Deconstructing the Skills Training Debate in Doctoral Education

Autor/in	Craswell, Gail
Titel	Deconstructing the Skills Training Debate in Doctoral Education
Quelle	In: Higher Education Research and Development, 26 (2007) 4, S.377-391 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	Employment Potential; Educational Research; Skill Development; Employment Qualifications; Doctoral Degrees; Transfer of Training; Foreign Countries; Information Literacy; Graduate Study; Doctoral Programs; Research Skills; Australia + Suchen Sie Ihr Suchwort? Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Bildungsforschung; Pädagogische Forschung; Kompetenzentwicklung; Qualifikationsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Doctoral degree; Doktorgrad; Training; Transfer; Ausbildung; Ausland; Informationskompetenz; Aufbaustudium; Graduiertenstudium; Hauptstudium; Doktorandenprogramm; Forschungsleistung; Australien
Abstract	The pressure being placed on universities to deliver skills training for the workplace has generated considerable debate. This paper deconstructs the broader employability discourse in which the debate is embedded in order to draw out its formative implications for skills training during candidature. The paper argues against erection of a deficiency model in the context of skills training of higher degree research (HDR) students, and that the employability discourse is essentially reductive. It obscures whole areas of HDR knowledge production, thus skewing skills training towards the perceived needs of science students; the significant contribution made by research education developers to skills training of HDR students; and employer responsibility for workplace skills training. Notions of skills transferability, best practice and embedding are all shown to be problematic in that they lack discriminative power. Finally, the paper demonstrates that HDR students do value skills training at the institutional level despite prevailing uncertainty. The following is appended: (1) Data from the 2005 Academic and Professional Skills Program. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10