Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010009
Kathrine Johnson, L. Frondigoun, Helen Jones
Abstract Collaborative teaching between two or more geographically distant universities is possible. Informed by global trends, we know that our future professionals and practitioners will increasingly move through different jurisdictions and cultural contexts. Twenty-first century university education can bridge the academic/practitioner divide, by using effective communication to build cross-border communities that refocus learning, teaching and innovation. This paper describes the construction of partnerships and collaboration, considers the importance of quality assurance arrangements and poses challenging questions about how these collaborative partnerships can be developed, maintained and taken further. We wanted to provide students with a stimulating learning opportunity that prepares them to operate in international surroundings in relation to criminal justice agencies. The “Murder @” projects require students to engage in a series of online activities, and to collaborate with each other in the setting of a virtually authentic professional environment. The key focus is on teaching, learning and pedagogy framed around a narrative of how meaningful international collaboration can be achieved.
{"title":"While You Were Sleeping: Realising the Dream of International Collaborative Teaching","authors":"Kathrine Johnson, L. Frondigoun, Helen Jones","doi":"10.11120/elss.2013.05010009","DOIUrl":"https://doi.org/10.11120/elss.2013.05010009","url":null,"abstract":"Abstract Collaborative teaching between two or more geographically distant universities is possible. Informed by global trends, we know that our future professionals and practitioners will increasingly move through different jurisdictions and cultural contexts. Twenty-first century university education can bridge the academic/practitioner divide, by using effective communication to build cross-border communities that refocus learning, teaching and innovation. This paper describes the construction of partnerships and collaboration, considers the importance of quality assurance arrangements and poses challenging questions about how these collaborative partnerships can be developed, maintained and taken further. We wanted to provide students with a stimulating learning opportunity that prepares them to operate in international surroundings in relation to criminal justice agencies. The “Murder @” projects require students to engage in a series of online activities, and to collaborate with each other in the setting of a virtually authentic professional environment. The key focus is on teaching, learning and pedagogy framed around a narrative of how meaningful international collaboration can be achieved.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131539207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010037
S. O’Leary
Abstract Well-managed collaborations with employers, in the form of consultancy projects, appear to have a positive influence on the employability of social-science graduates, based on students from a business and management faculty. Employer collaborations with higher education come in many forms including guest speakers, work placements and projects of various types and are already part of many degree programmes. This article concentrates on the use of consultancy projects as a means of enhancing the employability of students as they graduate, and the indications are that such collaborations can have a positive influence and impact on employability by enhancing the capability and character of the graduates, which then potentially allows them to apply the content of their degree programme as appropriate for the employer. An employability equation (e = 3c.i) and model (Employability Strategy Matrix) are proposed to support the strategic decision-making process of identifying suitable employment opportunities and highlight individual graduate strengths and developmental needs.
{"title":"Collaborations in Higher Education with Employers and Their Influence on Graduate Employability: An Institutional Project","authors":"S. O’Leary","doi":"10.11120/elss.2013.05010037","DOIUrl":"https://doi.org/10.11120/elss.2013.05010037","url":null,"abstract":"Abstract Well-managed collaborations with employers, in the form of consultancy projects, appear to have a positive influence on the employability of social-science graduates, based on students from a business and management faculty. Employer collaborations with higher education come in many forms including guest speakers, work placements and projects of various types and are already part of many degree programmes. This article concentrates on the use of consultancy projects as a means of enhancing the employability of students as they graduate, and the indications are that such collaborations can have a positive influence and impact on employability by enhancing the capability and character of the graduates, which then potentially allows them to apply the content of their degree programme as appropriate for the employer. An employability equation (e = 3c.i) and model (Employability Strategy Matrix) are proposed to support the strategic decision-making process of identifying suitable employment opportunities and highlight individual graduate strengths and developmental needs.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122117950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010025
A. Gruszczyńska, Richard Pountney
Abstract This paper draws on initial findings of a project ‘Digital Futures in Teacher Education’ (DeFT) undertaken in 2011–12 as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources (OER) programme. It discusses issues emerging from the claim that the open source movement is a form of collaboration and considers this in the context of attempts to embed OER practice in the UK within the teacher education sector and to develop guidance on practice in teaching and learning in the school sector involving digital literacy. Accordingly, the project team, based at Sheffield Hallam University (SHU) and The University of Sheffield (TUOS), worked towards release of OERs, in the form of an Open Textbook (Connexions 2009: What are open textbooks? Available from: http://cnx.org/content/m15226/latest/), which address the opportunities and challenges of creative and innovative uses of digital literacy in the context of the school and teacher education sectors. Working with teachers in primary and secondary schools in South Yorkshire to develop case studies examining digital practices in schools, the project focused on the use of mobile devices and web 2.0 applications. Finally, the project examines the involvement of higher education lecturers and students and the development of OER that will support effective practice with digital literacy for teachers at all stages of their careers. This paper explores the indications emerging from this work and identifies ways in which current digital literacy frameworks do not fully account for digital practices in schools and teacher education, pointing to the need for further research in this area.
{"title":"Developing the Concept of Digital Literacy in the Context of Schools and Teacher Education","authors":"A. Gruszczyńska, Richard Pountney","doi":"10.11120/elss.2013.05010025","DOIUrl":"https://doi.org/10.11120/elss.2013.05010025","url":null,"abstract":"Abstract This paper draws on initial findings of a project ‘Digital Futures in Teacher Education’ (DeFT) undertaken in 2011–12 as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources (OER) programme. It discusses issues emerging from the claim that the open source movement is a form of collaboration and considers this in the context of attempts to embed OER practice in the UK within the teacher education sector and to develop guidance on practice in teaching and learning in the school sector involving digital literacy. Accordingly, the project team, based at Sheffield Hallam University (SHU) and The University of Sheffield (TUOS), worked towards release of OERs, in the form of an Open Textbook (Connexions 2009: What are open textbooks? Available from: http://cnx.org/content/m15226/latest/), which address the opportunities and challenges of creative and innovative uses of digital literacy in the context of the school and teacher education sectors. Working with teachers in primary and secondary schools in South Yorkshire to develop case studies examining digital practices in schools, the project focused on the use of mobile devices and web 2.0 applications. Finally, the project examines the involvement of higher education lecturers and students and the development of OER that will support effective practice with digital literacy for teachers at all stages of their careers. This paper explores the indications emerging from this work and identifies ways in which current digital literacy frameworks do not fully account for digital practices in schools and teacher education, pointing to the need for further research in this area.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"17 13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129816540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010065
P. Loh
Abstract This preliminary student-led research was carried out, over a few months in 2012, to find out if students on an undergraduate English degree, at Sheffield Hallam University, would find a social networking site shared with staff useful for building a sense of course identity. The project also explored the feasibility of students jointly administering the site with staff, to enable staff student dialogue to enhance the student experience. The Virtual Learning Environment (VLE) used on the course was examined in terms of its effectiveness for building course coherency. The research was informed by one to one interviews with both staff and students, plus focus groups with students.
{"title":"The enhancement of student success and engagement through collaborative student/staff online networking","authors":"P. Loh","doi":"10.11120/elss.2013.05010065","DOIUrl":"https://doi.org/10.11120/elss.2013.05010065","url":null,"abstract":"Abstract This preliminary student-led research was carried out, over a few months in 2012, to find out if students on an undergraduate English degree, at Sheffield Hallam University, would find a social networking site shared with staff useful for building a sense of course identity. The project also explored the feasibility of students jointly administering the site with staff, to enable staff student dialogue to enhance the student experience. The Virtual Learning Environment (VLE) used on the course was examined in terms of its effectiveness for building course coherency. The research was informed by one to one interviews with both staff and students, plus focus groups with students.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"213 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123971096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010001
A. Rosie
Every student knows a great deal about collaboration as well as collaborative learning in classrooms before they start in higher education. In the UK, sixth form and further education provision are often based on partnerships. Such partnerships do not necessarily support collaborative learning but increasingly, with developments in web technologies, there is potential for collaborative learning across dispersed classrooms. For students, collaborations of all sorts both within and outside universities include virtual networks, social media, as well as online tools. In the UK the term collaborative learning was first applied in school classrooms (Mason 1970) before becoming established in higher education. In the US collaborative learning was more firmly linked to higher education provision from the outset. Workers’ Education Association groups in both countries were sources of collaborative learning extending back to the nineteenth century (Bruffee 1993). Despite such a pedigree, collaborations, partnerships and collaborative learning have only received widespread support over the last 20 years. Costs and resourcing issues are one reason why partnership approaches are encouraged by institutions and government. Online approaches to learning have been another form of influence.
{"title":"Collaboration and Practice: From Partnership to the Over-Collaborated Learner","authors":"A. Rosie","doi":"10.11120/elss.2013.05010001","DOIUrl":"https://doi.org/10.11120/elss.2013.05010001","url":null,"abstract":"Every student knows a great deal about collaboration as well as collaborative learning in classrooms before they start in higher education. In the UK, sixth form and further education provision are often based on partnerships. Such partnerships do not necessarily support collaborative learning but increasingly, with developments in web technologies, there is potential for collaborative learning across dispersed classrooms. For students, collaborations of all sorts both within and outside universities include virtual networks, social media, as well as online tools. In the UK the term collaborative learning was first applied in school classrooms (Mason 1970) before becoming established in higher education. In the US collaborative learning was more firmly linked to higher education provision from the outset. Workers’ Education Association groups in both countries were sources of collaborative learning extending back to the nineteenth century (Bruffee 1993). Despite such a pedigree, collaborations, partnerships and collaborative learning have only received widespread support over the last 20 years. Costs and resourcing issues are one reason why partnership approaches are encouraged by institutions and government. Online approaches to learning have been another form of influence.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"12 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120905124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010019
Mónica Aresta, Luís Pedro, A. Moreira, Carlos Santos
Abstract In a connected world where information is available at any time and place, learners adopt a more proactive approach to learning, no longer looking at education institutions as the only place where they can learn. When the knowledge economy demands new types of learners – higher education institutions must look at their students as active participants, fostering the development of skills that go beyond the curriculum and recognising learning as a social process that occurs in and outside the institution walls. To analyse how students, institutions and employers see and value the existence of soft-skills and how they can be fostered in an institutionally supported personal learning environment (PLE), a case study is being developed at University of Aveiro aiming to analyse students’ online presence; to identify which soft-skills are more valued by students, the university and the market; to study how those skills can be fostered through an institutional supported PLE and expressed in an institution-supported platform; to afford the importance of an institutional online platform in scaffolding the construction of the learners’ and institution’s digital identity. Data will be collected through in-depth interviews with students from a master degree course (n = 13), institutional representatives (n = 3) and through questionnaires applied to students. Although still in an early stage, preliminary data reveal that students are using the institutional supported PLE to meet their learning needs to build a more formal but more conscious online presence and to reveal the existence of skills valued by the marketplace.
{"title":"Learning Beyond the Curriculum: PLE and the Development of Soft Skills","authors":"Mónica Aresta, Luís Pedro, A. Moreira, Carlos Santos","doi":"10.11120/elss.2013.05010019","DOIUrl":"https://doi.org/10.11120/elss.2013.05010019","url":null,"abstract":"Abstract In a connected world where information is available at any time and place, learners adopt a more proactive approach to learning, no longer looking at education institutions as the only place where they can learn. When the knowledge economy demands new types of learners – higher education institutions must look at their students as active participants, fostering the development of skills that go beyond the curriculum and recognising learning as a social process that occurs in and outside the institution walls. To analyse how students, institutions and employers see and value the existence of soft-skills and how they can be fostered in an institutionally supported personal learning environment (PLE), a case study is being developed at University of Aveiro aiming to analyse students’ online presence; to identify which soft-skills are more valued by students, the university and the market; to study how those skills can be fostered through an institutional supported PLE and expressed in an institution-supported platform; to afford the importance of an institutional online platform in scaffolding the construction of the learners’ and institution’s digital identity. Data will be collected through in-depth interviews with students from a master degree course (n = 13), institutional representatives (n = 3) and through questionnaires applied to students. Although still in an early stage, preliminary data reveal that students are using the institutional supported PLE to meet their learning needs to build a more formal but more conscious online presence and to reveal the existence of skills valued by the marketplace.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129991204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.11120/elss.2013.05010051
I. Jahnke, Julia Liebscher
Abstract Mobile devices (iPods) were used to investigate whether technical devices can support students in terms of group co-ordination and work organisation. The investigation involved a postgraduate course in industrial design at a German university. During one phase of the project, spread over some weeks, the student task required collaborative work connected to the corporate practice of an industrial firm. However, the implementation of the iPod project was deemed a failure. In this article we outline the study and give explanations as to why the mobile device usage did not seem to support learning. The project failure arose from limited ‘anywhere–anytime didactics’ and an apparently incorrect interpretation of the students’ needs. This has led to the formulation of a new ‘creativity-supported didactic’ to enhance learning with mobile devices which can be used in further work.
{"title":"Towards a Didactical Design Using Mobile Devices to Encourage Creativity","authors":"I. Jahnke, Julia Liebscher","doi":"10.11120/elss.2013.05010051","DOIUrl":"https://doi.org/10.11120/elss.2013.05010051","url":null,"abstract":"Abstract Mobile devices (iPods) were used to investigate whether technical devices can support students in terms of group co-ordination and work organisation. The investigation involved a postgraduate course in industrial design at a German university. During one phase of the project, spread over some weeks, the student task required collaborative work connected to the corporate practice of an industrial firm. However, the implementation of the iPod project was deemed a failure. In this article we outline the study and give explanations as to why the mobile device usage did not seem to support learning. The project failure arose from limited ‘anywhere–anytime didactics’ and an apparently incorrect interpretation of the students’ needs. This has led to the formulation of a new ‘creativity-supported didactic’ to enhance learning with mobile devices which can be used in further work.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132098463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030009
Daniel Bishop, Karin Crawford, Nicola Jenner, N. Liddle, E. Russell, M. Woollard
Abstract The role and contribution of students to quality processes in universities is an area of increasing interest across the academic community. This paper draws on the literature and ethos of the student as producer initiative to critique and explore ways in which we might strengthen the student voice and change relationships between teachers and students. It is argued that there is overwhelming evidence for building processes and practices that are more participative and learner-centred at a subject level in curriculum development and subject committees.
{"title":"Engaging students in quality processes","authors":"Daniel Bishop, Karin Crawford, Nicola Jenner, N. Liddle, E. Russell, M. Woollard","doi":"10.11120/elss.2012.04030009","DOIUrl":"https://doi.org/10.11120/elss.2012.04030009","url":null,"abstract":"Abstract The role and contribution of students to quality processes in universities is an area of increasing interest across the academic community. This paper draws on the literature and ethos of the student as producer initiative to critique and explore ways in which we might strengthen the student voice and change relationships between teachers and students. It is argued that there is overwhelming evidence for building processes and practices that are more participative and learner-centred at a subject level in curriculum development and subject committees.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115037821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030019
Karla Burton, Keely Lill, Martin Keen
Second-year students studying criminology and social science were asked to apply for a position to mentor level one students in the Applying Research module at the University of Lincoln. The mentoring ran over a four-month period from January to April, with the mentors working alongside academic staff and attending four selected seminars. In addition, they were required to take part in a focus group, a World Café event and a colloquia event. When looking at the benefits that mentoring gives to second-year students, it was decided to go beyond the obvious enhancement to CVs and consider what mentors gain from the experience. By participating in the mentoring scheme, students hoped to expand their current knowledge and improve their transferable skills. This article will cover the reflections of the mentors on how mentoring can benefit secondyear students.
{"title":"How mentoring can benefit second-year students","authors":"Karla Burton, Keely Lill, Martin Keen","doi":"10.11120/elss.2012.04030019","DOIUrl":"https://doi.org/10.11120/elss.2012.04030019","url":null,"abstract":"Second-year students studying criminology and social science were asked to apply for a position to mentor level one students in the Applying Research module at the University of Lincoln. The mentoring ran over a four-month period from January to April, with the mentors working alongside academic staff and attending four selected seminars. In addition, they were required to take part in a focus group, a World Café event and a colloquia event. When looking at the benefits that mentoring gives to second-year students, it was decided to go beyond the obvious enhancement to CVs and consider what mentors gain from the experience. By participating in the mentoring scheme, students hoped to expand their current knowledge and improve their transferable skills. This article will cover the reflections of the mentors on how mentoring can benefit secondyear students.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127289082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030017
Emma Picksley, Catherine Cooper, J. Jameson, K. Strudwick
Abstract Student as Producer is a programme run by the University of Lincoln with the aim of increasing undergraduate engagement with original research. This paper introduces the concept of student as producer and presents the findings of an undergraduate and staff research project that examined the concept of employability as part of the undergraduate curriculum. It also includes reflections by the undergraduates involved on their experience of the project. While the majority of students accepted the importance of incorporating ‘employability’ into the curriculum, the key findings of the research were that they did not consistently identify its academic value and the majority did not recognise the transferable skills that the concept promotes.
{"title":"Student as producer: undergraduate reflections on research","authors":"Emma Picksley, Catherine Cooper, J. Jameson, K. Strudwick","doi":"10.11120/elss.2012.04030017","DOIUrl":"https://doi.org/10.11120/elss.2012.04030017","url":null,"abstract":"Abstract Student as Producer is a programme run by the University of Lincoln with the aim of increasing undergraduate engagement with original research. This paper introduces the concept of student as producer and presents the findings of an undergraduate and staff research project that examined the concept of employability as part of the undergraduate curriculum. It also includes reflections by the undergraduates involved on their experience of the project. While the majority of students accepted the importance of incorporating ‘employability’ into the curriculum, the key findings of the research were that they did not consistently identify its academic value and the majority did not recognise the transferable skills that the concept promotes.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129217159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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