Practical versus theoretical skills: striking a balance

photo_74468_wide_325x163 I’ve just subscribed to The Chronicle of Higher Education’s re:Learning project. It provides educationalists with a platform for sharing stories and analysis and is an interesting and persuasive mix of theory, anecdote and academic debate.

For instance, 3 Ways Professors Can Balance Teaching Practical and Theoretical Skills answers a question raised by J. Patrick McGrail, Associate Professor of Communication at Jacksonville State University, Alabama: How do you persuade students to embrace risk when their grade is on the line?

Tension

employability-squareIn asking the question, McGrail identifies a tension between the skills identified in grading and other less tangible skills that he recognises as having equal or greater value but which are not identified by grading alone. And these may be the very skills that are most valued by future employers.

The Chronicle suggests three creative solutions it researched by talking to professors: integrating career development, experiential learning, and digital open badges.

Read it and tell me what you think. Is there anything business education could take from the liberal arts?

Well, here’s a feature from the latest edition of The Case Centre’s newsletter that explores the skills that employers really value and how experience of the case method contributes to their development.

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Filed under Business education, Case method, Case teaching, Employability

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