Exploring Knowledge and Perceptions of Level Learning Outcomes and Meta-Skills in a Creative Business School Context

Much has been written about the necessity for graduates to be aware of their skill set and transferability for the workplace. Degree programs in Scotland have long relied on guidance from the Quality Assurance Agency (QAA) on the taxonomy or wording of level learning outcomes (LLOs), which are the building blocks of degrees. More recently, a meta-skills framework created by Skills Development Scotland (SDS) offers clarity around meta-skills and suggests relevant wording, but these do not always align with academic taxonomies. The current research sought to explore the relationship between LLOs and meta-skills further from an academic and student perspective. A qualitative approach consisting of staff interviews and student focus groups from a range of creative business courses was adopted. A thematic analysis revealed gaps in staff and student understanding of LLOs and meta-skill terminology. The findings support the argument that skills should be linked more obviously to modular learning and recommendations are made as to how these could be communicated effectively to aid understanding around the transferability of university-acquired skills to the workplace.