Chemistry Student Perceptions of Transferable & Workplace Skills Development

Dylan P Williams, Sandeep Handa


The perceptions of transferable and workplace skills development of year one and two chemistry undergraduate students at the University of Leicester were measured using two questionnaires. This group of students is taught be a variety of approaches including Problem and Context Based Learning (C/PBL). Over 60% of respondents agreed that all discipline specific and transferable skills included in the first questionnaire were important skills for chemistry graduates to have. The perceived importance of most skills does not vary between year groups but there are small increases in perceived importance for most transferable skills. In a separate questionnaire, first year students were asked to rate their skills development following a series of Context and Problem Based Learning (C/PBL) activities. "problem solving", "time management", "working in a team“ and "oral communication" were the most developed skills based on student responses. This element of the study also provided evidence to suggest that students believe the “real-world”, authentic nature of C/PBL problems may be an important factor in determining the extent of skills development.

Keywords: Transferable skills, Workplace skills, Employability, Chemistry education


Transferable skills; Workplace skills; Employability; Chemistry education

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