Development Of Transferable Skills Research Articles

The third space, student and staff co-creation of gamified informal learning: an emerging model of co-design

This article draws from the authors’ exploration of an innovative third space approach to engaging students with informal learning through the use of co-design and co-creation, which sits outside traditional subject delivery spaces. The third space project, the Digital Citizenship Programme, centres on the transformative experience and dialogic encounter for participants. The third space in this context was constituted by co-design and co-production involving students, alumni, academics and professional service staff. The project evaluated third space activity in terms of co-design, through its development process and in what is achieved by participants’ engagement with it. The aims were to analyse the mutuality and relational aspects of the innovative pedagogic intervention; the development of transferable skills and agentic development in the third space; and the dialogic experience for participants. The research data were collected over a period of three years, using focus groups, co-creation workshop observations and field notes. This project builds on the body of research that focuses on partnerships with students that fall under the umbrella of the third space. The article underlines the importance of co-creation approaches in building the relational and dialogic dynamic in higher education spaces.

Physical Challenge Interventions and the Development of Transferable Skills for the Workplace: A Systematic Review and Meta-Analysis

This study presents a systematic review and meta-analysis synthesising the existing research on the effectiveness of interventions featuring physical challenges for developing transferable skills and psychological health outcomes. Results from 47 independent samples across 44 studies revealed that the overall proximal effects of the interventions were medium ( g = 0.51) and that effects gradually diminished over time ( g = 0.39). Analyses across individual outcomes revealed interventions positively influenced interpersonal ( g = 0.55), intrapersonal ( g = 0.53), and cognitive skills ( g = 0.53), as well as psychological health outcomes ( g = 0.56). Moderator analyses indicate interventions can be potentially beneficial irrespective of design and participants involved. However, the current state of the literature does not truly allow for thorough conclusions to be made regarding the appropriateness and effectiveness of physical challenge interventions for organizational settings.

Student perceptions of transferable skills development through didactic audio description

Didactic audio description (DAD) refers to the use of active audio description (AD) tasks where students generate the AD text themselves. In foreign language teaching, DAD has been used to improve linguistic and oral competences, integrated and intercultural skills, media literacy, mediation, or accessibility awareness, with positive results. This article explores students’ perceptions about active AD to promote transferable skills development through data gathered from a series of two experiments implemented at the University of Manchester between 2018 and 2020. Specifically, it explores (i) whether participants perceived an improvement in their transferable skills, and (ii) in which specific skills sub-sets they did so. Quantitative data show high perceptions of transferable skills development (especially decision making, summarizing, and communicative skills) even when perceptions of the usefulness of AD to foster linguistic skills were low. Qualitative data show that the skills range where participants perceived improvement was broader than predicted, as responses to open-ended questions mentioned skills not foregrounded in closed questions, such as integrated skills, metalinguistic skills, mediation, and accessibility awareness. This suggests that active DAD tasks could be useful in diverse settings to promote a holistic learning experience where students simultaneously develop linguistic and non-linguistic abilities, and where accessibility and inclusion are at the forefront.

The new Foundation Programme Mental Health Curriculum: foundation doctors' perceptions of its importance and their competency: pre-post psychiatric placement evaluation study.

The new 2021 UK Foundation Programme Curriculum mandates foundation doctors to acquire mental health competencies. This study aimed to evaluate the effectiveness of psychiatry placements in facilitating competency attainment, foundation doctors' perceived importance of acquiring these and their preferred teaching methods. Utilising Kirkpatrick's evaluation framework, the study employed a pre-post intervention design assessing the impact of psychiatry placements on 135 foundation doctors across three cohorts from August 2021 to March 2022. Initially, foundation doctors assigned high importance to mental health competencies. Post-placements, this perceived importance improved slightly, whereas that of clinical skills scenarios slightly decreased. Significant confidence increases were observed in recognising and assessing specific psychiatric disorders. Foundation doctors favoured small seminar groups and on-the-job ad hoc teaching. Qualitative insights underscored the need for context-specific teaching. Psychiatry placements enhance foundation doctors' confidence and perceived importance of mental health competencies as specified by the curriculum. Addressing clinical scenario gaps through context-specific teaching and transferable skills development is essential. Customised teaching approaches, especially small seminars and ad hoc teaching, hold promise for effective mental health training.

Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment

Despite many efforts to promote transferable skills development, it remains a challenge for Higher Education Institutions (HEIs) and schools. To improve education practices and meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. In light of this, it is significant to identify and implement the teaching strategies that facilitate transferable skills development. There has long been a controversy over the traditional pedagogical style of lecture delivery as opposed to an active learning environment in which learners are engaged in the learning process itself. The paper sheds light on various ways of integrating transferable skills in the classroom. It examines diverse methods, teaching/learning strategies, and educational tools that aim at promoting a learner-centered learning environment, to ensure the development of transferable skills, such as critical thinking, teamwork, communication, collaboration, creativity, research skills, etc. Creating such a learning environment stimulates students' interests, engagement, and motivation. Consequently, it overviews a practical application of some activities and strategies that can activate the skills as well as reveals the results of findings that showed teachers’ perception regarding a practical application of some methods and strategies to enhance transferable skills. This research is significant by identifying the indicators of an active learning environment, which encourage educators to reimagine their classrooms and implement innovative teaching practices.

Systematic Literature Review Application of Transferable Skills As A Key Factor For Vocational School Graduates

The gap between the competence of vocational school graduates and employers' expectations results in high unemployment among vocational school graduates. Therefore, vocational education needs to develop transferable skills to create a workforce ready to face the demands of the modern job market. This systematic literature review explores the importance of transferable skills and their impact on vocational schools. This study focused on scientific articles published between 2014-2023 using the Scopus database. This review identifies a growing body of literature that emphasizes the importance of equipping students with competencies that are not only relevant to their specific tasks but also valuable across a range of Occupational contexts. The increase in publications in 2023 indicates an increased scientific interest. The focus of research that is widely studied is curriculum, practical learning, extracurricular, and lifelong learning. Collaboration strategies between educators, institutions, and industry partners in developing responsive and relevant curricula will support the development of transferable skills. Then, in the end, the study also proposes future research topics.

Emerging Areas in Undergraduate Analytical Chemistry Education: Microfluidics, Microcontrollers, and Chemometrics.

Analytical chemistry is a fast-paced field with frequent introduction of new techniques via research labs; however, incorporation of new techniques into academic curricula lags their adoption in research and industry. This review describes the recent educational literature on microfluidics, microcontrollers, and chemometrics in the undergraduate analytical chemistry curriculum. Each section highlights opportunities for nonexpert faculty to get started with these techniques and more advanced implementations suitable for experienced practitioners. While the addition of new topics to any curriculum brings some opportunity costs, student engagement with cutting edge techniques brings many benefits, including enhanced preparation for graduate school and professional careers and development of transferable skills, such as coding. Formal assessment of student outcomes is encouraged to promote broader adoption of these techniques. Expected final online publication date for the Annual Review of Analytical Chemistry, Volume 17 is May 2024. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Voices from the field: exploring practitioners' experiences and perceptions of the voices of athletes (VOA) in the pacific islands.

This exploratory study aims to gain insights into practitioners' experiences and perceptions of the "Voices of Athletes" (VOA), a specialized athlete support program, developed and implemented in the Pacific Islands. Semi-structured interviews enabled participants to share detailed experiences, with 14 practitioners participating. Thematic analysis of the data identified five key themes: "Fostering Athlete Empowerment", "Impact of Sport on Education and Social Change", "Expanding VOA's Reach and Impact", "VOA's Role in Preparing Athletes for Post-Sport Life", and "Optimizing VOA Implementation and Experience". The findings demonstrated that the VOA plays a critical role in empowering athletes and assisting them in becoming leaders within their societies. Practitioners emphasized the power of sport as an effective channel for education and inspiration, and the potential for the VOA framework to be applied in various contexts and regions. The study also revealed that the VOA helps athletes prepare for life after sport, contributing to increased self-esteem, development of transferable skills, and awareness of their social roles. The findings also emphasized the need for VOA improvements, including enhanced interactivity, larger spaces, and financial support. Recognition from sport governing bodies and coaches could broaden the program's reach and impact. Incorporating internship schemes within the VOA or related programs could address life after sport more effectively. Developing written VOA guidelines would ensure consistent, sustainable delivery, supporting its potential for wider implementation and adaptation, contributing to holistic development for athletes and young people globally.

Clinical educators of the medical colleges of South Asia need to be trained for educating clinical reasoning skills to medical students

Clinical reasoning is the process of reasoning to decide for managing the patient using data and applying medical knowledge and experience. Clinical reasoning skills are essential skills for the novice learner of medical education to learn the process of clinical diagnosis, thereby providing safe and effectual health care. These skills learning help clinicians arrive at a diagnosis and prevent making diagnostic errors which are reported to occur in five to 15% of cases. Poor clinical reasoning leads to a diagnostic error which may jeopardize the patient’s safety. The clinical reasoning skills are not generally explicitly imparted to the learners especially during their undergraduate learning period even though these may be documented in the curriculum of medical undergraduate study. The key elements in the clinical reasoning process are the patients’ story, data acquisition, problem representation, hypothesis generation, search and selection of illness script, differential diagnosis, and a leading diagnosis. Clinical reasoning is a complex process, difficult to teach learners and assess their skills, consumes clinical medical educators’ time, and requires resources for teaching and learning. There must be educational strategies both at the undergraduate and postgraduate levels to promote diagnostic reasoning skills; for this, clinical medical educators must be acquainted/trained in how to convey the reasoning approaches to beginners. The clinical medical educator has to a play dual role; provide quality care to the patients, teach clinical reasoning skills to the learners, and assess their skills to make them independent decision-makers and problem solvers in clinical settings. Clinical reasoning skills are among the core competencies to be learned by medical learners to become competent clinicians. The clinical competence of the clinician cannot be superseded by the advancement of technology and evidence-based medicine. All these three need to be integrated to minimize the errors in diagnosis. Clinical educators must unequivocally nurture and enhance the capacity of learners to include and integrate both analytical and non-analytical clinical reasoning strategies into their approach to arrive at diagnosis. The clinical medical educator must identify the learners’ approach to clinical reasoning and enable them to follow the right approaches towards clinical reasoning. Clinical reasoning skills are better learned/imparted during clinical encounters and deliberate practice enriches learning of these skills. Enhancement of clinical reasoning skills learning can be achieved through deliberate practice. The clinical medical educator may organize and supervise the simulation-based deliberate practice sessions for the learners to boost their clinical reasoning skills. For the deliberate practice of clinical reasoning skills, The New England Journal of Medicine (NEJM) has developed an application NEJM Healer, a screen-based interactive patient encounter (Virtual Bedside Encounter) through which learners are involved in each element of clinical reasoning process. Virtual Reality (VR) is also gaining popularity in educating the medical students and has been demonstrated to be beneficial in enhancing students’ comprehension and memory as well as in the development of transferable skills like surgical methods. The medical schools in South Asian countries need to reiterate the development/enhancement of clinical reasoning skills of both medical undergraduate and postgraduate learners. To achieve this objective, medical colleges must regularly organize training for clinical medical educators to facilitate students’ learning in reasoning skills, and for assessing their skills, and provide feedback to the learners. The institutes should also invest in infrastructure to pursue the use of modern technologies like VR, skills labs, etc. to attain this objective.

Editorial

We are very pleased to bring you this Special Issue (SI) for the Journal of Virtual Exchange entitled Virtual Exchange and the Development of Transferable Skills : A Review of Practices Across Disciplines. The overarching theme of the papers, each one integrating online pedagogical practice within a Virtual Exchange (VE), is the development of participants’ transferable skills to other work and study contexts. While there is no one universally-accepted definition of what transferable skills are, or consensus on what they include or exclude, they are as a blanket-term increasingly sought after by employers in recruitment and job descriptions to complement professional knowledge. O’Dowd in the Foreword provides a succinct discussion of the term. We understand transferable skills as a concept embracing a wide spectrum of cognitive, affective and behavioural competencies; examples featuring in the manuscripts below include intercultural communication and global citizenship, digital literacies, critical-thinking and mentoring. Expanding the concept of transferable skills, the newer term transversal skills can include ICT, language and cognitive skills (e.g., collaboration, negotiation and information-sharing) (Goggin et al., 2019), and these learning outcomes can also be seen in the Special Issue.

Developing transferable skills in virtual exchange

This opening article for the Special Issue entitled Virtual Exchange and the Development of Transferable Skills: A Review of Practices Across Disciplines is setting out the current global workplace context, and discusses how Virtual Exchange and Task-Based Language Teaching can play their part in developing transferable skills and boosting participants’ employability.

Group Assessments to Help Build Online Learning Communities in Biomedical Science Distance Learning Programmes.

Introduction: Biomedical Science distance learning courses offer flexibility in study while in employment. Asynchronous and self-learning approaches are common within such courses and often student-student interaction is limited. The aims of this study were to establish learning communities, develop confidence in participating in online teamwork and foster an appreciation of transferable skills including digital capabilities through remote group activities. Materials and Methods: Two cohorts of students (n = 20/n = 21) were enrolled in a microbiology module of an IBMS accredited MSc distance learning course. Groups of 4-5 students produced a digital output relating to current global infection-related issues, namely, assignment 1, production of a slide deck, which peers could use as learning resources and assignment 2, a voiceover PowerPoint debate, and infographic, voting assessment and peer/self-marking. Students also prepared reflections using written format and a FlipGrid video-recording. A qualitative content analysis was conducted on reflections from all students. Students completed a pre- and post-assignment survey focused on the development of transferable skills for the biomedical sector. Results: Students' skills and confidence increased following completion of the group assignment, as evident from the pre- and post-questionnaire responses, namely, possession of digital skills and digital creation abilities (29% v 83%), applying for jobs which require digital skills (54% v 89%), talking about examples of using digital media during job interviews (21% v 78%) and demonstration of creativity during assignment tasks (33% v 90%). Critical thinking was more commonly demonstrated during the debate in comparison to the slide deck activity (p = 0.001). The importance of developing digital skills, was higher following completion of the group activities (p = 0.03). Students reflected on the value of the group activities in relation to knowledge acquisition (85%, 86%), collegiality (70%, 71%), digital skills development (80%, 90%), the fact that the activities were enjoyable (70%, 67%) and the development of peer interaction and support (50%, 67%) in relation to assignment 1 and 2, respectively. Discussion: Increasingly digital technologies are being used in the healthcare sector resulting in updated HCPC Standards of Proficiency. This study highlights that virtual group activities promote the establishment of supportive learning communities and the development of transferable skills including digital capabilities for application within the biomedical science workplace.

Erasmus Speaks: Bringing Internationalisation Online

In recent years we have seen a growing recognition by educators of the value of Virtual Exchange (VE) in the context of Internationalisation at Home (IaH) (de Wit, 2016). Research has shown the benefits of VE for language learners, as it emphasises the development of transferable skills (European Commission, 2021; Godwin-Jones, 2020). In this paper, we report on the development of Erasmus Speaks, an innovative, transnational Virtual Exchange Project offered at a third-level research institution in Ireland in autumn 2020. This new element replaced the Erasmus study-abroad period for over 600 European language students in response to Covid-19 pandemic travel restrictions. The high completion rate of the project, reflected in the large number of Transnational Erasmus+ Project (TEP) digital badges awarded to participants, shows that this task-based project met its objectives in relation to language learning, intercultural awareness, digital literacy and transferable skills.

Re-examining the Relationship Between Indicators of Program Quality and Learning Leadership at NOLS

Creating high-quality programming is essential for fostering learning and development among youth. Outdoor adventure education programs have long been associated with the development of important transferable skills, such as leadership. This study used multi-level modeling to examine the association between six program quality indicators—reflection, sense of empowerment, sense of belonging, instructor-student relationships, group safety, and group functioning—and perceived leadership learning among NOLS students using the revised NOLS Outcome Instrument (NOI 2.0) which built upon the original NOI (see Sibthorp et al., 2007) and assesses more recent NOLS leadership outcomes. Results, from the 891 youth who participated in one of 105 multi-week NOLS courses, indicated that all of the modeled program quality indicators predicted leadership learning. Specifically, providing opportunities for reflection, facilitating a sense of empowerment, promoting a sense of belonging, cultivating positive instructor-student relationships, fostering group safety, and aiding group functioning remain desirable qualities of OAE programs.

Preparing students for the future workplace: how online teaching and learning during the COVID-19 pandemic hone required transferable skills

PurposeSkilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences of online teaching and learning (T&L) during the COVID-19 pandemic in South Africa. The study specifically focused on the transferable skills students acquired and their relevance to working in the local retail and hospitality industries.Design/methodology/approachFollowing a case study research design, this study retrospectively delved into the multi-perspectives of students enrolled in vocational programmes. A total of 145 students completed reflective questions via a Qualtrics link regarding the topic in question. Student reflections were grouped and analysed for recurring themes using Atlas.ti. Through thematic analysis, two topical themes emerged related to transferable skills development and the usefulness of skills for future work.FindingsThe findings suggest that although students had to rely on online classes during the COVID-19 pandemic, they still developed vital transferable skills, including communication, teamwork, organisational, self-management, flexibility, technology, metacognition and problem-solving.Practical implicationsThe findings offer valuable input into planning and developing student-centric online courses to facilitate the development of desired transferable skills. Findings could also guide best T&L practices regarding how education and training across digital platforms could be used to ensure that graduates are prepared to navigate the future complexities of working in ever-changing globalised industries.Originality/valueThis study provides new insights into the evolution of T&L and how unexpected situations could provide an opportunity to hone desired skills and prepare students for employment and the 21st century workplace.

Development of Transferable Skills among Grade 7 Students through Discussion Method

Development of Transferable Skills among Grade 7 Students through Discussion Method

Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?

ABSTRACT Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials.

Building Resilience in the future workforce: The Role of Continuous Learning and Transferable Skills

As rightly said by Robert Greene, “The future belongs to those who learn more skills and combine them in creative ways” (Greene, n.d.), the future of the workforce and learning is rapidly evolving due to technological advancements, changing global demographics, and the growing need for skills in new and emerging industries. To meet these challenges, it is essential for the workforce and education systems to adapt and stay ahead of the curve. The role of continuous learning and transferable skills in the future workforce cannot be overstated. These will be essential in preparing individuals for the future of work. With the increasing pace of technological change, it’s likely that many jobs will become automated in the coming years. In order to remain relevant and competitive in the job market, individuals must be able to adapt to new technologies and continuously learn new skills. The key to success will be a focus on lifelong learning and the development of transferable skills that can be applied in a variety of contexts. Besides this, interdisciplinary approaches, inclusive and diverse learning environments, and the integration of technology in education will be crucial in preparing individuals for the workforce of the future. The future of workforce and learning is an exciting and dynamic field, and it is important for individuals, organizations, and governments to actively engage in shaping its trajectory.

The influence factors of students' transferable skills development in Blended-Project-Based Learning environment: a new 3P model

Based on the existing 3P model, this paper constructed a new 3P model under the blended-project-based learning (BPBL) environment, used the course teaching data to verify this model, and revealed the potential factors that affect the learning process and learning outcomes. The results showed that the presage variables of academic motivation and course design positively affect the process variables of blended learning experience and learning engagement, respectively. The presage variable of academic motivation and the process variable of learning engagement positively affect the product variable of transferable skill development, respectively. In blended-project-based learning, it is necessary to enhance students' sense of experience and engagement by improving their academic motivation and optimizing course design, thereby promoting the development of students' transferable skills. This study has certain implications for optimizing blended-project-based teaching and promoting the development of students' team work ability, demonstration skills, management skills, and other transferable abilities.

Embedding Scientific Communication and Digital Capabilities in the Undergraduate Biomedical Science Curriculum.

Introduction: Scientific communication, particularly the dissemination of research findings to both the scientific community and the general public, are skills required of graduates embarking on post-graduate studies and employment within the biomedical sciences sector. The aims of this action research project were to i) co-design an online scientific communication and digital capabilities resource, constructively aligned to the learning objectives of a final year undergraduate investigative research project; ii) ensure resource flexibility for future adaptation by others iii) embed authentic scientific communication learning assessments, namely, the preparation of a lay summary and visual abstract and iv) promote students' awareness of developed digital capabilities and transferable skills through written reflection. Materials and Methods: Student engagement, self-efficacy, experiences and performance and staff perceptions (n = 15) were evaluated by a mixed methods approach. Qualitative data was gathered from focus sessions, free text responses within questionnaires and content analysis of students' written reflections (n = 104). Quantitative data from 5-point Likert responses within student questionnaires (n = 31) and analysis of student scientific and lay writing (n = 146) using the readability parameters Flesch-Kincaid Grade Level and Flesch Reading Ease were analysed using non-parametric statistical methods. Results: A learning resource was co-designed with students, staff, local, national and international contributors and valued by both students and staff, enabling students to prepare scientific communication outputs of a professional standard by application of digital, analytical and scientific communication skills. Students prepared lay summaries which were statistically (p < 0.0001) more readable than their paired scientific abstracts. Significant correlations between easier readability of lay summaries and awarded marks for the written elements of the module were noted. Students reported their digital and communication capabilities increased significantly (p < 0.0001) throughout, from limited to good/excellent and reflected on the numerous transferable skills developed during preparation of assessments, with 75% reflecting on their digital capabilities. Discussion: Undergraduate students developed, appreciated and used varied scientific communication and digital skills to articulate research findings. The embedding of such activities throughout all levels of higher education will enable students to develop their digital and scientific skills and reflect on the development of such transferable skills for application in their future careers.