GRADUATE ATTRIBUTES: PRACTICES & PERSPECTIVES · Enterprising – Creative Expert in chosen...
Transcript of GRADUATE ATTRIBUTES: PRACTICES & PERSPECTIVES · Enterprising – Creative Expert in chosen...
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ODETTE GABAUDAN
Lecturer in French,
BA International Business and French (Co-Chair),
BA French and International Tourism (Erasmus coordinator),
School of Languages, Law and Society
GRADUATE ATTRIBUTES:
PRACTICES & PERSPECTIVES
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1. Two exploratory studies at programme level
2. Conclusions
3. Recommendations
AGENDA
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A working definition for graduate attributes
“Graduate attributes are the qualities, skills and understandings a
university community agrees its students should develop during their
time with the institution and consequently shape the contribution they
are able to make to their profession and society (...) They are
qualities that also prepare graduates as agents of social good in an
unknown future.”
(Bowden, Hart, King, Trigwell and Watts, 2000)
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EX
PLO
RA
TOR
Y STUD
IES Exploratory study 1 – BA International Business and Languages, 2014
• Year 4 students, lecturers and employers engaged together in identifying and prioritising programme graduate attributes
• Tool: Diamond 9
• Mapping
BA (Hons)
International Business & Languages
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BA
INT
ER
NA
TIO
NA
L B
US
INE
SS
& L
AN
GU
AG
ES
Identify set of key graduate attributes for BA International
Business and Languages
Understanding meaning participants give to their selected
attributes
Identify misalignment between key
graduate attributes and curriculum
through a mapping exercise
Exploratory study objectives
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DIA
MO
ND 9
AC
TIVITY FO
R IBL P
RO
GR
AM
ME
Diamond 9 is a useful tool to start process of discussion, negotiation
and understanding of each other’s viewpoint, particularly when
representatives of each group engage in activity at same time and place
Lecturers Students Employers
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TH
REE D
IAM
ON
D 9S IN
A TAB
LE (IBL P
RO
GR
AM
ME)
STUDENTS EMPLOYERS LECTURERS
Top
ro
w
Enquiry based –
Problem solvers
Engaged –
Motivated self- starters
Expert in chosen discipline –
Disciplinary knowledge
Seco
nd
ro
w
Expert (in chosen discipline) –
Work related learning
Effective –
Excellent communicators
Expert in chosen discipline –
Actively involved with external
communities
Effective –
Excellent communicators
Engaged –
Global citizens
Effective –
Excellent communicators
Thir
d r
ow
Engaged –
Active team players
Effective –
Information literate
Expert (in chosen discipline) –
Leaders
Engaged –
Active team players
Expert in chosen discipline –
Ethical
Enquiry based –
Critical thinkers
Enterprising –
Creative
Expert in chosen discipline –
Ethical
Enquiry based –
Critical thinkers
Fou
rth
ro
w
Engaged –
socially responsible
Enterprising –
Career educated
Enterprising –
Well organized
Effective –
Reflective practitioners
Enquiry based –
Digitally literate
Effective –
Information literate
Fift
h
row
Enterprising –
Entrepreneurs
Effective –
Resilient
Expert in chosen discipline –
Experiential learners
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IDEN
TIFYIN
G M
ISALIG
NM
ENTS (IB
L) MAPPING THE CURRICULUM
• With programme aims, objectives and learning outcomes
At programme documentation
level
• As per experience of a year 4 student
At module level
• Business versus languages At discipline
level
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MA
PP
ING
OF G
RA
DU
ATE A
TTRIB
UTES IN
PR
OG
RA
MM
E Graduate attributes in business and languages, as per one
student’s perception of one language
0102030405060708090
100
Pe
rce
nta
ge o
f m
od
ule
s
Graduate attributes
year 1 year 2 year 4
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EX
PLO
RA
TOR
Y STUD
IES Exploratory study 2, BA Tourism Mgmt, BA Languages & Tourism. 2016
• Focus on final year students’ perspective returning from placement
• Role of placement in developing graduate attributes
• Progressive adaptation
• N.B. Graduate attributes not yet integrated in either programme
- BA (Hons) Languages & International
Tourism
- BA Tourism Management
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BA
Fre
nch
an
d T
ou
rism
/ B
A T
ou
rism
Mg
mt
Evaluate students’ awareness of
graduate attributes
Evaluate importance of placement in
delivering programme related graduate attributes
Reveal issues of curriculum design for
development of programme related graduate attributes
in a progressive manner, both prior to
and during placement
Exploratory study objectives
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BA
LA
NG
UA
GES &
TOU
RISM
/ BA
TOU
RISM
MG
MT
Students well able to make explicit connections between their learning
and graduate attributes despite them not yet being explicitly embedded
in their programme
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BA
LA
NG
UA
GES &
TOU
RISM
/ BA
TOU
RISM
MG
MT
Students’ perception of the importance of placement in delivering
graduate attributes
College
based
learning
environment
(9%)
Both learning
environments
(31%)
Workbased
learning
evironment
(60%)
Where did the learning take place?
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Embedding graduate attributes in curriculum design, in a progressive
manner when relevant
Consultation and mapping to
underpin programme review
Explicit articulation of graduate attributes in programme
documentation
Ongoing communication
between staff and students
CO
NC
LUSIO
NS
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CO
NC
LUSIO
NS
Departmental involvement
Programmatic level
Key stakeholders
• Department: key enabling factor (e.g. through School or Programmatic review)
• Programme aims
• Modules
• Learning outcomes
• Students
• Lecturers
• Employers
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REC
OM
MEN
DA
TION
S
• Select most relevant institutional
graduate attributes for programme or
module under consideration
• Involve all key stakeholders (lecturers,
students, employers)
• Map graduate attributes into curriculum
and consider progressive adaptation
• Secure departmental involvement for the
embedding of graduate attributes at
programmatic level
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Publications
Bellew, L.). and Gabaudan, O. (2017). An investigation into the development and
progressive adaptation of graduate attributes in tourism programmes. Journal of
Teaching in Travel & Tourism. DOI: http://dx.doi.org/10.1080/15313220.2017.1318104
Gabaudan, O., Simileanu, D. (2014). “Bringing to Life Institutional Graduate Attributes
Within an International Business and Languages Undergraduate Programme”, in 7th
International Conference of Education, Research and Innovation, Sevilla, Spain. ICERI
2014 Proceedings.