Elaine Chapman

Non‐technical skill gaps in Australian business graduates

Purpose – The need for “job‐ready” graduates has catalysed the development of non‐technical skills in higher education institutions worldwide. Continued criticism of business school outcomes has provoked this examination of non‐technical skill deficiencies in Australian business graduates. The purpose of this paper is to compare findings with existing literature on skill gaps in other developed, culturally‐similar economies, underscore the generality of identified problems, and highlight to stakeholders in undergraduate education those areas requiring curricula review.Design/methodology/approach – In total, 211 managers/supervisors of business graduates and 156 business academics assessed the typical performance levels of Australian business graduates against a comprehensive framework of 20 skills and 45 associated workplace behaviours. Ratings were examined within and across the two samples and variations analysed by work area, business activity and business discipline.Findings – Some differences were de...

Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives

This article addresses the growing need to profile the required competencies of entry-level business graduates and to evaluate the extent to which they are generic across international boundaries and discipline areas. Two hundred and ninety-one Australian and UK business academics examined the relative importance of a broad set of graduate competencies. Results indicated three distinct profiles of preferred business graduate ‘types’ for both Australian and UK academics: the ‘Manager’, ‘People Person’ and ‘Business Analyst’. The composition and membership sizes of each profile were similar for both samples of business academics and broadly align with research on required managerial competencies. The reality of achieving the profiles is discussed. Findings indicated only limited variations in competency requirements by discipline and country of origin, suggesting non-technical competencies are generic across culturally similar countries and that discipline makes little difference in academics’ determination of business graduate competency profiles.

Perceptions of Competency Deficiencies in Engineering Graduates

Summary Engineering education in Australia continues to evolve. This study asks: “Are current changes to engineering education consistent with competence deficiencies in engineering graduates perceived by engineers ? “The method is different from previous international and Australian studies, and the findings are consistent with the results of previous studies. Practical engineering competencies and engineering business competencies featured strongly. The findings support continuation of current trends in the evolution of engineering education: cultural change, broadening of curricula, and introduction of non-traditional pedagogies, assessments and learning environments.

Facial Affect Interpretation in Boys with Attention Deficit/Hyperactivity Disorder

Recent studies have produced mixed evidence of impairments in facial affect interpretation for children with attention deficit/hyperactivity disorder (ADHD). This study investigated the presence and nature of such impairments across different stimulus formats. Twenty-four boys with ADHD and 24 age-matched comparison boys completed a 72-trial task that included facial expressions of happiness, sadness, fear, anger, surprise, and disgust. Three versions of each expression were used: a static version, a dynamic version, and a dynamic version presented within a relevant situational context. Expressions were also presented in one of two portrayal modes (cartoon versus real-life). Results indicated significant impairments for boys with ADHD on two of the six emotions (fear and disgust), which were consistent across stimulus formats. Directions for further research to identify mediating factors in the expression of such impairments in children with ADHD are discussed.

An Australian study of generic competencies required by engineers

Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The following question is addressed: What are the generic competencies that engineers graduating in Australia require for their work as engineers? Competencies were identified from a broad range of literature and then rated by 300 established engineers for importance to their jobs. The results indicated that non-technical, attitudinal and technical competencies were perceived to be important. Eleven competency factors were revealed empirically. Profiles of these competency factors among graduates would assist evaluation and improvement of engineering programmes. This is the first quantitative study conducted in Australia that encompassed all engineering disciplines and focused on established engineers rather than recent graduates.

Understanding Generic Engineering Competencies

Abstract This paper contributes to understanding of the generic engineering competencies required by engineers graduating in Australia and to competency theory. The Competencies of Engineering Graduates (CEG) Project was conducted to identify the generic engineering competencies required by engineers graduating in Australia. The methodology adapted a theoretical framework for understanding key competencies developed by the Definition and Selection of Competencies Project commissioned by the Organisation for Economic Cooperation and Development. The phases of the CEG Project included a literature review, a panel session, two large-scale surveys and a focus group. By reflecting on the whole CEG Project, this paper provides insight into the nature of competencies required by engineers in Australia. Implications for engineering educators are described.

An Investigation of the Fennema-Sherman Mathematics Anxiety Subscale

A revised version of the Fennema-Sherman Mathematics Anxiety Scale (FSMAS-R) was assessed for its factor structure, reliability, and validity with 1,601 pretertiary students. Factor analyses supported a two-factor model. The construct validity of the FSMAS-R was demonstrated through intercorrelations between subscales and correlations with self-confidence and mathematics achievement test scores.

Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore

Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external regulation, (iii) introjection, (iv) identification, (v) intrinsic motivation; (b) (i) enjoyment of mathematics, (ii) self-confidence in mathematics, (iii) perceived value of mathematics; (c) (i) anxiety with mathematics and (ii) ease with mathematics. This study identifies, both within and across these three affective variables, the key sub-constructs that educators should focus upon when selecting learning process variables for mathematics achievement. Results were analysed using a series of stepwise regression analyses using data from 1018 Grade 12 students enrolled in a top pre-tertiary institution in Singapore, both for concurrent and predictive relationships, and also for both genders. Results of this study showed that after taking into account self-confidence in mathematics and ease with mathematics, all other sub-constructs of mathematics motivation, attitudes and anxiety were not significantly correlated with mathematics achievement. This is true for both concurrent and predictive relationships, and for both genders. Implications of the results of this study are twofold. First, results of this study provide educators with priority affective variables to focus upon in their efforts to enhance performance in mathematics via the affective domain. Second, in situations where administration time is limited, it may be possible to consider only self-confidence and ease with mathematics when investigating relationships between affect and mathematics achievement.

Peer relationships and the biomedical doctorate: a key component of the contemporary learning environment

Little attention has been paid to the scholarship of doctoral education in the biomedical sciences, hindering the formulation of research-informed improvements to this important area of higher education. We present an analysis of interview data from Australian PhD students and suggest that relationships between students and their ‘non-supervisor’ peers are critical to student learning.

Applying Global Frameworks to Assessment in Medical Education: An Example of a Nationally Produced Curriculum for Cancer Education

The past decade has seen an increased effort to standardized medical curricula internationally. Despite these efforts, a lack of standardization remains evident, most likely owing to the lack of specificity with which such frameworks are often (out of necessity) constructed. As such, inconsistencies may arise owing to differences in adopted definitions and approaches to assessment. The authors highlight six key points to aid the individual educator in translating overarching frameworks into specific learning objectives that are measurable, written at a level of generality, complexity and difficulty that is clear, appropriate and explicit in what is required of the student.