Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model
All universities are seeking to develop their students’ skills. Typically, they deploy either or both an independent ‘skills’ offering, separate from disciplinary learning (‘bolt-on’); and/or individual academic staff embedding skills assessment in some modules (‘built-in’). What are the drawbacks...
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Association for Learning Development in Higher Education (ALDinHE)
2018
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| Acceso en línea: | https://doaj.org/article/e70e9b37bbf0429abcc9a21b24220504 |
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oai:doaj.org-article:e70e9b37bbf0429abcc9a21b242205042021-11-29T14:02:55ZNeither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model10.47408/jldhe.v0i13.4351759-667Xhttps://doaj.org/article/e70e9b37bbf0429abcc9a21b242205042018-05-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/435https://doaj.org/toc/1759-667X All universities are seeking to develop their students’ skills. Typically, they deploy either or both an independent ‘skills’ offering, separate from disciplinary learning (‘bolt-on’); and/or individual academic staff embedding skills assessment in some modules (‘built-in’). What are the drawbacks of ‘bolt-on’ and ‘built-in’? To what extent does a partnership model, involving an integrated and longitudinal skills curriculum, resolve those drawbacks? Under what circumstances is this possible? What are the main barriers? We present a case study of a major curriculum development in the School of Law at the University of Sheffield to argue that the benefits of partnership probably outweigh either ‘bolt-on’ or ‘built-in’. However, some of the enablers and inhibitors associated with contemporary higher education (HE) may suggest that ‘built-in’ is more viable. This is not primarily because of the difficulties of engaging academic disciplinary specialists; rather it is better explained by structural and institutional rigidities. We therefore recommend courage to take a long view, to aim high, and to celebrate small successes. James CairnsTamara HerveyOliver JohnsonAssociation for Learning Development in Higher Education (ALDinHE)articleacademic partnershipsstudy skillsemployabilityinclusive learningTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 13 (2018) |
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DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
academic partnerships study skills employability inclusive learning Theory and practice of education LB5-3640 |
| spellingShingle |
academic partnerships study skills employability inclusive learning Theory and practice of education LB5-3640 James Cairns Tamara Hervey Oliver Johnson Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| description |
All universities are seeking to develop their students’ skills. Typically, they deploy either or both an independent ‘skills’ offering, separate from disciplinary learning (‘bolt-on’); and/or individual academic staff embedding skills assessment in some modules (‘built-in’). What are the drawbacks of ‘bolt-on’ and ‘built-in’? To what extent does a partnership model, involving an integrated and longitudinal skills curriculum, resolve those drawbacks? Under what circumstances is this possible? What are the main barriers? We present a case study of a major curriculum development in the School of Law at the University of Sheffield to argue that the benefits of partnership probably outweigh either ‘bolt-on’ or ‘built-in’. However, some of the enablers and inhibitors associated with contemporary higher education (HE) may suggest that ‘built-in’ is more viable. This is not primarily because of the difficulties of engaging academic disciplinary specialists; rather it is better explained by structural and institutional rigidities. We therefore recommend courage to take a long view, to aim high, and to celebrate small successes.
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| format |
article |
| author |
James Cairns Tamara Hervey Oliver Johnson |
| author_facet |
James Cairns Tamara Hervey Oliver Johnson |
| author_sort |
James Cairns |
| title |
Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| title_short |
Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| title_full |
Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| title_fullStr |
Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| title_full_unstemmed |
Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| title_sort |
neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2018 |
| url |
https://doaj.org/article/e70e9b37bbf0429abcc9a21b24220504 |
| work_keys_str_mv |
AT jamescairns neitherboltonnorbuiltinbenefitsandchallengesofdevelopinganintegratedskillscurriculumthroughapartnershipmodel AT tamarahervey neitherboltonnorbuiltinbenefitsandchallengesofdevelopinganintegratedskillscurriculumthroughapartnershipmodel AT oliverjohnson neitherboltonnorbuiltinbenefitsandchallengesofdevelopinganintegratedskillscurriculumthroughapartnershipmodel |
| _version_ |
1718407317421031424 |