Session T4A

978-1-4244-4714-5/09/$25.00 ©2009 Crown October 18 - 21, 2009, San Antonio, TX 39th ASEE/IEEE Frontiers in Education Conference T4A-1

Special Session - Enhancing Graduate Attributes Through Research-Teaching Linkages

Sandra Cairncross

Edinburgh Napier University, s.cairncross@napier.ac.uk

Abstract –Employability has long been a key concern for engineering faculty and educators and the importance of developing transferable skills including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established, with difference emerging the relative merits of using stand-alone modules for initial development against embedding in subject-specific modules. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing higher order skills, which can be better characterized as graduate attributes. Participants in this highly interactive special session will be able to explore these and related issues, share examples from their home institution and reflect on their own practices. An innovative extension of the “world café technique, known as dialogue sheets will be used to facilitate discussion. The use of Research-Teaching Linkages to enhance graduate attributes has recently been the focus of one the Quality Assurance Agency (QAA) in Scotland enhancements themes. Key findings and case studies emerging from this theme will be used to set the context for a wider discussion on preparing graduates for the 21st century. Index Terms – dialogue sheets graduate attributes, research-teaching linkages

OVERVIEW

Employability has long been a key concern for engineering faculty and educators and the importance of developing graduate attributes or transferable skills, including communication, time management, teamwork, problem solving and decision making, is now well established. However consensus on how best to develop these skills in graduates is less well established. Some educators advocate initial skills development in stand-alone modules or units, others argue that all such development is most successful when embedded into modules or units. Some claim that the focus on skills development is diluting the engineering curriculum at a time when more needs to be taught to ensure a that students are aware of all key advances with others countering that in an era of rapid technological change and portfolio careers personal skills development is needed more than ever.

Discussion on how best to develop or embed employability is further complicated by the term employability as an umbrella term to encapsulate different skill sets. Increasingly consensus is emerging that employability and employment are different albeit related concepts. Employability is increasingly seen by some as going beyond general skill sets associated with employment to encompassing understanding, skilful practices, efficacy beliefs and metacognition [1], which can be better characterized as graduate attributes. Implicit in this is the development of critical thinking, analysis and problem solving skills. Attention has been given in the UK recently on how linking discipline based research to teaching can contribute to the development of such higher order skills or graduate attributes [2] [3]. A coordinated approach across the sector has been taken in Scotland through its Quality Assurance Agency (QAA) Enhancement Theme focusing on how Research-Teaching Linkages can be used to enhance graduate attributes [4].

Different approaches can be taken to Research-Teaching Linkages when designing the curriculum which can be characterized as research-tutored, research-led, research-base and research-orientated [5]. They differ in their focus on content or process and also on students as recipients or participants. Each has the potential to develop different skills or attributes and a key challenge is on designing the curriculum in a balanced way so a range of employability skills and graduate attributes can be developed.

Participants in this highly interactive special session will be able to discuss these issues, share examples from their home institution and reflect on their own practices. Key findings from Research-teaching linkages theme [4] and case studies drawn from Edinburgh Napier University [5], will be used to set the context for a wider discussion on preparing graduates for the 21st century, the focus of the QAA’s current enhancement theme.

SESSION OVERVIEW

This special session will enable participants to explore key issues associated with using Research-Teaching Linkages to develop graduate attributes through using dialogue sheets [6] [7], an extension of the “world café technique” (TWC). TWC is a method for structuring conversations on selected themes which encourages contributions from all participants and the sharing of ideas across groups [8].

Session T4A

978-1-4244-4714-5/09/$25.00 ©2009 Crown October 18 - 21, 2009, San Antonio, TX 39th ASEE/IEEE Frontiers in Education Conference T4A-2

Dialogue sheets are an innovative approach which can result in new insights and deeper understanding emerging through changing the conversation and encouraging all group members to take ownership of the discussion. Through the use of carefully selected prompts or questions. dialogue sheets engage participants in a series of focused discussions which can often result on new ways of looking at issues and enable deeper insights to emerge along with a shared understanding. Participants work in groups of 6 to 8. Each participant is asked to lead the discussion on a set question thereby enabling all voices to be heard. Key points emerging from the discussion are captured on the sheets themselves which then form a record of that group’s discussion.

The outline of the session is as follows:

• Case Study Presentations to Set Context • Introduction to Dialogue Sheets • Discussion in Small Groups using Dialogue Sheets • Sharing of Dialogue Sheets and Plenary Discussions • Action Points and Summary

Completed sheets will then be viewed by other groups prior to a plenary discussion.

INTENDED AUDIENCE

This special session is of general interest to all engineering faculty and educators. However programme or course directors, student advisors, academics with responsibility for professional development will find it of special interest.

EXPECTED OUTCOMES

Participants will be able to take back new perspectives on the theme of enhancing graduate attributes back to their

home institutions for wider discussion. In addition the technique of dialogue sheets can easily be adapted to other contexts participants will be able to use dialogues sheets with colleagues and students to explore other topics of interest. Sheets will be collated and a summary circulated to participants following the conference.

REFERENCES

1. Knight, P. and Yorke, M. Learning, curriculum and employability in Higher Education. London, UK : RoutlegeFalmer, 2004. 2. Jenkins, A. and Healy, M. Institutional strategies to link teaching and research. York, UK : Higher Education Academy, 2005. 3. Jenkins, A., Healy, M. and Zetter, R. Linking teaching and research and departments. York, UK : Higher Education Academy, 2007. 4. Land, R.: Gordon, G. Research-teaching linkages: enhancing graduate attributes. Glasgow, UK : Quality Assurance Agency Scotland, 2008. 5. Edinburgh Napier University. Linking disciplinary research with teaching at Napier University: case studies of practice. Edinburgh, UK : Edinburgh Napier University, 2008. 6. Holtham, C. and Courney, N. About dialogue sheets. Quality in Business Education, Cass Business School . [Online] [Cited: May 18, 2009.] http://www.qube.ac.uk/QuBE/toolbox/diags/dialogsheet/dialsht. 7. Blomqvist, U., Handberg, L. and Naeve, A New Methods for Focusing on Students' Learning Process and Reflection in Higher Education..,. Proceedings of 28th IUT (Improving Univeristy Teaching) Conference. Vaxjo, Sweden . 2003 8. Author Unknown. Welcome to the World Café. [Online] [Cited May 18, 2009] http://www.theworldcafe.com/what.htm

AUTHOR INFORMATION

Sandra Cairncross Dean, Edinburgh Napier University, s.cairnross@napier.ac.uk.