Graduate Attributes – Are they driving learning? And who knows about them?
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Transcript of Graduate Attributes – Are they driving learning? And who knows about them?
Graduate Attributes – Are they driving learning? And who knows about them?
Rachel Spronken-Smith, Carol Bond & Martine Darrou (UO)
Martin Jenkins and Margaret Leonard (CPIT)Stanley Frielick (AUT)
Stephen Marshall (VUW)Simon Barrie (Sydney) – Advisor
Generic graduate attributes are the qualities, skills and understandings a university community agrees its students should develop during their time with the
institution (Bowden et al. 2000)
“The extent to which the rhetoric of such [graduate attributes] statements actually represents a shared
understanding of the outcomes of a university education is a matter of conjecture”
(Barrie 2006: 216)
“The extent to which present day university teaching and learning processes actually develop such
outcomes in graduates is even more contestable” (Barrie 2006: 216)
Brief background• Early 1990s – beginning of momentum around
GA agenda• 1999 Bologna Declaration Bologna process
“Dublin descriptors” – key qualities/ competencies
The Tuning Project in Europe and later in the USA (Lumina Foundation)
• Australia – Series of reports and research Australian Qualifications Framework specifying
minimum outcomes for qualifications to be adopted in 2011 (pending approval)
Overall aims
To explore the current policies and practices regarding graduate attributes (GAs) in higher education institutions in NZ
To instigate change by encouraging higher education institutions to engage more deeply with the GA agenda
Specific objectives
1. Provide a synthesis of current research2. Identify current policy and practice regarding GAs in
New Zealand universities and polytechnics3. Document and analyse examples of good practice4. Identify indicators of the impact (benefit) on
students and staff of good practices relating to GAs5. Determine the necessary conditions and possible
strategies for the effective development of policies and practices regarding GAs
6. Contribute to the international literature
Research Approach Situated practice Action-oriented – we hope to bring about change
Phase 1 Synthesis of the literaturePhase 2 Stock-take of GA policy and practices in
NZ universities and polytechnics
Phase 3 Generating case studies of good practicePhase 4 Meta-analysis and synthesis of results
Underpinned by collaboration, consultation and dissemination
General outcomes of this research• Engagement by higher education institutions
with the GA agenda curriculum renewal
benefits students (and staff)
• Database of NZ policies and practices regarding GAs
• Web-based case studies of good practice
• Institutional packages (research summary, case studies, guidelines, teaching resource materials etc)
• Publications – reports, journal articles, conference proceedings etc
Progress to date (since March 1)• Confirmation of project team and first team
meeting• Creation of collaborative research spaces
online (wiki and Zotero)• Collation and evaluation of literature
underway• Survey tool for stock-take being developed• Ethics applications underway• Possible case studies are being identified
Possible case studies
AUT CPIT Otago Victoria
Bachelor of Commerce
Bachelor of Applied Science
Bachelor of Oral Health
Bachelor of Architecture
BA - Social Sciences
Bachelor of Sustainability and Outdoor Education
BA – Music Bachelor of Design
Bachelor of Broadcasting
BSc - Chemistry
Current Challenges• Identifying the historical roots that have
influenced current thinking• Establishing clear definitions and boundaries
for the project• Defining what constitutes ‘good’ practice
relating to GAs• Identifying case studies of good practice in
arts and sciences
Discussion