Characterizing learning environments capable of nurturing generic capabilities in higher education

Research in Higher Education

Volumn 48, Issue 5, 2007, Pages 609-632

  Kember, David ^a   Leung, Doris Y P ^a   Ma, Rosa S F ^a  

^a CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Active learning; Assessment; Collaborative learning; Generic capabilities; Learning environments; Qualitative quantitative analyses; Teacher student relationship

Indexed keywords

EID: 34248140203     PISSN: 03610365     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11162-006-9037-0     Document Type: Article

References (48)

1. Aulich, S. T. G. (Chair) (1990). Priorities for reform in higher education. Report of the Senate Standing Committee on Education, Employment and Training. Canberra: Australian Government Publishing Service.
2. Australian Chamber of Commerce and Industry & Business Council of Australia (2002). Employability skills for the future. Canberra: Department of Education, Science and Training.
3. Barrie, S. C. (2004). A research-based approach to generic graduate attributes policy. Higher Education Research and Development 23(3): 261-275.
4. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin 107: 238-246.
5. Bentler, P. M. (1995). EQS: Structural Equations Program, Multivariate Software, Encino, CA.
6. Biggs, J. (1999a). Teaching for Quality Learning at University: What the Student Does, Societyfor Research into Higher Education and Open University Press, Buckingham.
7. Biggs, J. (1999b). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18(1): 57-75.
8. Brady, L. (1990). Curriculum Development, Prentice Hall, Sydney.
9. Browne, M. W., and Cudeck, R. (1993). Alternative ways of assessing model fit. In: Bollen, K. A., and Long, J. S. (eds.), Testing Structural Equation Models, Sage, Newbury Park, CA, pp. 136-161.
10. Candy, P. C., and Crebert, R. G. (1991). Lifelong learning: An enduring mandate for higher education. Higher Education Research and Development 10(1): 3-18.
11. Chapman, A. (1999). Theoretical and practical integration of literacy and numeracy in a university academic program. Teaching in Higher Education 4(3): 363-382.
12. Confederation of British Industry (2000). In search of quality in schools: The employers' perspective. Confederation of British Industry, http://www.cbi.org.uk/home.html, viewed on 23 October 2004.
13. Conference Board of Canada (2000). Employability skills 2000+ . Conference Board of Canada, http://www.conferenceboard.ca/educaiton/learning- tools/pdfs/esp2000.pdf, viewed on 23 October 2004.
14. Daly, W. T. (1994). Teaching and scholarship: Adapting American higher education to hard times. Journal of Higher Education 65(1): 45-57.
15. de la Harpe, B., Radloff, A., and Wyber, J. (2000). Quality and generic (professional) skills. Quality in Higher Education 6(3): 231-243.
16. Education Commission (1999). Learning for life. Hong Kong Special Administrative Region: Education Commission.
17. Feldman, K. A. (1976). The superior college teacher from the student's view. Research in Higher Education 5: 243-288.
18. Feldman, K. A. (1996). Identifying exemplary teaching: Using data from course and teacher evaluations. New Directions for Teaching and Learning 65: 41-50.
19. Fraser, B. J. (1998). The birth of a new journal: Editor's introduction. Learning Environments Research 1: 1-5.
20. Hattie, J, Biggs, J., and Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research 66(2): 99-136.
21. Hu, L., and Bentler, P. M. (1999). Cutoff criteria for covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6(1): 1-55.
22. Jackson, N. (2000). Program specification and its role in an outcomes model of learning. Active Learning in Higher Education 1(2): 132-151.
23. Johnstone, D. B. (1994). College at work: Partnerships and the rebuilding of American competence. Journal of Higher Education 65(2): 168-182.
24. Kelly, A. V. (1999). The Curriculum: Theory and Practice, Paul Chapman, London.
25. Kember, D., and Leung, D. Y. P. (2005a). The influence of active learning experiences on the development of graduate capabilities. Studies in Higher Education 30(2): 155-170.
26. Kember, D., and Leung, D. Y. P. (2005b). The influence of the teaching and learning environment on the development of generic capabilities needed for a knowledge-based society. Learning Environments Research 8: 245-266.
27. Kember, D., Armour, R., Jenkins, W., Lee, K., Leung, D. Y. P., Li, N., Murphy, D., Ng, K. C., Siaw, I., and Yum, J. C. K. (2001). Evaluation of the Part-time Student Experience, The Open University of Hong Kong, Hong Kong.
28. Leckey, J. F., and McGuigan, M. A. (1997). Right tracks - wrong rails: The development of generic skills in higher education. Research in Higher Education 38(3): 365-378.
29. Leung, D. Y. P., and Kember, D. (2005). The influence of the part time study experience on the development of generic capabilities. Journal of Further and Higher Education 29(2): 91-101.
30. Longworth, N., and Davies, W. K. (1996). Lifelong Learning, Kogan Page, London.
31. Marsh, H. W. (1987). Students' evaluations of university teaching: research findings, methodological issues, and directions for future research. International Journal of Educational Research 11:253-388.
32. Marton, F., Hounsell, D., and Entwistle, N. (1984). The Experience of Learning, Scottish Academic Press, Edinburgh.
33. Medlin, J., Graves, C., and McGowan, S. (2003). Using diverse professional teams and a graduate qualities framework to develop generic skills within a commerce degree. Innovations in Education and Teaching International 40(1): 61-77.
34. Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook, Sage, Thousand Oaks, CA.
35. Norusis, M. J. (2002). SPSS11.0 Guide to Data Analysis, Prentice Hall, Upper Saddle River, NJ.
36. O'Neil, H. F., Allred, K., and Baker, E. (1997). Review of workforce readiness theoretical frameworks. In: O'Neil, H. F. (ed.), Workforce Readiness: Competencies and Assessments, Lawrence Erblaum Associates, New Jersey, NY, pp. 3-26.
37. Oliver, R., and McLoughlin, C. (2001). Exploring the practice and development of generic skills through web-based learning. Journal of Educational Multimedia and Hypermedia 10(3): 207-225.
38. Pascarella, E. T., and Terenzini, P. T. (1991). How College Affects Students: Findings and Insights from Twenty Years of Research, Jossey-Bass, San Francisco.
39. Pintrich P. R. (1995). Understanding self-regulated learning. In: Pintrich P. R. (ed.), Understanding self-regulated learning. New directions for teaching and learning (Vol. 63), Jossey-Bass, San Francisco, pp. 3-12.
40. Pintrich, P. R., and Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. In: Smart, J. C. (ed.), Higher education: Handbook of Theory and Research (Vol. 17), Kluwer, Boston, MA, pp. 55-128.
41. Prosser, M., and Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education, SRHE and Open University Press, Buckingham.
42. Ramsden, P. (1987). Improving teaching and learning in higher education: the case for a relational perspective. Studies in Higher Education 12(3): 275-286.
43. Schmitt, M. (1996). Uses and abuses of coefficient alpha. Psychological Assessment 8(4): 350-353.
44. Tait, H., and Godfrey, H. (1999). Defining and assessing competence in generic skills. Quality in Higher Education 5(3): 245-253.
45. Thomas, P. R., and Bain, J. D. (1984). Contextual differences of learning approaches: The effects of assessments. Human Learning 3: 227-240.
46. Yan, L. W. F. (2001). Learning out of the classroom: The influence of peer group work on learning outcome. Unpublished Ph.D. thesis, the Hong Kong Polytechnic University.
47. Yan, L., and Kember, D. (2004a). Avoider and engager approaches by out-of-class groups: The group equivalent to individual learning approaches. Learning and Instruction 14(1): 27-49.
48. Yan, L., and Kember, D. (2004b). Engager and avoider behavior in types of activities performed by out-of-class learning groups. Higher Education 48(4): 419-438.