Teaching generic skills: eroding the higher purpose of universities, or an opportunity for renewal?

This paper explores opportunities and challenges presented by the development of graduate skills in Australian universities. We challenge the dichotomy that conceives of a fundamental disjuncture between the idea universities as institutions of vocational education and the more traditional conception of universities as key institutions in the formation of reflective practitioners, social critics and good citizens. Despite the challenges inherent in implementing the graduate skills project, we conclude that stakeholder consensus around the value of graduate skills represents a valuable opportunity for universities to regain control of the higher education agenda and renew their traditional, higher purpose

Measuring Infusion of Service-Learning on Student Program Development and Implementation Competencies

This study piloted a service-learning assessment suite to measure students’ perceived self-efficacy on program development and implementation competencies (Service-Learning Self-Efficacy on Program Development and Implementation [SLSEPDI]), Service-Learning Belief Inventory (SLBI), and an Overall Service-Learning Self-Efficacy on Program Development and Implementation (OVSL-SEPDI) scales. MPH students in a required course participated in the study during 2011-2015 (N = 87). Baseline survey was used to assess the reliabilities of the 12-item SLSEPDI and the nine-item SLBI scales, and posttest survey assessed the 10-item OVSL-SEPDI scale. Confirmatory factor analysis showed good model fit index and all items loaded significantly on both the SL-SEPDI (χ2/df = 1.34; root mean square error of approximation [RMSEA] =.067; Tucker–Lewis index [TLI] =.92; comparative fit index [CFI] =.94; incremental fit index [IFI] =.94; goodness-of fit index [GFI] =.86) and SLBI (χ2/df = 1.28; RMSEA =.061; TLI =.97; CFI =.98; IFI =.98; GFI =.91) scales. Data also showed satisfactory reliability scores, with Cronbach’s alphas of.87,.88, and.91 for the SL-SEPDI, SLBI, and OVSL-SEPDI scales. This study provides data supporting the validities and reliabilities of this service-learning measurement suite, and has implications to assess student selfefficacy outcomes