciences and 14 universities. They differ in their basic tasks so that universities are focused on conducting scientific research and providing research-based education, while universities of applied sciences in turn provide practical education that aims to meet the needs of working life and regional development. In the Finnish education system, it is possible to enter higher education through several different routes, either through general upper secondary education or vocational upper secondary education. Instrument In this study a performance-based assessment called Collegiate Learning Assessment (CLA+) International was used to measure higher education students’ generic skills. The CLA+ is an US-based test instrument that consists of an open-ended performance task (PT), a section of selected-response questions (SRQs), and a background information survey which includes, among other things, questions regarding students’ socioeconomic background (Zahner et al., 2022). The CLA+ measures especially higher education students’ analysis and problem-solving, argumentation, and written communication skills. Both the PT and SRQs were based on different source materials which the students were required to utilize in solving the tasks and to support their responses. Such performance-based assessments as the CLA+ International enable evidence-based way to capture students’ real skills compared to, for example, self-assessments through which information can only be obtained indirectly (Tuononen et al., 2022). The instrument was translated and adapted into Finnish and Swedish which are the two official languages of Finland. International Test Commission’s (ITC) guidelines for translating and adapting test instruments were followed throughout the adaptation process (see Ursin et al., 2021, 2022). Participants, data collection, and analysis The participants (n = 800) were final-stage Bachelor-level (third year) students from eleven universities and seven UASs in Finland. The data were collected between 2019 and 2020 as a part of a larger national research project (see Ursin et al., 2021). Testing was administered online, and a single test session lasted about for two hours in total. The participants were asked for a written consent to participate in the study. Participation was voluntary. In this study, the scores received by the participating students from the CLA+ and self-reported information about socioeconomic background (parental education and the number of books at childhood home) will be used as variables in the analysis. Structural equation models (SEM) will be applied in examining the associations between students’ generic skills and indicators of socioeconomic background.
Expected Outcomes
Since the research is still in progress, only the expected results can be discussed here. Based on previous studies (e.g., Kleemola et al., 2022; Ursin et al., 2021), it is assumed that associations will be detected between higher education students’ generic skills and their socioeconomic background. This study aims to estimate magnitude of these associations as well as the role which different indicators of socioeconomic background play in explaining variation in generic skills between students. In addition to factors related to socioeconomic background, the effect of students’ prior education needs to be examined (see Kleemola et al., 2022). The results will be discussed in more detail from the perspectives of educational equality and higher education pedagogy. This study invites careful consideration how Finnish higher education could contribute to reducing socioeconomic disparities in generic skills. The need for longitudinal research to examine the associations between socioeconomic background and the development of generic skills will also be discussed.
References
Evens, M., Verburgh, A., & Elen, J. (2013). Critical thinking in college freshmen: The impact of secondary and higher education. International Journal of Higher Education, 2(3), 139–151. http://dx.doi.org/10.5430/ijhe.v2n3p139 Hyytinen, H. (2015). Looking beyond the obvious : Theoretical, empirical and methodological insights into critical thinking [Doctoral dissertation, University of Helsinki]. University of Helsinki, Institute of Behavioural Sciences, Studies in Educational Sciences 260. http://urn.fi/URN:ISBN:978-951-51-0308-6 Kleemola, K. (2023). Variation in novice students’ critical thinking and argumentation : Transition to higher education is not a level playing field [Doctoral dissertation, University of Helsinki]. Helsinki Studies in Education, number 159. http://urn.fi/URN:ISBN:978-951-51-8941-7 Kleemola, K., Hyytinen, H., & Toom, A. (2022). Critical thinking and writing in transition to higher education in Finland: do prior academic performance and socioeconomic background matter? European Journal of Higher Education. https://doi.org/10.1080/21568235.2022.2075417 Strijbos, J., Engels, N., & Struyven, K. (2015). Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review, 14, 18–32. https://doi.org/10.1016/j.edurev.2015.01.001 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. https://doi.org/10.3389/feduc.2022.885917 Tuononen, T., Parpala, A., & Lindblom-Ylänne, S. (2019). Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life. Assessment & Evaluation in Higher Education, 44(4), 581–595. https://doi.org/10.1080/02602938.2018.1524000 Ursin, J., Hyytinen, H., & Silvennoinen, K. (Eds.). (2021). Assessment of undergraduate students' generic skills in Finland : Findings of the Kappas! project. Publications of the Ministry of Education and Culture 2021:31. http://urn.fi/URN:ISBN:978-952-263-901-1 Ursin, J., Hyytinen, H., Silvennoinen, K., & Toom. A. (2022). Linguistic, contextual, and experiential equivalence issues in the adaptation of a performance-based assessment of generic skills in higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.885825 Van Damme, D. (2022). Do higher education students acquire the skills that matter? In D. Van Damme, & D. Zahner (Eds.), Does higher education teach students to think critically? (pp. 18–38). OECD Publishing. https://doi.org/10.1787/a44c9bad-en van der Zanden, P., Denessen, E., Cillessen, A., & Meijer, P. (2019). Patterns of success: first-year student success in multiple domains. Studies in Higher Education, 44(11), 2081–2095. https://doi.org/10.1080/03075079.2018.1493097 Zahner, D., Dawber, T., & Rotholz, K. (2022). The Collegiate Learning Assessment – a performance-based assessment of generic skills. In D. Van Damme, & D. Zahner (Eds.), Does higher education teach students to think critically? (pp. 39–60). OECD Publishing. https://doi.org./10.1787/6c58ae81-en
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