Michael J.R. Butler and Lidia Gheorghiu
The purpose of this paper is to evaluate how a UK business school is addressing the Government's skills strategy through its Graduate Certificate in Management, and to identify…
Abstract
Purpose
The purpose of this paper is to evaluate how a UK business school is addressing the Government's skills strategy through its Graduate Certificate in Management, and to identify good practice and development needs and to clarify how the Graduate Certificate is adapting to the needs of Generation X and Millennial students. The paper also aims to test Kolb and Kolb's experiential learning theory (ELT) in a business school setting.
Design/methodology/approach
A case study methodology was adopted. In order to get a cross‐section of views and triangulate the data, three focus groups were held, supported by reading documentation about the programme of study.
Findings
The skills strategy is not just an ambition for some business schools, but is already part of the curriculum. Generation X and the Millennials have more in common with the positive attitudes associated with older generations than stereotyped views might allow. ELT provides a useful theoretical framework for evaluating a programme of study and student attitudes.
Research limitations/implications
The research findings from one case study are reported, limiting the generalisability of the study.
Practical implications
Good practice and development needs are identified which support the implementation of the Government's skills strategy and address employer concerns about student skills.
Originality/value
New empirical data are reported which supports the use of ELT in evaluating programmes of study and student attitudes to work.
Details
Keywords
Carl Senior and Robert Cubbidge
The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age…
Abstract
Purpose
The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age mindset” has in the facilitation of employability skills.
Design/methodology/approach
The paper discusses the major themes of this special issue.
Findings
Undergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work‐based skills to be more important.
Practical implications
Future curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised.
Originality/value
The findings are placed into the wider context of the emerging field of evolutionary educational psychology.