Graduate Attributes: Development and Testing

Abstract

Introduction There are a number of reasons for the adoption and development of graduate attributes (GAs) and greater scrutiny of the links among learning outcomes, learning and teaching events and assessment tasks. First, universities have been more considerate of what happens beyond graduation for the members of various disciplines. Hence there needs to be more careful consideration of the application of learning rather than a focus on content alone. Second there is a greater emphasis on developing positive values and ethical behaviours that equip graduates to positively contribute to society. The third issue for consideration centers on the belief that the context of future practice for graduates is unknown. Therefore acquisition of additional knowledge and knowhow is critical to the graduate's ability to manage novel situations. Finally, the employer's needs demonstrate disciplinary knowledge alone will not be enough to guarantee success for the graduate in the real world of practice. Given these arguments about graduate outcomes, governments have focused on the outputs of university education and the readiness of graduates to participate in the workplace. In response to these developments, universities in Australia turned their attention first to consideration of what particular attributes were important to them and then to examining the extent to which the various programs on offer included experiences and opportunities conducive to exposure to and development of the desired attributes. The process involving development and adoption of graduate attributes thus becomes a means of curriculum renewal which causes teachers and learners to think about learning and teaching, the way we teach and the manner in which students learn in the contemporary environment. At the outset, those involved in the project described here, were aware that different disciplines already had well acceptedAbstrAct 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.