Discerning the value of boundary learning in generalist HASS degrees
Project team: Deanne Gannaway, Gracie Dunn
The project aims to understand the boundary learning that occurs alongside the explicitly taught curriculum in a generalist Bachelor of Arts degree program. As generalist degrees become less flexible, there is potential to lose the unintended outcomes that result from engaging with a generalist degree. These boundary learnings have not been explored or theorised in generalist programs. Consequently, it is currently unclear what educational outcomes may be potentially be lost as higher education becomes more prescribed and students are less able to exercise choice.
This project is an initial scoping study that aims to
The project aims to understand the boundary learning that occurs alongside the explicitly taught curriculum in a generalist Bachelor of Arts degree program. As generalist degrees become less flexible, there is potential to lose the unintended outcomes that result from engaging with a generalist degree. These boundary learnings have not been explored or theorised in generalist programs. Consequently, it is currently unclear what educational outcomes may be potentially be lost as higher education becomes more prescribed and students are less able to exercise choice.
This project is an initial scoping study that aims to
- identify and understand the boundary learning that occurs beyond the discipline-based skills, knowledges and dispositions explicitly taught in a generalist degree program, drawing on the BA as a case in point;
- test the efficacy of the research approach for a wider study that would expand the focus to other generalist programs such as the Bachelor of Science; and
- further develop collaborative relationships with a view to a future ARC linkage grant for a broader and deeper future study.
- Stage 1: Identifying roles and work
This stage generates data generation sources data from ABS census data from 2006, 2011 and 2016 to ascertain the types of work and roles that BA and HASS specialist graduates engage. Using questions related to highest qualification and field of study along with occupation related questions, this stage determines where humanities, arts and social science graduates end up in Australia. This stage aims to replicate the “Ten types of scientist” study conducted in the UK previously. Developing this type of output is of key interest to the DASSH Deans of Teaching and Learning Network and is intended to encourage future collaboration with this core group. It also provides an overview of the types of work places that will be used to inform stage 2. - Stage 2: Identify potential participants
Using the outcomes of primary roles and work identified in stage 1, stage 2 searches the LinkedIn platform to identify and invite participants to participate in stage 3. LinkedIn public profiles will be filtered using the types of roles from stage 1, searching for graduates from a sample of universities across Australia. - Stage 3: Conduct survey
Potential project participants will be invited via LinkedIn to participate in a survey. The survey draws on the questionnaire developed by Harris in the Background in Science study (Harris, 2012). The questionnaire is a combination of Likert-scale, multi-choice and open comment questions that outlines the nature and influence of HASS knowledge; the skills developed through a HASS background, views on priorities for HASS education and background information about the participant. Outcomes from this stage again address a topic of particular interest to AAH and DASSH stakeholders, again building further collaborative relationships. It also provides a mechanism to align findings from the HASS-focused survey with that of the Science-based study to inform future collaborations. - Stage 4: Interviews
A question within the survey is agreement to be contacted for an interview conducted via zoom or as a telephone interview. Participants will be questioned specifically about the structure of their university experience and key learning moments. - Stage 5: Analysis
A grounded theory approach will be used in the analysis of the interview transcripts and the survey written comments. Themes will be first identified and then refined on the basis of the comments themselves and then all comments recoded against the themes. Emergent themes will then be reviewed against the Holden measures of cultural value framework to determine whether contextual relationships can be established (Holden, 2006).
Participant Information Sheet
Participant Information Statement: Interviews
Establishing the Value of Boundary Learning: Discerning the Hidden Curriculum of Generalist Degrees
About the project: Formerly, University degrees taught students how to produce knowledge under broad subject areas like Art, Humanities, and Science. Today, students are offered programs that teach them how to prepare for a specific occupation or workforce, like Accounting, Architecture, and Law. Though both models of study remain present at Universities around Australia, this project aims to understand what learning opportunities and educational outcomes might be lost by this shift away from flexibility and towards specialisation.
Benefits of the project: This project aims to understand what graduates learn, beyond the explicitly articulated learning outcomes, from engaging in a general style degree such as the Bachelor of Arts program. Outcomes from this research will be used to inform university decision making around curriculum design.
The research team: Dr Deanne Gannaway is a Senior Lecturer in Higher Education and will be leading the research. Grace Dunn is assisting the research project and will also take part in other aspects of the data collection and analysis.
What we are inviting you to do: We will be inviting you to take part in a semi-structured interview via telephone or video conference to discuss your learning experiences during your Bachelor of Arts.
Maintaining confidentiality and privacy: A written version of the interview transcript will be de-identified and securely stored in the Institute for Teaching and Learning Innovation (ITaLI) at The University of Queensland. Any identifiable information will be removed from our records and destroyed at the end of the project and before publication. At the completion of this study all de-identified information will be archived. Any information shared for research or learning purposes will not contain identifiable information. If you wish to see your interview transcript, please contact the research team and we will make it available to you.
Right to refuse or withdraw from the project: Should you wish to participate, we will ask you to provide written consent. Participation is voluntary and includes the right to withdraw from the project. You may therefore choose not to participate or to withdraw from the study at any time without prejudice or repercussions of any type. If you choose to withdraw from the study, any contributions you made will be destroyed. This study has been cleared in accordance with the ethical review guidelines and processes of The University of Queensland.
Feedback and results of the study
A summarization of the results of the study will be available via email to participants at their request.
Contacts: The primary contact for the project is Dr Deanne Gannaway. She can be contacted via email at [email protected]. In the event that Dr Gannaway is unavailable, Grace Dunn can be contacted via email at [email protected].
This study adheres to the Guidelines of the ethical review process of The University of Queensland and the National Statement on Ethical Conduct in Human Research. Whilst you are free to discuss your participation in this study with project staff (contactable on 3365 2980), if you would like to speak to an officer of the University not involved in the study, you may contact the Ethics Coordinators on +617 3365 3924 / +617 3443 1656 or email [email protected].
Establishing the Value of Boundary Learning: Discerning the Hidden Curriculum of Generalist Degrees
About the project: Formerly, University degrees taught students how to produce knowledge under broad subject areas like Art, Humanities, and Science. Today, students are offered programs that teach them how to prepare for a specific occupation or workforce, like Accounting, Architecture, and Law. Though both models of study remain present at Universities around Australia, this project aims to understand what learning opportunities and educational outcomes might be lost by this shift away from flexibility and towards specialisation.
Benefits of the project: This project aims to understand what graduates learn, beyond the explicitly articulated learning outcomes, from engaging in a general style degree such as the Bachelor of Arts program. Outcomes from this research will be used to inform university decision making around curriculum design.
The research team: Dr Deanne Gannaway is a Senior Lecturer in Higher Education and will be leading the research. Grace Dunn is assisting the research project and will also take part in other aspects of the data collection and analysis.
What we are inviting you to do: We will be inviting you to take part in a semi-structured interview via telephone or video conference to discuss your learning experiences during your Bachelor of Arts.
Maintaining confidentiality and privacy: A written version of the interview transcript will be de-identified and securely stored in the Institute for Teaching and Learning Innovation (ITaLI) at The University of Queensland. Any identifiable information will be removed from our records and destroyed at the end of the project and before publication. At the completion of this study all de-identified information will be archived. Any information shared for research or learning purposes will not contain identifiable information. If you wish to see your interview transcript, please contact the research team and we will make it available to you.
Right to refuse or withdraw from the project: Should you wish to participate, we will ask you to provide written consent. Participation is voluntary and includes the right to withdraw from the project. You may therefore choose not to participate or to withdraw from the study at any time without prejudice or repercussions of any type. If you choose to withdraw from the study, any contributions you made will be destroyed. This study has been cleared in accordance with the ethical review guidelines and processes of The University of Queensland.
Feedback and results of the study
A summarization of the results of the study will be available via email to participants at their request.
Contacts: The primary contact for the project is Dr Deanne Gannaway. She can be contacted via email at [email protected]. In the event that Dr Gannaway is unavailable, Grace Dunn can be contacted via email at [email protected].
This study adheres to the Guidelines of the ethical review process of The University of Queensland and the National Statement on Ethical Conduct in Human Research. Whilst you are free to discuss your participation in this study with project staff (contactable on 3365 2980), if you would like to speak to an officer of the University not involved in the study, you may contact the Ethics Coordinators on +617 3365 3924 / +617 3443 1656 or email [email protected].
