The work in this thesis focuses upon research conducted in four departments of chemical engineering within Higher Education, in the UK. The work was carried out on the back of identified concerns which arose whilst working on a HEFCE-funded project which aimed to disseminate good practice for enhancing transferable skills teaching within engineering curricula. Evaluation data from the HEFCE-funded project suggested discrepancies between students' perceptions of skills development and those of academic practitioners. The purpose of this research was to establish exactly how students developed their transferable skills and addressed the question: what is the pattern through which undergraduate chemical engineering students in Higher Education effectively develop their transferable skills? Case study and grounded theory approaches were used in this research. In addition to understanding students' perceptions of developing skills, it was necessary to use that understanding to generate a framework which could adequately support the development of these skills. Research findings suggest that students learn differently at different levels of their undergraduate studies and that mode of assessment and student motivation in learning are recognised factors which influence student perceptions. It was possible to propose a theoretical model of curriculum development which could be used by academic practitioners in Higher Education to enhance skills development in undergraduates. It is recommended that the model be tested in other vocationally-orientated disciplines, for its impact value in light of recent Government initiated changes. The thesis contributes to the skills debate by: identifying contributory factors which support students' development of skills, highlighting issues for both students and academic practitioners involved with skills development, and proposing a framework of teaching which supports students' perceptions of learning
