Graduateness: an empirical examination of the formative function of university education

Steur, J.; Jansen, E.; Hofman, W.
December 2012
Higher Education (00181560);Dec2012, Vol. 64 Issue 6, p861
Academic Journal
The formative merits of university education are at risk of being reduced from graduateness in the sense of broad academic cultivation to professional training with a strong emphasis on employability. The difficulty in opposing this trend is the absence of a clear framework for academic cultivation. The aim of this study is to construct a model that uses the formative function of university education as a starting point, that distinguishes graduateness from employability, and that integrates theories on reflective thinking, scholarship, moral reasoning and lifelong learning. This approach offers the possibility of making use of insights from established theoretical traditions in the study of the intellectual development of students. For this study, a questionnaire was developed to investigate graduateness, or intellectual cultivation, among students in a research university. Structural equation modelling revealed that the expected structure was confirmed by the data. Reflective thinking has the strongest influence on lifelong learning; however, scholarship and moral citizenship are also important elements.


Related Articles

  • Small-group presentations--teaching `science thinking' and context in a large biology class. Eisen, Arri // BioScience;Jan1998, Vol. 48 Issue 1, p53 

    Presents the logistics and pedagogical approach of a cell biology course taught by the author at Emory University. Desire to teach thinking and process, not just facts in science; Biology majors at Emory; Questions addressed by course; Course based on student presentations of research articles;...

  • A Content Means to a Critical Thinking End: Group Quizzing in History Surveys. Burkholder, Peter // History Teacher;Aug2014, Vol. 47 Issue 4, p551 

    The article discusses the tension between factual content and historical critical thinking skills in college history courses, and presents a case study concerning techniques and rationale utilized in the first half of a world history survey course, particularly the use of group quizzing. The...

  • Civic Tolerance among Honors Students. SHEPHPHERD, GORDON; SHEPHPHERD, GARY // Journal of the National Collegiate Honors Council;Spring/Summer2014, Vol. 15 Issue 1, p85 

    The article presents the author's views on the impact of college education on the tolerance power of college students. Brief description on the benefits of honors programs on the critical thinking, mathematics, and cognitive development of a student is presented. It further discusses...

  • The 'nervous conditions' of neo-liberated higher education students. van Zyl, G. M. // South African Journal of Higher Education;2014, Vol. 28 Issue 5, p1663 

    To the newly liberated citizens of South Africa, a higher education (HE) qualification in 1994 represented both a means to a prosperous end, and a hope-filled end in itself. Whichever party has managed to achieve political victory two decades later, the current South African HE situation remains...

  • University Students' Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale. Gómez-Barreto, Isabel María; Merino-Tejedor, Enrique; Sánchez-Santamaría, José // Sustainability (2071-1050);Jan2020, Vol. 12 Issue 2, p729 

    This study emerges from the development of higher-order thinking skills recognised as influential attributes to be considered for quality of learning in preservice teachers; hence, this quantitative research is a systematic attempt to obtain metric-quality pieces of evidence for identifying...

  • Graduate Versus Undergraduate Scholarship: Research Acquisition and Dissemination. Madsen, Clifford K.; Furman, Charles E.; Center for Music Research Florida State University. // Journal of Music Therapy;Winter1984, Vol. 21 Issue 4, p170 

    The present study attempted to compare the research prowess of undergraduate and graduate students while controlling traditional contingencies (i.e., grades). Seventy-two subjects representing undergraduates (n = 30) and graduates (n = 42) participated in the study. All subjects were enrolled in...

  • Generic attributes as espoused theory: the importance of context. Jones, Anna // Higher Education;Aug2009, Vol. 58 Issue 2, p175 

    There has been considerable interest in generic attributes in higher education for over a decade and yet while generic skills or attributes are an important aspect of policy, there is often a lack of consistency between beliefs about the importance of these skills and attributes and the degree...

  • Service Learning in the Scholarship of Teaching and Learning: Effective Practices. Bowen, Glenn // International Journal for the Scholarship of Teaching & Learning;2010, Vol. 4 Issue 2, p1 

    This paper examines faculty application of service learning to pedagogical scholarship in higher-education institutions. It addresses the need for evidence of teaching effectiveness as reflected in learning outcomes systematically investigated and documented. The paper is based on a qualitative...

  • Learning to Think and Act from the Standpoint of Equity. Peña, Edlyn Vallejo; Bensimon, Estela Mara; Colyar, Julia // Liberal Education;Spring2006, Vol. 92 Issue 2, p48 

    Highlights the implementation of Equity for All institutional change intervention intended to close the equity gap in higher education in the U.S. Identification of situated inquiry, practitioner-as-researcher and community of practice in contextualized problem defining; Need for critical...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics