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Public policy research typically neglects the role of the individual policy actor with most accounts of the policy process instead privileging the role of governmental systems, institutions, processes, organizations; organised interests or networks of multiple actors. The policy design literature suffers from similar limitations, with very few authors paying attention to the crucial work of the individual policy designer or considering how the latter's skills, expertise and creativity are employed in the design task. This represents a significant weakness in our understanding of how policy is formulated. This paper outlines and previews what we believe is a potentially fruitful semi-experimental methodological tool for exploring how individual policy actors draw on knowledge, expertise, intuition and creativity in framing and responding to complex policy issues. Real-time scenario-based problem-solving exercises are used to explore how policy problems and solutions are framed and articulated by novice (first-term politicians and early career bureaucrats) and experienced (former cabinet ministers and senior civil servants) policy actors and to examine the strategies and approaches they employ in response to specific problem cues. Initial findings are discussed, and we conclude by advancing potential refinements of the instrument and directions for future research. [ABSTRACT FROM AUTHOR]

There has been considerable interest in generic attributes in higher education for over a decade and yet while generic skills or attributes are an important aspect of policy, there is often a lack of consistency between beliefs about the importance of these skills and attributes and the degree to which exist in teaching practice. There has been an assumption that these attributes exist outside of the disciplinary context, yet the findings of this study suggest that they are strongly influenced by the disciplinary culture in which they are taught. The study reported in this paper examines the apparent gap between ideal notions of generic attributes and their enactment in teaching practice. This qualitative study examined the teaching of generic attributes in five disciplines (physics, history, economics, medicine and law) in two Australian universities. It found that the notion of generic attributes is highly complex and while attributes such as critical thinking, problem solving and communication are valued by teaching staff they are often implicit in teaching. This gap between what is valued and what is actually taught is a result of variation in interpretation of generic attributes, the difficulties of reducing complex attributes to definable learning outcomes and practical constraints on teaching caused by factors such as large classes. Furthermore, it can be explained by the finding that generic attributes are part of the epistemic culture of the disciplines and often remain tacit. The findings of this study have significant implications for scholarship, policy and pedagogy. [ABSTRACT FROM AUTHOR]

In this paper we describe a study of learning outcomes at a research-intensive Australian university. Three graduate outcome variables (discipline knowledge and skills, communication and problem solving, and ethical and social sensitivity) are analysed separately using OLS regression and comparisons are made of the patterns of unique contributions from four independent variables (the CEQ Good Teaching and Learning Communities Scales, and two new, independent, scales for measuring Teaching and Program Quality). Further comparisons of these patterns are made across the Schools of the university. Results support the view that teaching and program quality are not the only important determinants of students’ learning outcomes. It is concluded that, whilst it continues to be appropriate for universities to be concerned with the quality of their teaching and programs, the interactive, social and collaborative aspects of students’ learning experiences, captured in the notion of the Learning Community, are also very important determinants of graduate outcomes, and so should be included in the focus of attempts at enhancing the quality of student learning. [ABSTRACT FROM AUTHOR]