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Separate or integrate? The contribution of the workshop model to effectively embedding generic skills


Daly, A and Leveson, L and Dixon, PA, Separate or integrate? The contribution of the workshop model to effectively embedding generic skills, Asian Social Science, 7, (4) pp. 45-51. ISSN 1911-2017 (2011) [Refereed Article]


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This work is licensed under a Creative Commons Attribution 3.0 License. Copyright Canadian Center of Science and Education

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DOI: doi:10.5539/ass.v7n4p45


A major question for the generic skills project (Graduate Skills, 2010) was how best to promote the development of these skills for students in business. This question has preoccupied educationalists for decades and a variety of strategies are currently in use. This paper reviews the literature in the area and proposes an additional approach to the development of generic skills  the use of intensive workshops. Beginning with students and later incorporating teaching staff, a series of one- to three-day workshops were held at various universities around Australia. These were well received by both the students and academics who participated. Student feedback from the workshops showed they had improved their understanding of the four generic skills discussed  critical thinking, teamwork, sustainability and ethical practice  and had especially enjoyed learning in a socially interactive and challenging environment. These results suggest that the workshop model has considerable potential either in stand-alone form or as a complement to an existing strategy for generic skills development.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Economics, business and management curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Dixon, PA (Mr Peter Dixon)
ID Code:68941
Year Published:2011
Deposited By:Management
Deposited On:2011-04-05
Last Modified:2014-12-21
Downloads:383 View Download Statistics

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