Doing away with ‘study skills’

Published on Oct 1, 2006in Teaching in Higher Education1.72
· DOI :10.1080/13562510600874268
Ursula Wingate11
Estimated H-index: 11
('KCL': King's College London)
This paper argues that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term ‘study skills’ itself has misleading implications, which are counterproductive to learning. The main argument is that learning how to study effectively at university cannot be separated from subject content and the process of learning. The role of ‘study skills’ within universities’ skills frameworks, and as a component of students’ long-term development is discussed. Then, it is examined, with a focus on academic writing, what learning at university entails, and what is needed to support this learning. Finally, effective approaches to the enhancement of learning at university and beyond are considered.
  • References (28)
  • Citations (281)
Published on Jan 1, 2000
Stephen Fallows2
Estimated H-index: 2
Christine Steven2
Estimated H-index: 2
This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.
Published on Dec 1, 2004in Studies in Higher Education2.85
Mary R. Lea20
Estimated H-index: 20
(OU: Open University)
This article examines how research findings from the field of academic literacies might be used to underpin course design across the broad curriculum of higher education. During the last decade this research has unpacked the complex relationship between writing and learning, and pointed to gaps in students' and tutors' understanding of what is involved in writing for assessment. The article takes this as its starting point but suggests that the focus on particular groups of students and on stude...
Published on Oct 1, 2004in Studies in Higher Education2.85
Hazel Christie16
Estimated H-index: 16
(Heriot-Watt University),
Moira Munro23
Estimated H-index: 23
(Heriot-Watt University),
Tania Fisher4
Estimated H-index: 4
(Northumbria University)
This article explores some of the issues surrounding student retention at two contrasting universities in Scotland. It is based on a relatively small‐scale quantitative survey of students who withdrew or continued, in order that direct comparisons may be made between the two groups. This comparison allows analysis of the constraints and opportunities that face all young people during their time in higher education, and the circumstances under which students decide to withdraw. This shows widespr...
Published on Jan 1, 2004
Vicki Tariq1
Estimated H-index: 1
Published on Apr 1, 2003in Teaching in Higher Education1.72
Andrew Northedge4
Estimated H-index: 4
(OU: Open University)
Enthusiasm for replacing the didactic authoritarian pedagogue with the learning facilitator has seemed to call into question the role of the teacher as subject expert. Yet students need an insider's expertise to support them in gaining access to the academic discourses they seek to become conversant with. The teacher, as subject expert, has three key roles to play in enabling learning: lending the capacity to participate in meaning, designing well planned excursions into unfamiliar discursive te...
Published on Aug 1, 2002in Journal of Education Policy2.68
Liz Thomas15
Estimated H-index: 15
This paper examines some of the issues surrounding student retention in higher education. It is based on the case study of a modern university in England that has good performance indicators of both widening participation (i.e. increasing the diversity of the student intake) and student retention. The two-fold nature of this success is significant, as it has been asserted that greater diversity will necessarily lead to an increase in student withdrawal. Furthermore, changes to student funding in...
Published on Jul 1, 2002in Teaching in Higher Education1.72
Paul Gamache1
Estimated H-index: 1
Many universities attempt to help struggling students through 'remedial' skills instruction. However, the problems that these university students face are neither entirely technical, as suggested by 'traditionalists', nor entirely social/structural, as suggested by 'postmodernists'. Often, students find university studies difficult because they have an inappropriate conception of what learning is and involves: they see knowledge as an external, objective 'body' of facts and learning as the passi...
Published on Jul 1, 2002in Teaching in Higher Education1.72
Tamsin Haggis1
Estimated H-index: 1
Mireille Pouget1
Estimated H-index: 1
It is suggested that the pedagogical implications of the British government's policies of widening access and increasing participation have not yet been widely explored in the literature on teaching and learning in higher education. Studies that discuss student learning processes seem to focus either on the development of generic skills, or on psychological approaches, whilst studies of 'the student experience' are mostly concerned with wider, contextual issues as these apply to mature students....
Published on Mar 1, 2002in Active Learning in Higher Education2.29
Kathy Durkin1
Estimated H-index: 1
Andrew Main1
Estimated H-index: 1
(BU: Bournemouth University)
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 writte...
Published on Jan 1, 2002
S. Macrae1
Estimated H-index: 1
Martin C. Maguire1
Estimated H-index: 1
Cited By281
Published on May 13, 2019in British Journal of Sociology of Education1.88
Billy Wong12
Estimated H-index: 12
(University of Reading),
Yuan-Li Tiffany Chiu3
Estimated H-index: 3
(Imperial College London)
AbstractWith more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-...
Published on 2019in English for Specific Purposes1.70
Rosemary Wette7
Estimated H-index: 7
(University of Auckland)
Abstract This study reports on provision to assist students in the health sciences develop knowledge and skill in locating, evaluating, and synthesising sources to use as supporting evidence for the argument essays they are required to produce for first year courses at a university in New Zealand. Students were provided with support in the form of documents, tutorials, online discussion and structured assignment tasks, as well as through embedded instruction offered collaboratively by subject le...
Published on 2019in Contemporary School Psychology
David M. Maloney (Mary Immaculate College), Anne Ryan (Limerick Institute of Technology), Deirdre Ryan (Mary Immaculate College)
A pilot programme ‘Successful Transitions’ was conducted by the ‘Shannon Consortium’ and funded by the Higher Education Authority Strategic Innovation Fund from 2014 to 2016. Second level students who were currently engaged in challenging academic work involving key threshold concepts were selected for instruction designed to improve self-regulation. Over a period of approximately 10 weeks, students engaged with challenging mathematics concepts relevant to their course work. Students received in...
Published on Apr 29, 2019in Higher Education Research & Development1.82
Laura Gurney3
Estimated H-index: 3
(University of Waikato),
L. Gurney (University of Waikato), V. Grossi (Deakin University)
ABSTRACTThis article critically explores neoliberal administrative priorities and the ways in which they shape and constrain academic language and learning (ALL) advisory practice in the Australian...
Published on Apr 29, 2019in Higher Education Research & Development1.82
Dana Chahal1
Estimated H-index: 1
(University of Melbourne),
Juana Maria Rodriguez (VU: Victoria University, Australia)+ 0 AuthorsBritta Schneider (Monash University)
ABSTRACTIn times of widening participation, Australian universities trade on notions of diversity, framing themselves as hospitable places of access and inclusion. In this space, Academic Language and Learning (ALL) practitioners may be seen as extending the welcome of the university through practices aimed at addressing students’ diverse needs. These include identifying students ‘at-risk’ of failure and attrition, conducting one-to-one appointments, and embedding academic literacies by team-tea...
Published on May 1, 2019in Nurse Education in Practice1.67
Caroline Havery (UTS: University of Technology, Sydney), Lisa Townsend2
Estimated H-index: 2
(UTS: University of Technology, Sydney)
+ 1 AuthorsAnna Doab5
Estimated H-index: 5
(UTS: University of Technology, Sydney)
Abstract The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and...
Published on Apr 16, 2019in Higher Education Research & Development1.82
Todd James Allen (Hiroshima University)
ABSTRACTWriting groups have been implemented in higher education institutions in the US, UK and Australia as a means of supporting a writer's productivity (e.g., journal articles or book chapters) as well as developing their soft academic skills (e.g., collegiality). However, writing groups are seldom discussed in the Japanese context. Therefore, this study describes the development, facilitation and implications of writing groups at a Japanese university (i.e., graduate and faculty level groups...
Published on Apr 3, 2019in Studies in Higher Education2.85
M. Gregory Tweedie2
Estimated H-index: 2
(U of C: University of Calgary),
Man-Wai Chu (U of C: University of Calgary)
ABSTRACTEnglish is increasingly common as a medium of instruction in higher education internationally, and evidence of English language proficiency (ELP) forms a vital aspect of many post-secondary admission applications. Scores from different ELP measures (e.g. standardized assessments; institution-specific English programmes) are often used as equivalent assessment of language skills for admission, yet little research exists to show equivalency to one another. This study examines three measure...
Published on Mar 8, 2019in Teaching in Higher Education1.72
Helen Joy Benzie2
Estimated H-index: 2
(UniSA: University of South Australia),
Rowena Harper3
Estimated H-index: 3
(UniSA: University of South Australia)
ABSTRACTAcademic literacies research emphasizes the importance of social context for understanding student writing development in higher education. In particular, students’ choices of textual practices are shaped by perceptions of disciplinary norms and institutional expectations. In contemporary online learning environments, however, student writing is increasingly guided by advice from digital products – referred to in this paper as ‘third-party products’. These are developed by commercial pro...