Graduand Student Attributes: A Canadian Case

Abstract

The purpose of this qualitative case study was to gain insights into how academics understand undergraduate graduand attributes. The findings reveal some alignment in views about student attributes, including that they are engaged citizens, are self-directed, have imagination, are questioning, are flexible, display leadership, are problem solvers, and possess character. This consistency, however, does not include the spectrum of views on how these attributes are conceived and developed. The findings reveal a range of interpretations regarding the kinds and levels of understandings of how graduand student attributes are developed throughout an undergraduate program of study. The findings indicate that (i) a shared understanding does not exist on how academics construe student attributes, (ii) academics do not share common meanings about the core achievements of a higher education, or how these are developed through students’ undergraduate programs, and (iii) student attributes tend not to be perceived as developing from the usual process of an undergraduate education.

Graduate Attributes Assessment Program

“…Furthermore, the interactive and iterative process with the GAAP between instructors and their students created an engaging space where these two stakeholders can learn from each other. Kanuka and Cowly (2017) found that instructors share disengagement and mistrust regarding the implementation of GAs. By providing a confidential space for the instructors in the GAAP, they were able to assess and reflect on their own courses as they target and relate to GAs and the university experience as a whole.…”

“…They have control of their own profile and could generate course report. Students, on the other hand, have always been supportive of the GAs implementation and assessment (Kanuka and Cowley, 2017) as these transversal attributes can easily be mapped to employability attributes later, after their graduation.…”

Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

“…The recommended implementation path and assessment of the student attributes was to be accomplished by program planners and instructors. An obstacle to implementation is the perception of whether or not these attributes are linked to program objectives, are developed and/ or addressed in the curriculum, would be linked to the curriculum, and could hence be assessed by instructors (Kanuka & Cowley, 2017). The implementation of UGAs as a set of outcomes acquired by students in higher education is a complex, multifaceted project.…”

“…Implementation has been slow in professional programs as accreditation-related graduate attribute assessment is already in place and the correspondence of the sets of professional and university graduate attributes is not obvious. In addition, the actual assessment of the UGAs is viewed as an obstacle by academics (Ipperciel & ElAtia, 2014;Kanuka & Cowley, 2017;Maguire & Gibbs, 2013).…”

“…The implementation of the UGAs is still evolving and a shared understanding of what the UGAs are and how to implement them is still developing (Kanuka & Cowley, 2017). Administrative questions with respect to coordinated implementation with accredited programs are currently being investigated.…”