Embedding graduate skills into a first year, management course: theory, practice and reflection

Abstract

This paper explores both the theory and practice of embedding graduate skills within Griffith Business School (GBS) Curricula. The authors reflect on their experience in running a pilot in Management Concepts: a first year course designated as a site for embedding particular skills, and use their experience in this context to illustrate and support their argument that teaching practice and evaluation are as important as research in developing a scholarly approach to graduate skills development. These issues are addressed by describing the development of the discipline-specific, embedded, and developmental approach within the Griffith Business School, and by providing an overview of the learning development program and its theoretical underpinnings. The discussion focuses on one of the skills developed for this course, namely, critical thinking. Firstly, the authors trace the development of their conception of critical thinking in this context. Secondly, they discuss their experience of embedding critical thinking in the course through appropriate teaching and assessment practices. Finally they show how reflective teaching practice has informed further revision of learning development in the course. The authors use this example of reflective practice to argue that teaching practice and evaluation are as important as higher education research in developing a scholarly approach to graduate skills development.