Graduate Attributes: Development and Testing

Abstract

background: Universities across the world have considered which attributes were important to their graduates and examined the extent that programs included experiences and opportunities conducive to exposure to and development of the desired attributes. Methodology: An action research cycle of three phases focused on review, development and implementation of statements of curriculum intent and outcomes. results: The iterative processes of evaluation and curriculum renewal led to agreement that graduates from university degrees should exit with attributes that distinguish their higher education experience. conclusion: Consultative processes led to identification of Graduate Attributes (GAs) Domains unique to the University. Implementation of the GAs with a selection of programs demonstrated practicality and effectiveness.

Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles

“…Higher education (HE) is expected to provide more accurate evidence of qualitative learning outcomes, particularly because institutional funding has been linked to student achievement, graduation rates and rapid employment (Rhodes, 2012). To meet societal demands, educational institutions have had to reconsider, which attributes are most important to graduates, and the extent to which various programmes develop these desired qualities (Little and McMillan, 2014). These exemplar statements of graduate attributes and preferred exit profiles support a common understanding of recognised professional competences expected by graduates (International Engineering Alliance, 2013).…”

Exploring the generic skills required for the employability and professional wellbeing of Pakistani Millennials: The employers' perspective

“…The literature also portrays evidence for how work ethics is viewed as synonymous with professionalism (which coincides with the finding of Asio et al, 2019 ). Some studies have denoted it by an array of other attributes such as honesty, integrity, work ethics, and independent decision-making (Little and McMillan, 2014 ). Others have attributed it to basic business etiquette which includes how individuals look, dress, speak, and behave in work settings (Nair and Mukherjee, 2015 ).…”

“…The researchers such as Yorke and Knight ( 2006 ) and Little and McMillan ( 2014 ) contend that although technical/disciplinary knowledge would provide an immediate entry into the workforce, generic skill sets pave a path for a lifelong career in the real world. For example, while technical skills such as knowledge and skills and qualifications related to social work, law, and engineering may determine an individual's work readiness; other generic skills and attributes such as organization, teamwork, and communication (Rowe and Zegwaard, 2017 ), networking (Bridgstock, 2017 ) and professional identity (Zegwaard et al, 2017 ) are conducive to finding requisite employment and sustaining it.…”

Changing the perception of core competency using student journey – tracking research on the core competencies of EECS students in technological universities

“…To meet the needs of society, higher education institutions have to reconsider which competencies are important to graduate and to what extent various curricula cultivate these ideal competencies (Little and McMillan, 2014). The European Union (2018) advocates the provision of competency-oriented education, training and learning, to establish good relevant practices, and provide better support for educators.…”