Graduate Attribute Reference Guide

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What are Graduate Attributes •

Graduate attributes (GAs) are the qualities, skills and understandings a university community agrees its students would develop during their time at university and, consequently, shape the contribution they are able to make to their profession and as a citizen. (Bowden et al., 2000).

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Graduate attributes can be seen as an orientating statement of education outcomes used to inform curriculum design and engagement with teaching and learning experiences at a university (Barrie et al., 2009).

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Graduate Attributes are also commonly referred to as: Graduate outcomes, Graduate capabilities and Graduate qualities

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What are CPUT’s Graduate Attri Technological Capability and Foresight

Resilience and Problem Solving Capability

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• CPUT graduates understand that society, technology, and science are interconnected and that technology and science can shape society, for better or worse.

• CPUT graduates understand that solving problems in society, including technological ones, is complex and requires creativity, curiosity and innovative thinking

• CPUT graduates believe in using science and technology to benefit society, despite potential negative impacts.

Relational Capability

• CPUT graduates know that there are no easy fixes to solving complex problems which involves setbacks and restarts.

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• CPUT graduates can stand in the shoes of others to understand their needs, values and cultures.

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• CPUT graduates can engage with others to find the best possible solutions to respond to work and societal problems.

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Ethical Capability

CPUT graduates are orientated towards the well-being and improvement of society rather than just ensuring the well-being and advancement of themselves.

• CPUT graduates acknowledge and care about the concerns of others.

Learn more about Graduate Attributes and the GAs E-learning Course Blackboard: Click here: Staff & Students

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Why are Graduate Attributes re

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Advances in technology impact all levels of society and as such there is a need for universities to produce highly skilled graduates capable of flourishing in a time of great change (Page et al., 2019).

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Represent the qualities, capabilities and skills which are desirable for government, education and industry/business (Cook, 2018).

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Well-rounded graduates are knowledgeable in their respective fields, considered ‘work-ready’ and can serve as future agents for social good (Sin and McGuigan, 2013).

How can Graduate attributes be integrated into curriculum

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It is important to note that graduate attributes are an institution-wide initiative and is thus everyone’s business.

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Intentional efforts must be made to make graduate attributes visible in the academic and non-academic dimensions of the university.

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Student support champions (Retention Officers, Teaching Assistants, Tutors and Mentors) can role model the graduate attributes in their day-to-day engagements with fellow students

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Lecturers also have an exciting role to play in shaping the fostering of graduate attributes in the academic domains of student life.

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Extra-curricular activities and offerings also allow for the embodiment of graduate attributes e.g. using collaboration and teamwork in Debate.

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Work-integrated learning and community service learning offer exceptional opportunities for all students to foster and strengthen attributes, qualities and skills which are relevant to their field and society at large.

References

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Barrie, S. C., Hughes, C., & Smith, C. (2009). The national graduate attributes project: integration and assessment of graduate attributes in curriculum: ALTC Final Reporto.

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Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of ATN University graduates.

Canberra: Australian Government Department of Education, Training and Youth Affairs.

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Cook, P.S., 2018. Examining the graduate attribute agenda in Australian universities: A review of (continuing) problems and pitfalls. Learning and Teaching, 11(3), pp.49-62.

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Page, S., Trudgett, M. and Bodkin-Andrews, G., 2019. Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development. Higher Education, 78, pp.1-15.

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Sin, S. and McGuigan, N., 2013. Fit for purpose: A framework for developing and assessing complex graduate attributes in a changing higher education environment. Accounting Education, 22(6), pp.522-543.