Academic and transferable skills provision at the University of Greenwich

1. Evidence of good practice? Annamari Ylonen Academic and transferable skills provision at the University of Greenwich

2. Introduction Main focus: findings from a recent audit into skills provision at the university Aim: to highlight key emerging issues from the audit and to raise discussion among participants Key questions asked: What are academic/transferable skills, and are these important? What approaches are there to the provision of �skills�? What is the current state of provision at the university? What should be the best way forward?

3. What are academic and transferable skills? Study skills, personal attributes, basic competencies, or strategies? Many definitions, often over-lapping In this study, the following definitions are used: Academic skills = competences in e.g. writing, research (independent study), oral communication Transferable skills = as above + personal attributes such as team-working skills, motivation, time management

4. Are these skills important? Shift into a knowledge economy � importance of life-long learning highlighted (no one job for life) Dearing Report 1997 Employers� needs � graduates not equipped for the world of work? But, would employers ever be satisfied? Government initiatives � focus on skills through the �skills strategy�

5. Different approaches to delivery No �one size fits all� model in use across HE institutions, home and abroad Some key questions: embedded or �add-on�? Focus on PDP; accreditation? Examples: University of Bedfordshire (embedded - PDP) University of Melbourne (�Melbourne Model� � cross-disciplinary approach) University of Greenwich??

6. Provision at University of Greenwich Audit: patterns of delivery across Schools Method: literature review, survey (approx. 35 sent, 16 received by deadline = 40% response rate), 10 semi-structured interviews General: emphasis on developing students� study and transferable skills, employability, and PDP

7. Survey findings Is current provision credit-bearing? Equal mixture of yes (N=4)/no (N=5)/both (N=4). A few were not sure General agreement among respondents: it is very important that students acquire adequate skills (N=15) How successful is current provision (scale 1-5)? Range of views Further comments: embedding/integrating of skills within programmes needed (N=6)

8. Interview findings Some common themes which emerged: Students: low take-up; unclearness of what is available and where; stigma? Schools: much variety (e.g. PDP) � more systematic approach needed; lack of communication between Schools, different courses/Schools have different needs; embedded versus add-on approach of skills training? University: clear guidance on requirements needed (e.g. PDP)? Central unit OR funding to Schools/departments?

9. Ways forward? Clear university-wide policy, guidance and regulation? Embedding skills within the curriculum? Better communication between Schools � sharing of ideas and practices? Commitment to skills provision/training? Clear information made available to students of what is available and where? The benefits of skills to students to foster motivation/commitment?

10. Questions Do we need to bother with �skills�? What is the best approach in the provision of skills? Is there a difference between theory and practice - feasibility? How can staff-wide commitment be achieved (e.g. regarding PDP)? How can students be persuaded to see the importance of skills? Where should we start?