Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Active Learning in Higher Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Durkin, K.
Right arrow Articles by Main, A.
Right arrow Search for Related Content
Social Bookmarking
 Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Discipline-Based Study Skills Support for First-Year Undergraduate Students

Kathy Durkin

Andrew Main

Bournemouth University, UK

Universities are expected to align their programmes with the new Quality Assurance Agency National Qualifications framework by the start of the academic year 2003–2004 (QAA 01). QAA have identified a number of ‘intellect’ and ‘transferable’ skills in their guidelines, which they regard as essential to develop atall levels of higher education. They define ‘intellect’ skills as including analysis, synthesis, evaluation and problem-solving. Transferable skills include communication (oral and written), teamwork, research skills, etc. This article argues that these skills can be developed through study skills support and considers the potential benefits of different approaches to academic study skills support for undergraduate students.

Key Words: discipline-based • generic • mentoring • study skills

Active Learning in Higher Education, Vol. 3, No. 1, 24-39 (2002)
DOI: 10.1177/1469787402003001003


Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
PedagogyHome page
A. Green
A Desk and a Pile of Books: Considering Independent Study
Pedagogy, October 1, 2007; 7(3): 427 - 452.
[PDF]


Home page
Arts and Humanities in Higher EducationHome page
A. Green
University Challenge: Dynamic subject knowledge, teaching and transition
Arts and Humanities in Higher Education, October 1, 2006; 5(3): 275 - 290.
[Abstract] [PDF]


Home page
Active Learning in Higher EducationHome page
S.-J. Finlay and G. Faulkner
Tete a tete: Reading groups and peer learning
Active Learning in Higher Education, March 1, 2005; 6(1): 32 - 45.
[Abstract] [PDF]


Home page
Arts and Humanities in Higher EducationHome page
K. Smith
School to University: An Investigation into the Experience of First-Year Students of English at British Universities
Arts and Humanities in Higher Education, February 1, 2004; 3(1): 81 - 93.
[Abstract] [PDF]