Employers identify challenges when attempting to wean graduate employees from behaviours instilled through the process of assessment. When required to offer advice to the new organisation’s clients, graduates may convey information that is factually correct but extending beyond what is really needed, thus providing their client with TMI – ‘Too much information’. Opportunities for students to develop transferable skills should be integral to curriculum design to better meet the needs of employers and clients. Birmingham City University collaborated with employers to create a toolkit of resources encouraging development of better skills. This paper focuses on one element of this toolkit, reviewing the problems in conveying ‘too much’ information in four different contexts. Construction of the resources and their implementation within the classroom has been evaluated at undergraduate and postgraduate levels, establishing their useability across a wide range of disciplinary fields. We can reveal that the resources provide value in supporting the development of transferable skills when embedded within contextualised teaching sessions.
|Number of pages||17|
|Journal||Journal of Learning Development in Higher Education|
|Publication status||Published (in print/issue) - 2012|