Since the early 1990s, there has been a dramatic change in the approach to skills development within higher education. Indeed, skills development is now high on the agenda for universities, colleges, schools, government and employers. Within the wider skills agenda, specific attention is beginning to focus on personal development planning and the main key skill associated with it, namely ‘improving own learning and performance’. While personal planning and improving learning are not reducible to study skills, a reflective and developmental approach to study skills, such as is advocated by this book, is of central importance both to improving learning and, through that key skill, to creating a basis for other skills required of graduates.
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