Funtionality of Tertiary Institutions and the Development of Generic Graduate Outcomes
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Date
2014
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Publisher
National Association of Educational Researchers and Evaluators
Abstract
This study describes the attributes of functional tertiary institutions in relation with the attributes of generic graduate skills. Three graduate outcome variables (discipline-knowledge and skills, communication and problem solving, and ethical and social sensitivity) were discussed to be influenced by four attributes functional tertiary institutions (Teaching Quality, Programme Quality, Good Teaching and Learning Community). A sample of four hundred and fifty students randomly selected from three cohorts (First year students, Final year students and Post-Graduate course work students) of three randomly selected federal universities were used for the study. An adapted instrument tagged “Students’ Experience Survey Questionnaire” with Cronbach’s alpha reliability value of 0.74 was used to collect data from the sample. Using Analysis of Variance and Pearson Product Moment Correlation Co-efficient, the result revealed that there is no significant difference in the functionality of learning across all the institutions of learning selected. However, a significant difference was found in the generic graduate attributes among the cohort of the students. The result further revealed a significant relationship between functional learning institutions and generic graduate outcomes. It was recommended that the interactive, social and collaborative team teaching, capture in the notion of learning community are the most determinant of graduate outcomes and so should be included in the focus of attempts at enhancing the quality of student learning.
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Keywords
Generic Graduate Skills, Functional Learning Institution, Collaborative Teaching