Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education

This study employs the term knowledge work competence to address generic aspects of higher education graduates’ expected learning outcomes. Twenty-eight courses were investigated: 1069 students responded Collaborative Knowledge Practices (CKP) questionnaire rate their self-evaluated development. From same courses, 56 teachers provided descriptions course pedagogical practices. First, students’ self-reported collaboration gains analyzed statistically for differences between courses. Second, qualitative categorization practices based on rich description designs and teachers’ reflective responses was carried out. offered a with elaborated clustering three types enacted Finally, juxtaposed these previous two results investigate how features related self-evaluations gains. The findings highlighted one cluster practices, collaborative creation systematic support epistemic group work, as most beneficial student In it, professional ways working explicitly modeled practiced, teacher during contact teaching available, time reserved reflection students. Such are important ensure fluent transition complex work.