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Journal articles on the topic 'Academic skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Lytaeva, Maria, and Ekaterina Talalakina. "Academic skills: nature, model, practice." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 4 (2011): 178–201. http://dx.doi.org/10.17323/1814-9545-2011-4-178-201.

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2

Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (November 16, 2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.

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3

Urrutia, Raul. "Academic Skills: Focusing." Pancreatology 6, no. 6 (January 2006): III—IV. http://dx.doi.org/10.1159/000099368.

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4

Doró, Katalin:. "Academic study skills." EduLingua 1, no. 1 (2015): 17–27. http://dx.doi.org/10.14232/edulingua.2015.1.3.

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5

McDonough, J. "Instant Academic Skills." ELT Journal 66, no. 2 (March 13, 2012): 256–58. http://dx.doi.org/10.1093/elt/ccs007.

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6

Hopkins, Diana, Tom Reid, and Rhian Worth. "SAGE Study Skills: The Academic Skills Handbook." Psychology Teaching Review 25, no. 1 (2019): 78–79. http://dx.doi.org/10.53841/bpsptr.2019.25.1.78.

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7

McCreary, Carol Fillips, and Laura Donahue Latulippe. "Developing Academic Reading Skills." Modern Language Journal 72, no. 3 (1988): 351. http://dx.doi.org/10.2307/327531.

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8

ASAKA, Yoko. "Improve academic writing skills." Journal of Japan Academy of Midwifery 33, no. 2 (December 27, 2019): 115–16. http://dx.doi.org/10.3418/jjam.foreword-33-2.

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Hillison, Karen. "The Academic Skills Handbook." Practice 32, no. 2 (February 17, 2019): 161–62. http://dx.doi.org/10.1080/09503153.2019.1571263.

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10

Grayson, J. Paul. "Generic Skills, Academic Achievement, and Means of Improving the Former." GiLE Journal of Skills Development 1, no. 2 (December 8, 2021): 7–28. http://dx.doi.org/10.52398/gjsd.2021.v1.i2.pp7-28.

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In Canada, in general – and in the Province of Ontario in particular – academics, employers, and government agencies are concerned with the low generic skill levels of university students and graduates. The assumption is that such deficiencies detract from academic and job success. Despite this concern, in Canada, research has not focused on potential links between objectively measured generic skills and grades recorded in administrative records. In view of this lacuna, the current research has two objectives. First, to assess the net effect of objectively measured generic skills on academic achievement as recorded in administrative records. Second, to determine the efficacy of an online course dedicated to the development of generic skills. Overall, I found that generic skills were better predictors of students’ achievement than high school grades used in admission processes; the relationship between high school grades and generic skill levels was weak; students’ generic skill levels did not improve over time; and an online course devoted to increasing students’ generic skills was effective in boosting skills to an acceptable level. Accordingly, if they are concerned with academic achievement, universities in Ontario and in other jurisdictions in which students are admitted to university primarily based on their secondary school grades might make the development of generic skills a priority; however, unless such skills are demanded across the curriculum, they will atrophy.

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11

Whitley, Richard. "Academic Knowledge and Work Jurisdiction in Management." Organization Studies 16, no. 1 (January 1995): 81–105. http://dx.doi.org/10.1177/017084069501600105.

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Relations between formal, academic knowledge, training in high-level expert ise and practical problem-solving activities vary considerably across fields of practice, as well as across societies. Four major kinds of skills development, certification and extent of jurisdictional control over tasks and jobs can be distinguished: craft professional, academic professional, contested academic and research based. Most academically credentialed managerial skills are sim ilar to contested academic skills. These variations in types of skill formation and jurisdiction result from differences in dominant institutions and char acteristics of fields of practice. Of particular importance are: the extent of professional élite power, state licensing, the prestige of modern science and of universities, the level of student demand, the nature of the employment system and labour-market organization and the contextual dependence of prob lems and issues. Academics in some managerial fields have extended their jurisdictional control in some countries by developing technical skills for dealing with complex, yet well-bounded and general, kinds of problems invol ving quantitative information.

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12

Menz, Mario. "Integrating academic skills and employability - final." Journal of Perspectives in Applied Academic Practice 8, no. 1 (September 1, 2020): 115–20. http://dx.doi.org/10.14297/jpaap.v8i1.393.

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Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and scepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development on student’s success at university and illustrates the link between academic skills, employability and professional success.The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21stcentury knowledge economy and invites universities to enhance their curriculum with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development based on the existing academic literature around the Scholarship of Teaching and Learning as well as research into employability skills.The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linkingacademic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners.

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13

Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (February 28, 2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.

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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.

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14

Berkseth, Janet Kempf. "Composition Skills and Academic Progress." Journal of Nursing Education 26, no. 8 (October 1987): 333–34. http://dx.doi.org/10.3928/0148-4834-19871001-08.

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Aluise, John J., Constance C. Scmitz, Carole J. Bland, and Robert E. McArtor. "Administrative Skills for Academic Physicians." Medical Teacher 11, no. 2 (January 1989): 205–12. http://dx.doi.org/10.3109/01421598909146324.

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16

Wahlén, Staffan. "Teaching Skills and Academic Rewards." Quality in Higher Education 8, no. 1 (April 2002): 81–87. http://dx.doi.org/10.1080/13538320220127470.

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17

Gilbert, John. "Review of: Instant academic skills." Journal of English for Academic Purposes 10, no. 4 (December 2011): 285–86. http://dx.doi.org/10.1016/j.jeap.2011.06.002.

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18

Subedi, Netra Bahadur. "Leaders’ Narratives on Enhancing Academic Results through Soft Skills." KMC Research Journal 4, no. 4 (December 31, 2020): 127–38. http://dx.doi.org/10.3126/kmcrj.v4i4.46473.

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Although the term “soft skill” is new in our context, it has got lots of momentum very recently. Many research works on soft skills have been made worldwide and one important finding says that soft skills are important employability skills (Vasanthakumari, 2019.) Unfortunately, no substantial study has been made on whether soft skills help retain hard skills or not. Therefore, I have attempted to research this less travelled area and the finding is that soft skills help retaining hard skills and strengthening academic results. In the course of my research, I applied narrative inquiry as a research methodology selecting three research participants purposively. After data presentation, as I analyzed the patterns and themes, I got the finding that soft skills are supportive to enhance hard skills.

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19

Muellenbach, Joanne Marie. "Academic Library Department Experience Fosters the Development of Leadership Skills Relevant to Academic Library Directorship." Evidence Based Library and Information Practice 12, no. 1 (March 15, 2017): 134. http://dx.doi.org/10.18438/b80p8p.

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A Review of: Harris-Keith, Colleen S. (2015). The Relationship Between Academic Library Department Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship. The Journal of Academic Librarianship, 41(3), 246-263. doi:10.1016/j.acalib.2015.03.017 Abstract Objective – This study sought to identify if the perception of library leadership skill and quality development is equal across departmental experience, and what are the leadership skills and qualities most commonly perceived to be used in each department. Design – Quantitative online survey instrument. Setting – Master’s colleges and universities from 728 institutions in the United States of America, as classified by the Carnegie Foundation. Subjects – 666 academic library directors. Methods – Selected participants, representing academic library administrative leadership, were contacted by email a maximum of four times and were invited to complete an online survey instrument composed of six sections. The first three sections contained the purpose and confidentiality statements, demographic information, and data on the past five positions held by respondents prior to their current directorship. The next two sections each had 25 statements on a 5-point Likert scale, to collect data on perceived leadership skills and qualities exercised by respondents in their most recent three positions. The final section had four open-ended questions to help explain the academic library directors’ responses and provide context for the ratings in previous sections of the instrument. Main results – A total of 296 responses were received, for a 40.66% response rate, which was representative of the institution type demographics, including private non-profit, public, and private for-profit. The first research question asked: is the perception of library leadership skill and quality development equal across departmental experience? The data used for this question involved all library departments: Access Services, Administration, Collection Development, Digital Library Services, Information Technology, Reference and Instruction, and Technical Services. When departments were compared pairwise on composite leadership skill scores, Administration was significantly higher than another department. Results showed that perceptions of leadership quality development appeared to be equal across departments, but leadership skill development was not, and in fact, there was a significant difference between the variances of the composite scores in the population. The second research question asked: what are the leadership skills and qualities most commonly perceived to be used in each department? Results revealed that every leadership skill score except for time management was significant, indicating a difference among library departments based on individual leadership skill scores. Respondents perceived that there was a difference in leadership skill (but not leadership quality) development opportunity by department. Departments were also compared pairwise on offering a greater opportunity to develop leadership skills, and overall, academic library directors perceived that there were significant differences in skill development by department. Furthermore, respondents overwhelmingly indicated that Administration was where they perceived the most leadership skill development opportunities. There was no perceived difference in leadership quality development by department. As well, some departments were reported to provide targeted, department-specific leadership skills, such as resource allocation and budget management. Conclusion – This study offers strong evidence that development of many of the leadership skills necessary for success as an academic library director only present themselves to professionals once they enter the Administration department, the library director position, or the assistant director position.

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20

Wardani, Ria. "ACADEMIC HARDINESS, SKILLS, AND PSYCHOLOGICAL WELL-BEING ON NEW STUDENT." Jurnal Psikologi 19, no. 2 (June 27, 2020): 188–200. http://dx.doi.org/10.14710/jp.19.2.188-200.

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This study aims to determine the academic hardiness of new students and use a model that integrates transformational coping, social support, and psychological well-being. As individuals undergoing a period of educational transition, new students need to adapt to the requirements and academic tasks that are different from schooling and insist on them to demonstrate their strong persistence personalities and develop their psychological well-being. This study uses a non-experimental cross-sectional research design. A total of 237 participants filled out the academic hardiness, skills, and psychological well-being questionnaire, and the data were analyzed with SEM version 8.80. The test results show that academic hardiness plays a direct role in developing participant's psychological well-being. Even though academic hardiness plays a role in developing transformational coping and social support skills, both skills do not play a role in fostering psychological well-being. These results indicate that commitment - control - and challenges that reveal participants' ability to adapt to the new academic demands can improve their individual ability to demonstrate their fully functioning self or fully functioning person in completing academic demands and tolerating pressures. However, a similar role does not find transformational coping skills and social support skills as the product of academic hardiness. The skill level does not determine the development of the participant's psychological well-being.

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21

Duhon, Gary J., George H. Noell, Joseph C. Witt, Jennifer T. Freeland, Brad A. Dufrene, and Donna N. Gilbertson. "Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills." School Psychology Review 33, no. 3 (September 1, 2004): 429–43. http://dx.doi.org/10.1080/02796015.2004.12086260.

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22

Estrapala, Sara, and Deborah K. Reed. "Goal-Setting Instruction: A Step-by-Step Guide for High School Students." Intervention in School and Clinic 55, no. 5 (October 23, 2019): 286–93. http://dx.doi.org/10.1177/1053451219881717.

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Teaching self-determination skills to students with disabilities can improve both behavior and academic achievement while having a lasting impact on life outcomes. Specifically, goal setting is a highly useful and transferrable life skill that can enhance motivation, increase access to curriculum, and promote independence while improving academics and behavior. Unfortunately, students with disabilities are often not provided with adequate instruction to learn and practice goal-setting skills in school. To that end, this article presents a step-by-step guide for teachers to explicitly teach high school students with disabilities how to self-set goals to improve their behavior and academic achievement.

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23

O'Hare, Liam, and Carol McGuinness. "Skills and Attributes Developed by Psychology Undergraduates: Ratings by Undergraduates, Postgraduates, Academic Psychologists and Professional Practitioners." Psychology Learning & Teaching 4, no. 1 (March 2005): 35–42. http://dx.doi.org/10.2304/plat.2004.4.1.35.

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The question of graduate skills and attributes is increasingly central in higher education. In addition, the specification of both subject-specific and generic skills for each discipline was part of Quality Assurance Agency's (QAA) benchmarking exercise. This paper reports what skills and attributes are well developed in a psychology degree, through the ratings of four pertinent groups. Fifty student skills and attributes (derived from the QAA Graduate Standards Programme) were rated on a five-point scale by undergraduates (n = 30), postgraduates (n = 42), academic psychologists (n = 20) and professional practitioners (n = 18). Each person was asked to rate how well a psychology degree promoted the development of each skill/attribute. Factor analysis yielded three higher order groupings which were labelled: (i) thinking skills (including interpreting and evaluating information, testing hypotheses, critical reasoning); (ii) self-management skills (including time management, self-discipline, organising,); and (iii) corporate management skills (including managing people and resources, negotiating, networking). Analysis of variance showed that thinking skills were rated highest across all groups, followed by self-management skills. Corporate-management skills were rated as least well developed. However, skill development in general was considered just above average (rated 3.54 on a 5 point scale). For the most part, academics and practitioners rated skill development lower than the student groups. Academics rated thinking skills and professional practitioners rated self-management skills significantly lower than the student groups. All groups agreed that ‘corporate-management skills’ were least well developed in psychology undergraduate courses. The implications of these results for curriculum development, for developing awareness of skills and attributes and for communication between the different groups are discussed.

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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (March 16, 2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.

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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing

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Mario, Menz. "Integrating Academic Skills and Employability - Revisiting the Learning Journal." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 5–17. http://dx.doi.org/10.24193/jrhe.2020.2.1.

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Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and skepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development with regard to students’ success at university, and illustrates the link between academic skills, employability and professional success. The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21st century knowledge economy, and invites universities to enhance their curricula with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development, based on the existing academic literature around the scholarship of teaching and learning, as well as research into employability skills. The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linking academic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners. While this paper has been written specifically with undergraduate business degrees in mind, the principles and practices it outlines can also be applied to other academic disciplines.

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26

Malkawi, Nibal, and Tamara Krishan. "Utilization of Teaching Language Skills Across the Curriculum for Developing Language Skills to Rich Academic Content in All Subjects." World Journal of English Language 13, no. 1 (December 28, 2022): 312. http://dx.doi.org/10.5430/wjel.v13n1p312.

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This study is based on the involvement of language skills among the students in academics. Language skills improvement can help individuals manage their communication with others, increasing their confidence level. The objectives have been developed to determine the need for language skill development in the curriculum. High-level negotiations with native languages are managed through academic language improvement. The application of Krashen’s monitor model and Hardlry's theory of language development can help manage the language learning opportunities for students in academics. The use of the secondary research method has helped uncover the importance of using language skills in future development. The qualitative analysis has helped in analyzing the data and finding appropriate results for the study. This study aimed to discover students' creativity in order to maintain language skill development. The inclusion of issues such as lack of interest among the students is affecting the proficiency of the educational system. Moreover, the use of the language skill helps in managing communication, through which the ideas of the students are increased. This aids in the development of critical thinking processes in students in order to improve their skills.

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Walter, Anne Berit, Lene Berge Holm, Nanna Paaske, and Solfrid Øhrn. "Middle management in academia: Social skills and academic professional awareness wanted." International Journal of Management in Education 17, no. 1 (2023): 1. http://dx.doi.org/10.1504/ijmie.2023.10050211.

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Paaske, Nanna, Solfrid Tandberg Øhrn, Lene Berge Holm, and Anne Berit Walter. "Middle management in academia: social skills and academic professional awareness wanted." International Journal of Management in Education 17, no. 1 (2023): 68. http://dx.doi.org/10.1504/ijmie.2023.127775.

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Topalov, Jagoda, and Biljana Radić-Bojanić. "Academic Research Skills of University Students." Romanian Journal of English Studies 10, no. 1 (March 1, 2013): 145–52. http://dx.doi.org/10.2478/rjes-2013-0012.

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Abstract The paper analyzes questionnaires administered to 135 English Language students in all four years with an attempt to elaborate how developed the students’ academic research skills are and investigate if they correlate with the years of study. Furthermore, the results are compared to students’ general habits concerning internet use to prove that they do not correlate with academic research skills.

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Hall, Judith. "Using the skills of academic elders." South African Medical Journal 106, no. 6 (May 26, 2016): 9. http://dx.doi.org/10.7196/samj.2016.v106i6.11023.

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Hampton, Frederick M. "Academic Survival Skills for Urban Students." International Research in Higher Education 5, no. 3 (October 20, 2020): 1. http://dx.doi.org/10.5430/irhe.v5n3p1.

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This article discusses specific attitudes, behaviors, and skills used by some urban students to greatly enhance their chances of experiencing academic success in school. Both qualitative and quantitative analyses demonstrate that regardless of students’ socio-economic background or ethnicity and race, high achievement can become an expectation. The research found the most commonly shared attribute among academically successful urban students was their willingness to assume greater personal responsibility for their educational outcomes. This research supports the position that urban schools should incorporate the teaching and practice of these attitudes, behaviors, and skills into the daily curriculum as a mechanism for meaningful student achievement and personal growth.

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Chen, Hsuanwei Michelle. "Information visualization skills for academic librarians." Library Hi Tech 37, no. 3 (September 16, 2019): 591–603. http://dx.doi.org/10.1108/lht-01-2018-0012.

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Purpose The purpose of this paper is to investigate how scholars in the digital humanities employ information visualization techniques in their research, and how academic librarians should prepare themselves to support this emerging trend. Design/methodology/approach This study adopts a content analysis methodology, which further draws techniques from data mining, natural language processing and information visualization to analyze three peer-reviewed journals published within the last five years and ten online university library research guides in this field. Findings To successfully support and effectively contribute to the digital humanities, academic librarians should be knowledgeable in more than just visualization concepts and tools. The content analysis results for the digital humanities journals reflect the importance of recognizing the wide variety of applications and purposes of information visualization in digital humanities research. Practical implications This study provides useful and actionable insights into how academic librarians can prepare for this emerging technology to support future endeavors in the digital humanities. Originality/value Although information visualization has been widely adopted in digital humanities research, it remains unclear how librarians, especially academic librarians who support digital humanities research, should prepare for this emerging technology. This research is the first study to address this research gap through the lens of actual applications of information visualization techniques in digital humanities research, which is compared against university LibGuides for digital humanities research.

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Lindsey, Tommie, and Benjamin Mabie. "Life Skills Yield Stronger Academic Performance." Phi Delta Kappan 93, no. 5 (February 2012): 33–36. http://dx.doi.org/10.1177/003172171209300508.

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34

Callanan, Charles, B. F. Eller, and Bettie Woods. "Enhancing Academic and Social Learning Skills." Journal of Educational Technology Systems 19, no. 4 (June 1991): 355–60. http://dx.doi.org/10.2190/dkn7-ctx7-e5cq-2th6.

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35

Burns, Matthew K., and Helen Young. "Test Review:Measures of academic progress skills." Journal of Psychoeducational Assessment 37, no. 5 (June 22, 2018): 665–68. http://dx.doi.org/10.1177/0734282918783509.

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36

Powers, Donald E. "Academic demands related to listening skills." Language Testing 3, no. 1 (June 1986): 1–38. http://dx.doi.org/10.1177/026553228600300101.

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37

Bradley, Peter. "Academic skills in the screenish era." Journal of the European Honors Council 4, no. 1 (June 27, 2020): 1–4. http://dx.doi.org/10.31378/jehc.121.

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Our culture has begun to react to the implications of digital technology for our shared memory and individual privacy in the form of legislation like GDPR. But the culture of higher education---specifically the dominant model of knowledge generation and transmission---stays firmly rooted in the 'bookish' tradition. Honors education was started in response to the changing world in the wake of WWII. Its core principles of engaged learning and individualization of the student experience can lead higher education to embrace the new culture of digital technology-assisted knowledge generation and transmission.

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Cutietta, Robert A. "Does Music Instruction Aid Academic Skills?" General Music Today 10, no. 1 (October 1996): 24–27. http://dx.doi.org/10.1177/104837139601000108.

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39

Ainsworth, By Len. "Developing Management Skills of Academic Professionals." To Improve the Academy 7, no. 1 (June 1988): 203–9. http://dx.doi.org/10.1002/j.2334-4822.1988.tb00139.x.

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40

Keevy, Monique. "Using case studies to transfer soft skills (also known as pervasive skills)." Meditari Accountancy Research 24, no. 3 (August 8, 2016): 458–74. http://dx.doi.org/10.1108/medar-04-2015-0021.

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Purpose The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this method can be used to transfer soft skills (also known as pervasive skills) to students. Design/methodology/approach An electronically administered questionnaire was sent to South African accounting academics. Findings Prior research provides evidence of the value of case studies in the transfer of soft/pervasive skills to students. The findings reveal that case studies are used less frequently by South African accounting academics than their international counterparts, because of a lack of awareness by South African accounting academics of the competencies that can be transferred using case studies, and the application of alternative teaching methods. Originality/value This paper provides insight into the use of case studies by academics in a developing country whose traditional strengths were in technical teaching, and the reluctance of the majority of South African accounting academics to embrace case studies into their academic programmes.

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Wahyuni, Dewi Sri. "INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING." UAD TEFL International Conference 1 (November 20, 2017): 144. http://dx.doi.org/10.12928/utic.v1.162.2017.

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One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

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Fee, Robert J., Jacqueline Montes, Jennifer L. Stewart, and Veronica J. Hinton. "Executive Skills and Academic Achievement in the Dystrophinopathies." Journal of the International Neuropsychological Society 24, no. 9 (October 2018): 928–38. http://dx.doi.org/10.1017/s1355617717001333.

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AbstractObjectives:To examine academic performance in dystrophinopathy as a function of dystrophin gene mutation position as well as intellectual function, executive skills, socioeconomic status (SES), behavior, and physical ability.Methods:In a cross-sectional study, boys with dystrophinopathy (ages 5–17;n=50) completed tests of academics (Woodcock-Johnson-III: spelling, reading, calculation and total scores), executive functioning (selective attention/inhibitory control, set shifting, working memory, and processing speed), single word comprehension and nonverbal reasoning. Motor skills were assessed and parents provided demographic information and child behavioral assessments. Dystrophin gene mutation positions were dichotomized into groups (upstream versus downstream of exon 43, location of isoforms previously linked to intellectual impairment). Genetic mutation groups were compared on measures of academic achievement, and multiple regression analyses examined unique and joint contributions of executive skills, intelligence quotient (IQ), SES, motor abilities, behavior, and mutation positions to academic outcomes.Results:Academic performance was slightly, yet significantly, lower than IQ and varied as a function of dystrophin gene position, wherein boys possessing the downstream mutation exhibited greater impairment than boys with the upstream mutation. Digit span forward (indexing verbal span), but no other measure of executive function, contributed significant variance to total academic achievement, spelling and calculation.Conclusions:Weak academic performance is associated with dystrophinopathy and is more common in downstream mutations. A specific deficit in verbal span may underlie inefficiencies observed in children with dystrophinopathy and may drive deficits impacting academic abilities. (JINS, 2018,24, 928–938)

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K L, Sagayaraj, and Nisha Ashokan. "Analysis of Employability Skills Among Rural Graduates." ECS Transactions 107, no. 1 (April 24, 2022): 5613–23. http://dx.doi.org/10.1149/10701.5613ecst.

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The purpose of education is to bring out the good qualities that are hidden among students. Education enlightens and creates new job avenues for the graduates to hone their employability skills. Employers look for graduates who are acquainted with expected employability skills fit for the job market. Academicians and academic institutes have a vital role in imparting knowledge and shaping the future of graduates. Employability skill creates new hopes and promises to the graduates to secure a promised job. Employability skill is well described as the attributes, knowledge, and skills possessed by graduates during the academic pursuit. As employability skill is becoming more important for the graduates to get good placement, it is the need of the hour to explore new ways of imparting employability skill among the graduates. This article aims at exploring the existing literature on employability skills among graduates. The purpose of this study is to analyze the various dimensions, categories, and frameworks of employability skills among graduate students. This article identifies the gap that is existing between academic institutions and employers. This paper focuses also on the important skills that are expected by employers in the 21st century.

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Bielialieva, O. M., Y. V. Lysanets, I. V. Znamenska, L. B. Slipchenko, and I. V. Rozhenko. "Developing Professional Communication Skills in Medical English for Academic Purposes." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 329–37. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-329-337.

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Lysanets, Y. V., O. M. Bielialieva, I. V. Znamenska, L. B. Slipchenko, and N. M. Nikolaieva. "Mastering the Writing Skills in Medical English for Academic Purposes." Bulletin of Luhansk Taras Shevchenko National University, no. 2 (325) (2019): 352–60. http://dx.doi.org/10.12958/2227-2844-2019-2(325)-352-360.

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Shank, John D., and Nancy H. Dewald. "Academic Library Administrators’ Perceptions of Four Instructional Skills." College & Research Libraries 73, no. 1 (January 1, 2012): 78–93. http://dx.doi.org/10.5860/crl-219.

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This study seeks to fill a gap in the literature by examining the perceptions of current administrators toward four domains and their associated skill sets needed to fulfill the library’s instructional role. Hundreds of Library Directors/Deans/Associate Deans/Heads in academic libraries of all sizes across the United States were surveyed to determine to what extent they value the skill sets associated with the four selected instructional skill domains: two traditional—teaching and presentation—and two more recently adopted by librarians—instructional design and educational technology. The findings of this research indicate that library administrators value the traditional skill sets more than the newer nontraditional skills. The results and possible implications, as well as directions future studies can take, are discussed.

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Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (August 5, 2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.

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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals. Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation

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Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers." Journal of Educational Issues 1, no. 2 (December 9, 2015): 117. http://dx.doi.org/10.5296/jei.v1i2.8464.

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<p>Since 2004 Albanian academics have been making efforts to establish the best Western practices of academic writing associated with critical thinking and writing skills for university students. In this article, I will shed light upon the special challenges and peculiarities the establishment of Academic Writing discipline has encountered in Albania over the years of educational transformation in the broad framework of democratic political transition. I argue that the socio-political indoctrination of the society during five decades of communist dictatorship has delayed the cultivation of critical thinking, reading and, consequently, critical writing skills for academic and occupational opportunities. Moreover, the research will not be limited only to causal factors of delay, instead, it will pave the way to recommendations that accelerate the successful acquisition and possession of such crucial academic writing skills for Albanian university graduates and academia in general.</p><p>First, I provide literature on definition of critical thinking and its improvement through writing courses; next I depict the typical political indoctrination of students during communist dictatorship tracing the legacy of mechanic reading and the huge lack of critical discourse even among the academic staffs themselves; later on I discuss the contemporary academic focus being placed upon the need of critical academic writing to prepare independent thinkers successful to face the democratic transition. Finally, and most importantly, I offer substantial suggestions and recommendations how to implement successfully the Western Academic writing tradition in the higher education curricula by taking into consideration Albania’s educational legacy.</p>

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Er, Zübeyde, Perihan Dinç Artut, and Ayten Pınar Bal. "Investigation of the Relationship between Estimation Skill, Estimation Skill Self-efficacy, and Academic Achievement of Secondary School Students." International Journal on Social and Education Sciences 4, no. 1 (January 15, 2022): 149–63. http://dx.doi.org/10.46328/ijonses.292.

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The purpose of this study is to investigate the relationship between secondary school students’ estimation skills, estimation skills self-efficacies and academic achievements. The research was designed in a correlational survey model, one of the quantitative research models and it was carried out in Adana, a city in the Mediterranean Region during the spring semester of the 2020-2021 academic year with secondary school students (n=155) who were selected by maximum variation sampling method, one of the purposive sampling methods. The Estimation Skills Self-Efficacy Scale that was developed by Er, Artut and Bal (2021) was used to determine the students' estimation self-efficacy. Also, the Estimation Skill Test which was developed by the researchers was used to determine the students’ estimation skills. One-way analysis of variance (ANOVA) and regression analysis techniques were made use of in the process of data analysis. The research findings showed that the students' estimation skills were at moderate level and their estimation self-efficacy levels were low. It was also concluded that the students’ estimation skills and their estimation self-efficacies differed according to their grade levels. Furthermore, it was found that there was a positive and moderate relationship between students' estimation skills and estimation self-efficacies and a positive and moderate relationship between their estimation skills and academic achievements. It was also determined that there is a positive and moderately significant relationship between estimation self-efficacies and academic achievement. In addition to this, it was seen that students' estimation self-efficacies and academic achievements explained 17% of the total variance of their estimation skills. In other words, students' estimation skills increase in parallel with their estimation skill self-efficacies and academic achievements.

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Purwanto, Eko, Sumardjo Sumardjo, Retno Hafsari, and Cahyono Tri Wibowo. "Communication Patterns in the Development of Life Skills at the Darul Fallah Islamic Boarding School in Bogor Regency." Nyimak: Journal of Communication 4, no. 2 (September 24, 2020): 267. http://dx.doi.org/10.31000/nyimak.v4i2.2875.

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This study aims to determine the pattern of communication in the process of developing life skills at the Darul Fallah Islamic Boarding School, Bogor Regency. The research method used is a case study with a qualitative approach. The results showed that the curriculum used was an integrated curriculum, namely a combination of religious material, general material, and life skills consisting of: personal skills, social skills, academic skills, and vocational skills. Personal skill development is carried out through public lectures, muhadhoroh, pencak silat, and sports. Social skill development is carried out through HISDAF which is an organization of students, muhadatsah and scouts. Academic skill development is carried out through learning the Qur’an, Hadith and the Salaf book (Yellow book). Vocational skill development is carried out through an integrated agricultural program. Linear communication patterns are actualized in general lectures and muhadhoroh (discourse) activities. Interactional communication patterns are carried out in muhadatsah (conversation) activities, learning the Qur’an, Hadith and the Salaf books. While transactional communication patterns are carried out in scouting activities, HISDAF student organizations, and agricultural education.Keywords : Life skills, linear communication, interactional communication, transactional communication ABSTRAKPenelitian ini bertujuan untuk mengetahui pola komunikasi dalam proses pengembangan life skill di Pondok Pesantren Pertanian Darul Fallah Kabupaten Bogor. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa kurikulum yang digunakan adalah kurikulum terpadu, yaitu gabungan materi keagamaan, materi umum, serta keterampilan (life skill) yang terdiri atas: personal skill, social skill, academic skill, dan vocational skill. Pengembangan personal skill dilakukan melalui ceramah umum, muhadhoroh, pencak silat, dan olahraga. Pengembangan social skill dilakukan melalui HISDAF yang merupakan organisasi santri, muhadatsah dan pramuka. Pengembangan academic skill dilakukan melalui pembelajaran al-Qur’an, Hadis dan kitab salaf (kitab kuning). Pengembangan vocational skill dilakukan melalui program pertanian yang terpadu. Pola komunikasi linier diaktualisasikan dalam kegiatan ceramah umum serta muhadhoroh. Pola komunikasi interaksional dilakukan dalam kegiatan muhadatsah, pembelajaran al-Qur’an, Hadis dan kitab salaf. Adapun pola komunikasi transaksional dilakukan dalam kegiatan pramuka, organisasi santri HISDAF, dan pendidikan pertanian.Kata Kunci: Life skills, komunikasi linier, komunikasi interaksional, komunikasi transaksional

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