Students’ perception on developing conceptual generic skills for business: A knowledge-based approach

Abstract

Purpose

The classical approach of teaching and learning mostly based on knowledge transfer is questionable as knowledge life cycle is shortening and new type of jobs appear every day with new knowledge request. In this vein, the purpose of this paper is to investigate how to switch the focus from learning knowledge to learning generic skills liable to help future professionals to think and learn by doing.

Design/methodology/approach

The research is based on a 30-item questionnaire that was addressed to over 500 students involved in management and business undergraduate and graduate programs from two well-reputed Romanian universities. Three hundred and forty questionnaires were filled in and processed using SPSS, version 19. Additionally, a factorial analysis was performed, with a view to extract the most important factors that are involved in developing generic skills in university programs.

Findings

Results demonstrate that most of the students from the undergraduate programs prefer the classical approach – less implication and responsibility in doing a harder conceptual work – while most students from the master programs are open to the new perspective of learning to learn, namely, to developing generic skills.

Research limitations/implications

In the new turbulent business landscape, universities face a significant change in teaching their students. Although the research adds to the value of the extant literature on generic skills (also known as core skills), it is mainly focused on a Romanian sample, thus reflecting a context-based perspective.

Originality/value

The current study provides a preliminary insight into the perception of Romanian students about developing generic skills and into their readiness to assume the role of main actors in the learning process.

Citation

Bratianu, C. and Vatamanescu, E.-M. (2017), "Students’ perception on developing conceptual generic skills for business: A knowledge-based approach", VINE Journal of Information and Knowledge Management Systems, Vol. 47 No. 4, pp. 490-505. https://doi.org/10.1108/VJIKMS-11-2016-0065