Much has been written about the necessity for graduates to be aware of their skill set and transferability for the workplace. Degree programmes in Scotland have long relied on guidance from the Quality Assurance Agency (QAA) on the taxonomy or wording of level learning outcomes (LLOs), which are the building blocks of degrees. More recently, a meta-skills framework developed by Skills Development Scotland (SDS) offers clarity around meta-skills and suggests relevant wording, but these do not always line up with academic taxonomies. The current research sought to explore the relationship between LLOs and meta-skills further from an academic and student perspective. A qualitative approach consisting of staff interviews and student focus groups from a range of creative business courses was adopted. Post-thematic analysis clarity was evident in gaps in staff and student understanding of LLOs and meta-skill terminology are revealed. The findings support the idea of skills being linked to learning and recommends how these could be combined and communicated effectively, in order for students to better understand the transferability of their skills to the workplace.
Citation
BREMNER, P.A.M., PIRIE, E., MARCELLA-HOOD, M. and SINGLETON, A. 2024. Exploring knowledge and perceptions of level learning outcomes and meta-skills in a creative business school context. GILE journal of skills development [online], 4(2), pages 3-18. https://doi.org/10.52398/gjsd.2024.v4.i2.pp3-18
Journal Article Type
Editorial
Acceptance Date
Jul 5, 2024
Online Publication Date
Oct 6, 2024
Publication Date
Oct 6, 2024
Deposit Date
Oct 7, 2024
Publicly Available Date
Oct 7, 2024
Journal
GILE journal of skills development
Electronic ISSN
2732-3781
Publisher
Ifjúsági Paktum Egyesület (Pact4Youth Association)
