Effective university teaching and learning extends beyond the development of skills and knowledge in specific subject domains. Development of so called ‘key skills’ in parallel with subject specific skills is believed to help students to become successful learners and practitioners in future life. In response to employer expectations, universities are now focusing on development of generic skills, core competencies and graduate attributes.

The project aim was to explore and evaluate the development of key skills by the University of Nottingham. This was done by determining the views of students and academics and comparing the results with employers’ perspectives. The project employed a combination of qualitative and quantitative research methods and included a review of key skills identified by professional bodies relevant to the different subject areas. Two related questionnaires, based on a previously identified key skills framework, were developed and delivered to students and academics. The aim of the different surveys was to identify the key skills that students and staff think are important; which skills are actually developed; and which methods have been used for their development. In addition, a ‘key skills’ mapping exercise was performed to determine the percentage of course content covering each of the different key skills in individual schools.

Over 300 students’ and 80 academics’ responses were obtained from 6 schools, across 4 University faculties. Skills rated as being most important by students and academics included analytical and problem solving skills; team working; and self motivation. Both groups thought that skills developed most effectively during their courses were degree subject knowledge, problem solving skills and self learning. A notable difference between academics and students was that the latter group appeared not to recognise which methods helped to develop key skills.

Evidence relating to the employer perspective was obtained by reviewing previous large-scale surveys aimed at identifying the key skills that employers desire from new graduates. Motivation, enthusiasm, IT skills and literacy were identified as being ‘highly desirable’, with communication skills and problem solving also rated highly. Skills that employers thought were deficient in many graduates included time management and writing skills.

The study findings suggest that students need to be given more feedback to improve the effectiveness of key skills teaching, although this is in conflict with the time that academics can make available for this task. The aims of particular teaching methods to deliver and develop key skills should be made explicit to students. Some School curriculum maps also appeared to understate the contribution of the courses to developing key skills.