Document Type

Journal Article

Publisher

Emerald

Faculty

Faculty of Business and Law

School

School of Business / Centre for Innovative Practice

RAS ID

17954

Comments

This is an Author's Accepted Manuscript of: Jackson D., Sibson R., Riebe L. (2014). Undergraduate perceptions of the development of team-working skills. Education and Training, 56(1), 7-20. Available here

Abstract

Purpose: The ability to working effectively with others (WEWO) is critical yet industry continues to lament deficiencies in new graduates. Progress in developing this highly valued skill in undergraduates is impeded by a lack of conceptual clarity and evidence of how best to measure it, and a tendency to adopt an outcomes-focused, rather than process-oriented, approach. This paper aims to investigate undergraduate perceptions of how well a stand-alone employability skill development programme, operating in an Australian Business Faculty, is fostering the WEWO skill set and which pedagogical practices are considered to add most value. Design/methodology/approach: The study examines undergraduate perceptions using data gathered from a skills audit of 799 business undergraduates from all four sequential units within the skills programme. Undergraduates rated and described their development against an established framework of WEWO behaviours. Findings: Findings indicate that, overall, skill development is rated highly among the undergraduates although the behaviours of conflict resolution, social intelligence and influencing others were rated less highly than others within the skill set. The importance of class activities and assessment items, including the use of virtual learning tools were identified by students as critical to the development of WEWO behaviours. Originality/value: The study highlights the important role of constructive alignment, sequential skill development, consistency of delivery and ensuring student "buy-in" to education practitioners in their efforts to meet industry expectations of graduates who can WEWO.

DOI

10.1108/ET-01-2013-0002

Access Rights

free_to_read

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