A conceptual framework for the teaching and learning of generic graduate attributes

Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships

“…From discussions with faculty-based teaching and learning specialists, it transpired that lecturers might acknowledge information literacy by listing it as a generic outcome of their modules but have not yet collaboratively engaged with teaching strategies to develop and assess graduate attributes across an academic programme. Such reports from local experience, coupled with accounts in the literature (UWC 2016: 16, Salisbury et al 2012, Speight, Luckovic & Cooker 2013, Barrie 2007, indicate that lecturers find it difficult to create and implement coherent programmes for the development of graduate attributes. The research project under review aims to design material that will form part of a broader short course on teaching and learning that is mandatory for all new lecturers during their two-year probation period.…”

“…A perennial problem is that, despite the evolving scholarship on literacies, the notion of literacy as a technical skill residing in individuals is not easily shifted and, in some measure, accounts for the lasting perception among lecturers that literacy development belongs outside of the curriculum (Wingate 2006, Barrie 2007. Until literacies are understood as situated, socio-cultural systems of meaning making and a means of identity formation within disciplinary contexts (Lea & Street 2006, Ivanic et al 2009, Lloyd 2012, lecturers might discount literacies as the primary means to achieve deep learning and transformative educational experiences for students.…”

Developing graduate attributes through participation in undergraduate research conferences

“…The aim of this project is to strengthen the preparation of geographers for professional careers. As such, graduate attributes are increasingly being used to inform curriculum design and engagement with teaching and learning experiences at universities around the world (Barrie, 2007).…”

An Investigation Into the Improvement of Graduate Attributes Within the Egyptian University Sector

“…Also the attempts to explicitly articulate and implement various combinations of graduate attributes and career management skills using Bloom's Taxonomy in courses (Barrie 2004;Bridgstock 2009;Harpe and David 2012); adopting student centred, content focused strategies such as Work Integrated Learning (WIL) and Problem Based Learning (PBL) to allow students to actively share, practice and obtain feedback on their qualities Harpe and David 2012); improving academics' literacy in teaching and learning graduate attributes in courses (Harpe and David, 2012); and engaging industry members, careers office staff and students in the design of the curriculum . Specifically there has been studies which examine the relationship between graduate attributes and the teaching context (Jones 2009;Jones 2013), the barriers to the teaching of graduate attributes (Jones 2009) and the pedagogical, epistemological, structural and cultural factors affecting their teaching (Barrie 2004;Barrie 2006;Barrie 2007;Barrie 2009;Green et al 2009;Jones 2009;Harpe and David 2012;Jones 2013). The definition of graduate attributes and their place in taught courses, academics conceptualisation of the concept and how it should be acquired by students have been discussed in length in the literature (Barrie 2004;Barrie 2006;Barrie 2007;Barrie 2009;Green et al 2009;Jones 2009;Harpe and David 2012;Jones 2013).…”

“…Specifically there has been studies which examine the relationship between graduate attributes and the teaching context (Jones 2009;Jones 2013), the barriers to the teaching of graduate attributes (Jones 2009) and the pedagogical, epistemological, structural and cultural factors affecting their teaching (Barrie 2004;Barrie 2006;Barrie 2007;Barrie 2009;Green et al 2009;Jones 2009;Harpe and David 2012;Jones 2013). The definition of graduate attributes and their place in taught courses, academics conceptualisation of the concept and how it should be acquired by students have been discussed in length in the literature (Barrie 2004;Barrie 2006;Barrie 2007;Barrie 2009;Green et al 2009;Jones 2009;Harpe and David 2012;Jones 2013). Rather than a renewed emphasis on these studies which were not sufficient in the context of teaching strategies to effectively promote the development of generic attributes, there is a need to a more pragmatic framework or a new lens that appreciates the critical connection between context and the notion of graduate attributes and it is these that this study sets out to explore using complexity theory.…”