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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/853

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Title: Bologna bytes: higher education and personal development planning
Authors: Moir, James
Affiliation: University of Abertay Dundee. School of Social & Health Sciences
Keywords: Bologna process
Personal development planning
Employability
Graduate attributes
Instrumental learning
Issue Date: 2-Jul-2009
Publisher: Common Ground Publishing
Type: Conference Presentation
Refereed: peer-reviewed
Rights: Published version (c)Common Ground Publishing
Citation: Moir, J. 2009. Bologna bytes: higher education and personal development planning. 16th International Conference on Learning, Barcelona, Spain, 1-4 July, 2009
Abstract: Personal development Planning (PDP) has become a central feature of student activity across the higher education sector. This has come about as the result of an awareness that in a globalised education and workplace market students will need to be more competitive in developing and marketing their academic and personal skills and attributes. In Europe much of this is being driven by the Bologna Process and Lisbon Agenda in order to modernize universities and student employability. However, this inner directed process has spawned a discourse of voluntarism that dissolves engagement with wider political, social and economic issues that impact upon programmes of study and associated career opportunities. This paper argues that focus on the PDP, and in particular the use of electronic portfolios and progress files, can lead to an instrumental form of learning that is focused on process rather than genuine intellectual and personal growth. Undergraduate education is now characterised in terms of the development of graduate attributes as marketable personal characteristics related to the knowledge economy. However, the rhetoric of widening participation, choice and the marketisation of higher education is argued to have endangered a discourse of the ‘personal’ that produces an ideological and paradoxical effect of creating and inner-directed focus in the face of a globalised world.
URI: http://hdl.handle.net/10373/853
Appears in Collections:Social & Health Sciences Collection

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