Graduate Attributes Project

Introduction

The development of course/vocational/professional specific graduate attributes occurs most appropriately at the course team level and within the context of curriculum development. There are four clearly distinct phases or processes to this development.

• gathering information about the industry/profession; consulting the literature on development of generic skills in higher education, the teaching and learning literature relevant to the specific discipline.
• developing an index of appropriate graduate attributes relevant to the field in which graduates will seek employment;
• consideration of the student context, who the students are and what is the prior experience of those who undertake the course at entry level;
• development of learning experiences to transform students from their entry level understandings to graduates with appropriate attributes and competencies.

Gathering information.

About the profession, the industry

In this process course teams will refer to at least three primary stakeholder groups; members of the relevant professional association, employer groups, and recent graduates. Some courses will identify other stakeholder groups including present students.

Information can be obtained through both formal and informal surveys that ask for the following information.

How do you define this profession/occupation/industry sector?

• What is the primary purpose of this profession/occupation/industry sector?
• What are the attributes of the competent practitioner in this field?
• What are the likely challenges for the practitioner in the near and distant future?
• What are the qualities that you look for in employees, in colleagues.

These questions, suitably modified, are addressed to:

• recent graduates,
• representatives of professional associations,
• representatives of employer groups

Consulting the professional literature.

About student learning

Reviewing published research on teaching and learning in the relevant discipline.

Reviewing the literature on the development of generic competencies, particular in relation to the specific course.

About the student context

Students enter a course with a variety of previous experiences and these will inform their understanding of the nature of the profession/occupation, it will also colour their aspirations and the way in which they view their studies. Recognizing this is an important precursor to the development of learning experiences. Develop a shared understanding of who the students are, the proportion of school leavers, the degree of relevant prior experience, their status as students, whether they are local or from overseas. Members of the Teaching Circle can pool their collective observations and knowledge of the student cohort; discrepancies or contradictions may emerge for further investigation. It is essential to understand student existing knowledge, competencies and attitudes in order to develop learning experiences to develop and deepen understanding. You may choose to interview a sample of your students as an aid to this process.

Developing an index of appropriate graduate attributes

Consideration and analysis of the information developed will inform the group about the current and future aspirations, challenges and direction of the profession or industry. Reflection will enable teachers to convert this understanding into the knowledge, competencies and attitudes that their graduates will require to become competent contributors to the profession both at the time of graduation and into the future.

Refer also to the generic attributes promoted by your particular institution.

Development of learning experiences

The group now has the basis for the development of an appropriate curriculum that will transform students from their entry level understandings to graduates with appropriate attributes and competencies.

What learning experiences will develop these attributes and competencies?

What knowledge content will provide the most appropriate framework for developing these attributes and these competencies?

What are the priorities for learning and for knowledge?

How can these learning experiences best be sequenced?

Development of assessment processes

What activities and processes will enable students to demonstrate the achievement of these attributes and competencies? You will find a range of useful material related to the assessment of student learning in Module 1. See Assessment of student learning.

Program and time line for project

Activity	Time Line
1. Establish the project team and task. Establish a shared view of the program Agree meeting times and dealines Obtain copies of the suggested readings Divide up the readings amongst the team Preliminary discussion of possible survey instrument	Week 1
2. Developing the questions	Weeks 1 - 2
3. Gathering Information Agree survey instrument(s) to be used Designate those to be interviewed Arrange interviewing Reviewing the literature Share the product of the reading program	Week 3
4. Learning from the stakeholders Collate and distribute information generated by interviews and reading.	Week 7
5. Reflection Meet to consider the information Consider the student context Develop an index of attributes.	Week 9
6. Implications for action Meet to develop appropriate learning experiences.	Week 11
9. Strategy Development Meet to plan future action re further investigation course development of change	Week 13
10. Evaluate the experience	Week 14