Generic Competencies Project

About the generic competencies project

 

This project was a strand of an institutional project to support PolyU's Strategic Initiatives for promoting students' all-round development in preparation for their entry into their chosen professions. The focus of this strand was to raise students' awareness about the importance of developing specific generic competencies that are considered by employers, practitioners in their field and society in general to be essential in their chosen professional context, as well as to provide some teaching resources to help teaching staff to build these skills into their teaching.

The project aimed, in collaboration with faculties and departments, to facilitate the development of students' generic competencies in the professional context through developing discipline-specific learning experiences and/or resources/toolkits , with a particular focus on the graduate attributes important for lifelong learning (Barrie, 2004).

This project was particularly concerned with the generic competencies that are related directly to discipline knowledge and professional practice, in line with the university's vision to produce graduates who will be ˇĄpreferred graduates' in their respective employment markets.

Case scenarios were prepared in discussion between the project team and the front-line practitioners to illustrate how these generic competencies align with the university-professional context interface. These cases were developed into an interactive multimedia package for each participating department. Based on feedback from stakeholder groups students are most likely to listen to the voices of other students, it was decided to engage senior students in role-playing scenarios from the workplace.

Each case includes:

•  an example of a workplace scenario in which the young professional or the student on workplace experience lacks the particular competency under discussion,

•  opportunities for the first-year students to engage in reflective activities in small groups under the guidance of a senior student peer facilitator,

•  video clips replaying the scenario with the professional showing competence in the desired competency and opportunities for further reflection.

Supplementary workbooks and facilitators' guides have been developed to encourage students to reflect on their own strengths and weaknesses with a view to identifying the competencies they most need to develop during their studies.

 

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