Participation, reflection and integration for business and lifelong learning: Pedagogical challenges of the integrative studies programme at the University of Strathclyde Business School

Abstract

This paper gives a succinct account of current debates in the literature on graduate attributes as they are related to employment and lifelong learning, and argues the limitations of a “key skills” agenda as a guide to curriculum practice. Development of a curricular innovation that addresses key skills, “integrative studies” at the Strathclyde University Business School, is described and located in a wider framework of work‐related facets that extend thinking beyond key skills. Those facets include the idea of a learning organisation and the concept of student identity formation. A research‐based approach to further development of the curriculum is outlined, which takes the experiences of students and the perceptions and practices of specific employers to be key influences.

Citation

Johnston, B. and Watson, A. (2004), "Participation, reflection and integration for business and lifelong learning: Pedagogical challenges of the integrative studies programme at the University of Strathclyde Business School", Journal of Workplace Learning, Vol. 16 No. 1/2, pp. 53-62. https://doi.org/10.1108/13665620410521512