Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Knewstubb, Bernadette; Ruth, Alison

doi:10.1080/1360144x.2014.946931

Cited by 7 publications

(3 citation statements)

References 28 publications

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“…Further still, conceptual problems raised by educators in this study pertaining the need to map out a graduate attributes profile for specific disciplines, have also consistently appeared in several research reports (e.g. ; Badcock et al, 2010;Barbara et al, 2009;Barbara et al, 2018;Barrie, 2006;Campbell et al, 2009;Knewstubb & Ruth, 2015). Having in place a graduates attributes profile defined for a given profession is an important prerequisite to the success of any intervention efforts targeting the teaching and assessment of the desired attributes.…”

Section: Festo Kayimasupporting

confidence: 55%

Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators

Kayima

2022

NorDiNa

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This study explored the extent to which science teacher educators in Norway introduce, teach, and assess graduate attributes (GA), a range of qualities, skills or competences considered vital for one’s survival and thriving in a complex world. A qualitative analysis of views from a sample of science teacher educators revealed majorly an implicit approach to the teaching and assessment of graduate attributes along with the main teaching subjects. Moreover, the lack of a graduate attributes profile for science teachers is impeding the teaching and assessment of these attributes. The findings raise important questions to science educators and policy makers regarding how to best address graduate attributes in science teacher education.

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Section: Festo Kayimasupporting

confidence: 55%

Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators

Kayima

2022

NorDiNa

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“…The tension between maps used primarily for accreditation and maps used primarily for teaching and learning has been discussed by a number of authors (Kertesz, 2015;Knewstubb & Ruth, 2015;Lawson et al, 2015;Sumsion & Goodfellow, 2004;Tariq et al, 2004;Wang, 2015). Lawson, Taylor, French et al (2015) warn that a curriculummapping process can be undermined by a "tick and flick" approach to mapping skills and competencies for accreditation.…”

Section: Discussionmentioning

confidence: 99%

Curriculum mapping for health professions education: a typology

Watson

Steketee

Mansfield

et al. 2020

FoHPE

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Introduction: Across higher education, curriculum mapping has attracted great interest, partly driven by the need to map graduate competencies to learning and assessment for quality assurance and accreditation. Other drivers have included the need to: a) provide tools for curriculum design and renewal, b) improve communication amongst teachers and curriculum developers and c) support learning by informing students about the scope and sequence of their programs. Those embarking on curriculum mapping have sought clarification about what elements of the curriculum should be mapped, how to develop their own map or whether they should adopt externally available products. During our combined experience of mapping six different medical programs over the course of 15 years, we have frequently sought answers to these questions. However, due to the many and varying types of curriculum maps and curriculum-mapping processes that are described in the literature, answers have not been readily forthcoming. Methods:We conducted a comprehensive review of the higher education-including health professions-literature to develop a four-dimensional typology for curriculum maps, which details features related to their purpose, product, process and display. The typology was validated by testing the parameters against six curriculum maps from medical schools around Australia.

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“…Conversely, there is an enormous literature on graduate attributes that many dance educators may not be aware of (e.g. Robley et al, 2005;Barnett, 2006;Knewstubb and Ruth, 2015). This paper has emerged through the project Making the Invisible Visiblea cross-disciplinary, cross-institutional research project exploring "invisible" attributes in higher educationand provides a lens for dance studies to focus attention on attributes that traditionally go "under the radar" of university transcripts.…”

Section: Introductionmentioning

confidence: 99%

“Under the radar”: exploring “invisible” graduate attributes in tertiary dance education

Longley¹,

Kensington-Miller

2019

JARHE

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Purpose Many graduate attributes (such as adaptability, resilience, cultural awareness and professionalism) are often considered aspirational or invisible and conventionally go “under the radar” of standard university dance education. The purpose of this paper is to add to existing theories of dance as an academic discipline and contributes to studies identifying and mapping graduate attributes across the academy. Design/methodology/approach The research project Making the Invisible Visible contextualises this paper. It has involved a two-year, cyclical data-gathering process, involving interviews with leading dance employers and academics, and surveys of students from diverse disciplines entering and completing full-time dance degrees. Findings Due to the centrality of embodiment in studio learning, dance is an unusual discipline within research on graduate attributes and holds a unique place in academia. The creative, embodied, collaborative activities typical to dance learning offer fresh insight to the literature on graduate attributes – both visible and invisible – all graduates from a given institution are expected to hold. Originality/value A narrative methodology is employed to present a series of amalgam characters manifesting specific ways in which invisible graduate attributes inform pedagogies, student–teacher relationships and student understandings of their professional skills.

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Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Cited by 7 publications

References 28 publications

Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators

Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators

Curriculum mapping for health professions education: a typology

“Under the radar”: exploring “invisible” graduate attributes in tertiary dance education

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