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ERIC Number: EJ1110129
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1359 6748
The Influence of Curriculum on Master's Students' Perceived Abilities in Four Domains of Graduateness
Steur, Jessica; Jansen, Ellen; Hofman, Adriaan
Research in Post-Compulsory Education, v21 n3 p214-228 2016
Potentially all university graduates, regardless of the discipline they have studied, are expected to have obtained generic learning outcomes, which we refer to as "graduateness." This study investigates the extent to which learning programmes' emphasis on graduateness affects students' perceived abilities in the domains of graduateness. Four domains of graduateness are considered: reflective thinking, scholarship, moral citizenship and lifelong learning. Based on curriculum maps, master's programmes were clustered according to the emphasis placed on each domain. Unexpectedly, there appeared to be no difference in students' perceived competence in the four domains of graduateness between master's programmes that placed little to no emphasis on reflective thinking, moral citizenship or lifelong learning and master's programmes that placed more emphasis on these domains. Only in the scholarship domain was a difference found in students' perceived competence; surprisingly, it was in the opposite direction. In conclusion, we can say that the relation between emphasis on the domains of graduateness and students' perceived abilities in these domains were not found across a large sample of study programmes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A