Monitoring Generic Skills Development in a Bachelor European Studies

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

To ensure a smooth transition from studies to professional careers, students’ skills and attitudes are often considered of greater value than theoretical knowledge and understanding. Yet, whereas typical academic skills such as research and writing are commonly monitored and trained, generic skills such as teamwork and communication receive scant attention. At Maastricht University, we developed a portfolio to raise awareness about skills required to take full advantage of the Problem-Based Learning environment, and to initiate self-reflection by students. As such, the portfolio also provides an opportunity to engage in a more in-depth assessment of students’ skills acquisition. Students assessed their skills at the start of the bachelor programme through a survey that was administered again at two later stages during the first year. Comparing data of 414 students, we provide a unique insight into skills progression in an active learning environment. Repeated measures can thus provide a first impression of the impact of an active learning environment on generic skills acquisition. While we argue that the current portfolio achieves its educational objectives, as an instrument for measurement of skills acquisition it has its limitations.
Original languageEnglish
Pages (from-to)110-127
JournalJournal of Contemporary European Research
Volume15
Issue number1
DOIs
Publication statusPublished - Feb 2019

Keywords

  • Generic skills
  • Active learning
  • Problem-based learning
  • European Studies
  • Mentoring

Cite this

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title = "Monitoring Generic Skills Development in a Bachelor European Studies",
abstract = "To ensure a smooth transition from studies to professional careers, students’ skills and attitudes are often considered of greater value than theoretical knowledge and understanding. Yet, whereas typical academic skills such as research and writing are commonly monitored and trained, generic skills such as teamwork and communication receive scant attention. At Maastricht University, we developed a portfolio to raise awareness about skills required to take full advantage of the Problem-Based Learning environment, and to initiate self-reflection by students. As such, the portfolio also provides an opportunity to engage in a more in-depth assessment of students’ skills acquisition. Students assessed their skills at the start of the bachelor programme through a survey that was administered again at two later stages during the first year. Comparing data of 414 students, we provide a unique insight into skills progression in an active learning environment. Repeated measures can thus provide a first impression of the impact of an active learning environment on generic skills acquisition. While we argue that the current portfolio achieves its educational objectives, as an instrument for measurement of skills acquisition it has its limitations.",
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Monitoring Generic Skills Development in a Bachelor European Studies. / Adriaensen, J.; Bijsmans, Patrick; Groen, Afke.

In: Journal of Contemporary European Research, Vol. 15, No. 1, 02.2019, p. 110-127.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - To ensure a smooth transition from studies to professional careers, students’ skills and attitudes are often considered of greater value than theoretical knowledge and understanding. Yet, whereas typical academic skills such as research and writing are commonly monitored and trained, generic skills such as teamwork and communication receive scant attention. At Maastricht University, we developed a portfolio to raise awareness about skills required to take full advantage of the Problem-Based Learning environment, and to initiate self-reflection by students. As such, the portfolio also provides an opportunity to engage in a more in-depth assessment of students’ skills acquisition. Students assessed their skills at the start of the bachelor programme through a survey that was administered again at two later stages during the first year. Comparing data of 414 students, we provide a unique insight into skills progression in an active learning environment. Repeated measures can thus provide a first impression of the impact of an active learning environment on generic skills acquisition. While we argue that the current portfolio achieves its educational objectives, as an instrument for measurement of skills acquisition it has its limitations.

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