{"id":3206,"date":"2013-03-05T08:51:09","date_gmt":"2013-03-05T08:51:09","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=3206"},"modified":"2013-03-05T08:51:09","modified_gmt":"2013-03-05T08:51:09","slug":"qaa-enterprise-and-bankers","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2013\/03\/05\/qaa-enterprise-and-bankers\/","title":{"rendered":"QAA, enterprise and bankers"},"content":{"rendered":"

I wrote recently about the QAA<\/a>'s foray into higher education professional development with its new resource on enterprise.<\/p>\n

When I actually read the draft text, my first reaction was to wonder why QAA was doing this and not the Higher Education Academy<\/a> (HEA), as this seems to be what the Academy is for. \u00a0Now I see that HEA was involved in the enterprise\u00a0project, but hardly as an equal partner. \u00a0Looks like a bit of a coup to me though the Academy seems not to have noticed.<\/p>\n

My second reaction\u00a0was to groan at the old about \/ for<\/em> clich\u00e9, so beloved of environmental educators through time (learning about enterprise; learning for<\/em> ...). \u00a0Oddly, however, QAA missed out \"through<\/em>\" when, surely, there is considerable scope (a no-brainer, I'd say) in enabling students to learn about enterprise through<\/em> being enterprising. \u00a0It seems not.<\/p>\n

Then I saw the emphasis on graduate (ie, learning) outcomes which are broken down into\u00a0behaviours, attributes, skills, and more. \u00a0Many of these seem really rather generic. \u00a0In the document itself there is a long list of things that students \/ graduates will need to be able to do if they are to be enterprising. \u00a0This is what it says in relation to behaviours<\/em>:<\/p>\n