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Developing student transferable skills through reflective porfolios

Davies, Hilary and Reynolds, Catherine 2009, Developing student transferable skills through reflective porfolios, in AUBEA 2009 : 34th Australiasian Universities Building Educators Conference : Managing change - challenges in education and construction for the 21st century, University of South Australia, Adelaide, South Australia, pp. 1-22.

Document type: Conference Paper
Collections: School of Architecture and Built Environment
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Title Developing student transferable skills through reflective porfolios
Author(s) Davies, Hilary
Reynolds, Catherine
Conference name AUBEA 2009 (34th : 2009 : Barossa Valley, South Australia)
Conference location Barossa Valley, South Australia
Conference dates 7-10 July 2009
Title of proceedings AUBEA 2009 : 34th Australiasian Universities Building Educators Conference : Managing change - challenges in education and construction for the 21st century
Editor(s) Zillante, George
Publication date 2009
Conference series Australasian Universities Building Educators Conference
Start page 1
End page 22
Publisher University of South Australia
Place of publication Adelaide, South Australia
Keyword(s) skills development
reflection
journalling
Summary The development of transferable skills in students, ie those relevant to any future employment, is a common goal of degree programmes. Reflection is a mechanism frequently used in the training of medical and teaching professionals to develop self-awareness of personal skills levels that enable participants to become self-reflective practitioners. The intention in this research was to trial reflection for construction management and architecture students through a series of interventions to engage students in the explicit development of transferable skills and self-awareness. Students were required to keep a ‘diary’ or journal under specific skills headings: communication (involving active listening, conflict resolution, negotiation), team building, problem solving, report writing and presentation skills based on their experiences at university, work and in social situations. A range of learning resources were made available to assist students. The journals were analysed according to a recognised coding for the depth of their reflection . At the end of the semester, students were required to “apply” for a job description that required explication of the knowledge and skills that were intended to be further developed during the unit. In practice, few students appreciated the journaling and some were even hostile to the process, but all students demonstrated good appreciation of their abilities and skills in the job application – essentially a mechanism that required reflection. In conclusion, explicit reflection through journaling is not a universally popular practice, but tasks that appear to have some foundation in practicality that require reflection are more likely to be appreciated. Students depth of reflection was found to improve through practice.
ISBN 9781920927127
Language eng
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2009
Copyright notice ©2009, AUBEA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019957
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Created: Mon, 28 Sep 2009, 12:36:14 EST by Nadia Dementiev