One of the key issues surrounding graduate attributes and their foundational generic skills is that of how to effectively embed them into university curricula. This study reinforces and extends the discourse, evaluating specific learning interventions concerned with information literacy and academic integrity embedded into the curriculum of a first year marketing course in a business school. Foundational marketing was selected as an appropriate course in which to embed these particular skills due to their importance to students’ academic and later marketing careers. Pre- and post- test methodology was used in the study to identify students’ views on their own generic skills’ development. Changes to student self-reported skills development are validated using cross check questions. The overall findings of the study confirm the literature reporting successful outcomes of embedding generic skills into course curricula, however some interesting contradictions particularly in the area of referencing skills and student recognition of plagiarism are found.
|Keywords:||Adult Education, Higher Education, Business and Marketing, Embedding Foundational Generic Skills, University Course Curricula, University Student Skill Development, Developing University Graduate Attributes, Information Literacy Skills Development, Academic Integrity Skills Development|
Head of School, Newcastle Business School, Faculty of Business and Law, University of Newcastle, Newcastle, NSW, Australia
Director Peer Learning, Student Progression and Completion, Faculty Business and Law, University of Newcastle, NSW, Australia
Academic Developer, Centre for Teaching and Learning, University of Newcastle, Australia