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This study examined relationships between important aspects of a university education and the assessment and development of generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a researchintensive university in Australia were administered the Graduate Skills Assessment to measure four generic skills— critical thinking, interpersonal understandings, problem solving and written communication. As expected, students' grade point average was generally found to be significantly related to scores for all four skill scales both within each discipline area and across the total sample. Reporting of academic achievement through the GPA therefore provides some measure of students' generic skill levels. However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment. In addition, we found only limited evidence that students' skill levels increased with progression through their studies, with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary variations in students' skill scores. Results are discussed with respect to theoretical, practical and methodological implications.

In times of rapid technological innovation and global challenges, the development of science, technology, engineering and mathematics (STEM) competencies becomes important. They improve the personal scientific literacy of citizens, enhance international economic competitiveness and are an essential foundation for responsible citizenship, including the ethical custodianship of our planet. The latest programme for international student assessment results, however, indicate that even in economically mature countries such as those in Europe, and the USA and Australia, approximately 20% of students lack sufficient skills in mathematics or science. This trend serves to highlight the urgent need for action in relation to STEM education. While it is widely acknowledged that mathematics underpins all other STEM disciplines, there is clear evidence it plays an understated role in integrated STEM education. In this article, we address an element of this concern by examining the role of mathematics within STEM education and how it might be advanced through three interdisciplinary approaches: (1) twenty-first century skills; (2) mathematical modelling; and (3) education for responsible citizenship. At the end of the paper we discuss the potential for research in relation to these three aspects and point to what work needs to be done in the future. [Author abstract]

Human capital theory in recent decades has become the basis for educational policy in many developed countries. Expert discussions, however, often undervalue research findings and developments related to this theory that since the 1970s have consistently enriched understanding of how human capital contributes to personal well-being and socioeconomic development of society as a whole. Educational policy lags behind these elaborations, which leads to a decline in the impact of education upon development worldwide. In the 21st century, fundamentally new trends in socioeconomic dynamics pose unprecedented challenges for educational systems around the world, including Russia. Despite the quantitative growth of money and time spent on education, performance per unit of education costs has fallen. The human potential, created by education, is facing more and more difficulties in its capitalization: economic growth is slowing down at both at the country level and globally. This situation brings to life new attempts to claim insignificance of education for economic growth and for individual success. So far, these attempts have not been very influential in educational policy, but in many countries, such arguments already serve as a backdrop for budget decisions that are detrimental for education. Educational systems need to complement practices that contribute to the development of human capital. In this regard, several theoretical elaborations that have not yet became part of the mainstream discussion on human capital, could be helpful for understanding the role of human capital in socioeconomic progress and possible ways to improve it in the short and long term.

The development of employability skills is an important graduate outcome of most contemporary university degrees. Given the critical role of academics in teaching and assessing curriculum, they are held responsible for furthering the employability skills development of university graduates; yet little is known about the factors that hinder academics in integrating employability skills into the university curriculum. Based on the Theories of Action Framework, this research compared academics' espoused understanding of employability skills and reported practice against their actual practices to identify the hindrances. Their understandings of employability skills and of their espoused practice were collected through interviews with academics and content analysis of curriculum documents. The data, drawn from direct observation of teaching and assessment practices and follow-up interviews, were analysed to investigate actual teaching and assessment practices. The findings indicate a disjuncture between espoused practice and actual practice. The disjuncture can be explained by the individual nature of teaching and assessment practice that is influenced by academic experience, position, and disciplinary boundaries. As such, academics face a number of competing challenges, constraints, and demands within the scope of their practice that impede the consistent and systematic integration of employability skills in the university curriculum. (HRK / Abstract übernommen).

Cross-curricula opportunities afforded by STEM education (Science, Technology, Engineering and Mathematics education), supports an environment where students can develop twenty-first century competencies. One approach to addressing cross-curricula opportunities in STEM education is the introduction of computer science (computer programming-coding) as a basic skill/literacy for all students. Coding (computer programming) is a language that draws on a set of syntax rules (or blocks for primary school students) that informs a computer program to execute a series of functions. While there is evidence that computational thinking (the thinking used for coding/computer programming) and conceptual development in mathematics are connected, there is limited research related to how such a confluence applies to primary school students. The aim of this article is to provide insight into how mathematical knowledge and thinking, specifically the identification of mathematical patterns and structures, can be promoted through engagement with coding activities. The data for this article is drawn from year 2 students (n=135) in two Australian primary schools. A teaching experiment approach was adopted for the study with a small intervention group (n=40) undertaking coding lessons for 6 weeks. Data collection comprised of pre-test and post-tests with a focus on patterning and coding in conjunction with video-recorded lessons. The study provides evidence that the learning that takes place through coding instruction can lead to higher levels of students' mathematical thinking in relation to identifying mathematical patterns and structures that can lead to generalisations. [Author abstract]

PurposeResearchers and policymakers have given attention to generic skills development in higher institutions. One of the intentions is to broaden graduate employability with generic skills. In South Africa, there is a paucity of research concerning future built environment practitioners’ (FBEP) generic skills development from the students’ perspective. Thus, this paper aims to investigate South Africa’s FBEP generic skills and suggest feasible solutions to improve FBEP generic skills from the students’ perception.Design/methodology/approachThe researchers collated the views of FBEP via a phenomenology type of qualitative research design. It covered selected South African public universities and investigated the discourses that underpin “perceived hindrance” in developing generic skills for FBEP. Selected 30 FBEP were engaged in the virtual interviews across three public universities. Data saturation was achieved. Three themes emerged and were analysed through a thematic analysis.FindingsFindings show that FBEP generic skills development will enhance integrated productivity and higher value for money in construction project delivery. But developing these skills demands a holistic approach. Findings have raised concern with the perceived hindrances facing FBEP in developing generic skills. Findings suggest the need to revisit and revamp the curricula to develop these skills and strengthen policies that will “nip” possible hindrances.Research limitations/implicationsThis study was limited to South Africa’s FBEP generic skills from students’ perception. In line with the limited resources, three public universities were covered from the selected provinces in South Africa. Future research with a more diverse sample is needed to ensure a better representative and generalisation of findings.Practical implicationsFindings show that apart from academic knowledge system thinking skills, civic responsibility skills and critical thinking skills are germane for intending construction industry professionals. Others are integrated teamwork skills, good attitude and communication skills, entrepreneurship skills and resources management skills. Findings from this paper may stir up the education sector’s stakeholders to revamp the curricula in enhancing these skills among students from the basic to higher institutions. The outcome will improve productivity in the construction industry.Originality/valueAlthough few scholars have discussed generic skills in the built environment, there are limited studies from the students’ context in developing countries, a South Africa case study, a gap this research aims to fill. Also, it proffers ways to mitigate perceived hindrances facing FBEP in developing generic skills.

Teachers are increasingly being called upon to teach in ways that develop 21st century learning skills in their students. Various frameworks for 21st century learning have been proposed and while they differ, all agree on four components for development-creativity, collaboration, communication and critical thinking. Both individually and together, STEM subject areas contribute to the development and enactment of these skills through inquiry-based approaches to learning. Although integrated approaches to teaching the STEM disciplines afford enhanced opportunities to develop these skills, they rely on teachers having expertise in at least one and ideally more than one of the relevant underpinning disciplines. At a time when many countries are experiencing shortages of adequately qualified teachers of mathematics and some science disciplines, this presents an especially difficult challenge. Similarly, if teachers are to facilitate their students' 21st century competence they need to have this competence themselves-a fact that appears to have been largely ignored to date. In this paper we present a framework that enables novice teachers (novice to teaching in general, teaching a STEM discipline, or teaching integrated STEM) to think in detail about what they need to know, find out, or think about as they plan for teaching, enact teaching, and reflect on teaching. As well as explicating the complexity of the knowledge of teachers of individual and integrated STEM disciplines, the framework highlights the importance of teachers' own 21st century skills. Finally, we suggest ways in which teachers might use or adapt the framework to assist their students to develop their own 21st century competence. [Author abstract]

Student engagement research has been dominated by a behavioral approach. Based on the Motivation and Engagement Wheel, a psychological interpretation of student engagement, this study examined the relationships among student motivation, engagement, and mastery of generic skills as a desired learning outcome. A sample of 2013 Chinese undergraduates from 11 universities in China participated in a survey. Although the results largely confirmed the relationships hypothesized between motivation, engagement, and students' mastery of generic skills, this study revealed one path that was inconsistent with the hypothesis: maladaptive motivation had a positive or non-significant, rather than negative, effect on adaptive engagement. These findings reinforce the need for a psychological perspective on student engagement in the current international trend of student engagement research and indicate some characteristics of student engagement in the cultural context of China. Some implications for the enhancement of student engagement are discussed. (HRK / Abstract übernommen).

PurposeResearch shows that employers are demanding generic skills from employees to complement disciplinary expertise. Evidence shows that majority of the higher institutions are struggling to meet this demand, especially in developing nations. Hence, these skills may be acquired while in the workplace through training and retraining. Studies concerning the Nigerian built environment professionals (BEP) generic skills in the workplace are scarce. Therefore, the purpose of this paper is to investigate Nigeria’s BEP generic skills in the workplace via an unexplored mechanism and proffer feasible policy solutions that can improve BEP generic skills development.Design/methodology/approachThe views of BEP were collated via a phenomenology type of qualitative research design across two major Nigerian cities where construction activities are soaring. Virtual interviews were conducted for 20 selected BEP. Data saturation was accomplished and the emerged three themes were analysed through a thematic analysis.FindingsFindings show that generic skills enhance value for money in construction project delivery. But many of these professionals do not possess these skills in their daily operations. This has raised concerns about the present curriculum for preparing the built environment graduates in today’s profession. Findings categorised the hindrances into employers related-hindrances and employees related-hindrances in Nigeria’s BEP context.Research limitations/implicationsThis study is confined to the relevance and hindrances of the generic skills for Nigerian BEP, and proffer feasible policies to promote generic skills in the workplace via a qualitative approach. Future study is needed to investigate the role of the various professional Institutes within Nigeria’s built environment in promoting generic skills.Practical implicationsThe paper advanced key stakeholders including BEP Institutes and regulatory bodies to redirect their continuing professional development towards developing professional values and identities as a trajectory to promote the growth of BEP generic skills in the workplace.Originality/valueThe proposed framework can be used to promote the implementation of generic skills for BEP across all levels. This would assist and stir up policymakers and other stakeholders in connection with the implementation of generic skills within the BEP.

Despite the expansion and professionalisation of university administration over the past 20 years there has been no scholarly study on the extent to which universities, which promote the value of generic skills from research degrees to prospective research students and their employers, capitalize on the research and transferable skills of PhD graduates later employed in the university sector as professional staff. Findings from this study of research-trained professional staff at one research-intensive Australian university suggests that these professionals are using their research and generic skills in management roles, to the benefit of the university. In the context of the knowledge based economy, this study suggests that universities could benefit from actively targeting the products of their own system for professional roles. (HRK / Abstract übernommen).