Assignment for Kim

English- Research Paper Proposal

Introduction of Research Based Curriculum in Universities Leads to Generic Graduates

Wendy Hess

Argosy University

1. Working Thesis:

Introduction of Research Based Curriculum in Universities Leads to Generic Graduates.

2. Abstract

Universities are the highest learning institution and there is need to ensure that all alumni from these campuses become an asset to the society as opposed to being liabilities. With this in mind, universities have sort to become more competitive by claiming prominent people as their alumni as they make substantial differences in the society. This has prompted universities to adopt various strategies. This paper analyses the different quantitative and qualitative concepts that are adopted by different universities and the implication of these concepts on university policies and if they indeed do lead to generic graduates. At the same time, the paper will analyse the missing links between the education knowledge and generic graduates and the reverse as well.

3. Explanation

Curriculum is a word that is used to describe the methods and materials used by teachers to pass on knowledge to the students in class and also in other places. Research is a task that is embarked on in order to build on the already existing body of knowledge, bring to light new knowledge or to fill in a lacuna (Barrie, 2004). A research based curriculum is based on the premise that it will ensure that the students achieve their important effective goals.

Generic graduates have attributes that are expected from graduates regardless of the course that they took in the university. These attributes include good communication skills, a sense of social responsibility, general knowledge, critical and creative thinking and problem solving skills (Barrie, 2004). With a population full of graduates with such attributes, they are have a higher chance of ensuring there constant invention and innovation thus improving the living standards of the entire population.

4. Possible objections

According to Berrie, 2003, research based policies act as more of a limiting factor for some of the students with great talent. These policies place a student in a box, whereby he can only be able to choose a predetermined number of attributes unconsciously and therefore limits his capabilities. Those against research based curriculum, do not completely argue against it, they argue against its results and claims that it leads to fully baked students but of the same flavour. This lack of diversity in skills and attributes leads to lack of diversity in the innovations and inventions from the same graduates.

5. Reply to Objections

According to Hager and Beckett, 2002, the attributes and skills offered by research based curriculum sharpens the academic qualifications earned by the student and in this sense, makes them to be better at what they do as opposed to making them to be enclosed in a box. The skills also offer some level of professionalism to the graduates making them to be more eligible for employment and finally they become fruitful workers.

Research based curriculum also makes class work to be easier to comprehend as it is presented in ways that the students can be able to understand. At the same time, it relates to the current and expected market demand. In real sense, the students will be fully baked and of different well rounded qualification or what was termed as flavours. They will have a proper understanding of the roles they are to play while employed and the important attributes to make them successful.

6. Conclusion

The one thing that stands out about research based curriculum is that there are qualitative and quantitative analyses of the student curriculum relationship and their expectations after they have graduated. It is also based on a feedback methodology to make the proper alterations and this makes it to be dynamic and effective.

References

Barrie, S. C. (2003). Conceptions of Generic Graduate Attributes: A Phenomenographic Investigation of Academics' Understandings of Generic Graduate Attributes in the Context of Contemporary University Courses and Teaching. Doctoral thesis, University of Technology, Sydney

Barrie, S.C. (2004). A Research-Based Approach to Generic Graduate Attributes Policy, University of Sydney, Australia, Higher Education Research & Development, Vol. 23, No. 3,

Hager, P., Holland, S. Beckett, D. (2002). Enhancing The Learning and Employability of Graduates: The Role Of Generic Skills (Business/Higher Education Round Table Position Paper No.9). Melbourne.