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Employability and Assessment: how ’blogs’ can diversify the assessment diet and enhance transferable skills

Dixon, L Employability and Assessment: how ’blogs’ can diversify the assessment diet and enhance transferable skills. Prism. ISSN 1448-4404 (Accepted)

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Abstract

Shifts in the Higher Education sector over the past decade have seen greater numbers of applicants than ever before entering university. As undergraduate cohorts have expanded, a diverse student body has emerged, with a rich and complex array of learning needs, desires and expectations. At the same time, public discourse around higher education has changed significantly, and particularly following the introduction and increase of tuition fees, this has led to an emphasis on programmes being seen to provide value for money; a value for money that is being increasingly measured via the metric of graduate employment outcomes. As a result, universities are being pushed to find new ways to ensure that students leave their degree programmes with the kinds of transferable skills necessary to succeed in a contemporary job market that following shifts in working patterns introduced during the Covid 19 pandemic, values flexibility, and adaptation. Here it is suggested that one way to achieve this, is for lecturers to integrate employability skills into innovative forms of assessment. A case study - the use of blogging as a summative assessment at Level 6 of an Events Management programme - is used to outline this dual approach, finding that engagement and criticality was successfully enhanced, whilst students were provided with a key skill directly relevant to the Events industry.

Item Type: Article
Uncontrolled Keywords: 1503 Business and Management; 1505 Marketing; 2001 Communication and Media Studies
Subjects: H Social Sciences > HF Commerce > HF5001 Business
Divisions: Business & Management (from Sep 19)
Publisher: Bond University, Massey University
Related URLs:
SWORD Depositor: A Symplectic
Date Deposited: 17 Feb 2023 14:00
Last Modified: 17 Feb 2023 14:00
URI: https://researchonline.ljmu.ac.uk/id/eprint/18926
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