Improving the learning of graduate attributes in the curriculum: A case-study in it management

Sixsmith, A; Litchfield, A

Improving the learning of graduate attributes in the curriculum: A case-study in it management

Sixsmith, A

Litchfield, A

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2010, 103 pp. 155 - 164
Issue Date:: 2010-12-01

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Field	Value	Language
dc.contributor.author	Sixsmith, A https://orcid.org/0000-0003-1970-1053	en_US
dc.contributor.author	Litchfield, A	en_US
dc.date.issued	2010-12-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2010, 103 pp. 155 - 164	en_US
dc.identifier.isbn	9781920682842	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/16628
dc.description.abstract	Government, employers and professional societies want university graduates who are more ready for work. The UTS Work-Ready Project is a curriculum renewal initiative that aims to improve graduates' professional attributes and employability skills. The Project provides online teaching and learning resources to support the integration of Work-Ready Learning Activities (WRLA) into the existing curriculum. The paper provides an overview of the UTS Work-Ready Project and the incorporation of WRLA's into three Information Technology (IT) Management subjects which all included a group assessment item. In each subject, students were surveyed to gain feedback regarding how useful they found a team collaborative decision-making WRLA and whether it helped in their group assessment task. When averaged across the three subjects and the five surveys undertaken 85% of students thought the activity was useful, however there were mixed results in relation to whether the WRLA helped in the group assessment task. Under-graduate students reported the WRLA made no difference to the group assessment task, whereas postgraduates indicated the WRLA did help the team produce their group assessment item. © 2010, Australian Computer Society, Inc.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	Improving the learning of graduate attributes in the curriculum: A case-study in it management	en_US
dc.type	Conference Proceeding
utslib.citation.volume	103	en_US
utslib.for	130306 Educational Technology and Computing	en_US
dc.location.activity	Brisbane, Qld, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Systems, Management and Leadership
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	103	en_US

Abstract:

Government, employers and professional societies want university graduates who are more ready for work. The UTS Work-Ready Project is a curriculum renewal initiative that aims to improve graduates' professional attributes and employability skills. The Project provides online teaching and learning resources to support the integration of Work-Ready Learning Activities (WRLA) into the existing curriculum. The paper provides an overview of the UTS Work-Ready Project and the incorporation of WRLA's into three Information Technology (IT) Management subjects which all included a group assessment item. In each subject, students were surveyed to gain feedback regarding how useful they found a team collaborative decision-making WRLA and whether it helped in their group assessment task. When averaged across the three subjects and the five surveys undertaken 85% of students thought the activity was useful, however there were mixed results in relation to whether the WRLA helped in the group assessment task. Under-graduate students reported the WRLA made no difference to the group assessment task, whereas postgraduates indicated the WRLA did help the team produce their group assessment item. © 2010, Australian Computer Society, Inc.

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http://hdl.handle.net/10453/16628