Creating a foundation for generic skills by embedding information literacy in commencing student assessment tasks

A number of studies have addressed issues relating to the role of institutions in the development of graduate outcomes including generic skills and how such skills may be effectively embedded into university curricula. This study reinforces and extends the discourse. It evaluates the embedding of specific generic skills into the curriculum of a first year marketing course in a Business School, and via pre and post– tests, identifies students’ views on their own skills development, checking the changes with multiple choice questions. The overall findings confirm the literature based on the successful outcomes of simultaneously embedding generic skills into course curricula.