Higher Education Research and Development Society of Australasia
This paper explores both the theory and practice of embedding graduate skills within Griffith Business School Curricula. We reflect on our experience in running a pilot in Management Concepts: a first year course designated as a site for embedding particular skills. We use our experience in this context to illustrate and support our argument that teaching practice and evaluation are as important as research in developing a scholarly approach to graduate skills development.
Keywords: Graduate skills, reflective teaching practice, critical thinking