A Rationale for an Introduction of Lifelong Learning Skills: business, management and accounting undergraduate awards

abstract

This article is concerned with the conceptual and theoretical approach to the introduction of lifelong learning skills in the undergraduate programme of a large business school. The group of faculty responsible for developing three modules at three different levels is identified as are the reasons for the initiative. The recognition of a general aim of ‘producing graduates who will be capable of success in the changing world of work and who would reach their potential as active learners’ is highlighted. General objectives are pinpointed and a conceptual model developed. This is designed around knowledge, that is, the validity of knowledge which is at the heart of higher education (HE); relevance and its importance in motivating students and for recognition by all those involved in teaching undergraduates, employers of graduates and other external agencies. The focus on skills, with a brief review of the complexity of different types and labels, competencies and capabilities with the decision taken to focus on lifelong learning skills for the three modules is discussed. This provides a framework for a core level 1 module of 20 credit points, a researching business module of 10 credit points at level 2 and the level 3 dissertation of 20 credit points. The third point in the triangle which makes up the conceptual model is the learning process. How students learn, learning styles, surface and deep learning approaches are explored. The delivery process with students becoming active participants and some ways forward are suggested. Resource‐based learning as a means to support this is included and appropriate forms of assessment are reviewed. Finally, implications for staff development are visited before the concluding paragraphs which highlight potential problems which might impede the introduction of lifelong learning skills.