1 / 17

Graduate attributes and career readiness: From here to where?

Graduate attributes and career readiness: From here to where?. Elizabeth Deane WIL symposium July 2014. What are graduate attributes?. One definition:

nadine-beasley
Download Presentation

Graduate attributes and career readiness: From here to where?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Graduate attributes and career readiness:From here to where? Elizabeth Deane WIL symposium July 2014

  2. What are graduate attributes? One definition: The broad skills that a University expects that graduates will have acquired and be able to demonstrate to an appropriate level whatever their program of study. Are linked to employability skills and program learning outcomes. An example of how presented: XXX is committed to producing graduates who demonstrate the Graduate Attributes. Students are presented with appropriate learning, teaching, and assessment experiences to enable them to develop and demonstrate the XXX Graduate Attributes. The XXX Graduate Attributes are explicitly communicated to staff and students in all course and unit documentation.

  3. What is the context? Why? (i) The regulatory environment and public accountability The AQF, TEQSA and Professional registration requirements Requires universities to be able to measure and capture information about graduates’ acquisition of generic learning outcomes as part of their program of study (ii) Competitive employment market Making your graduates stand out (iii) Marketing and positioning Making yourUniversity stand out

  4. Australian Qualifications Framework delineates: Learning outcomes for each level and qualification type Knowledge, Skills and their application Generic learning outcomes: Fundamental skills (literacy and numeracy) People skills (team work and communication skills) Thinking skills (learning to learn, decision, making and problem solving) Personal skills (self direction and acting with integrity).

  5. TEQSA (the regulator)the Threshold Standards Provider Course Accreditation Standards S1: Course design is appropriate and meets qualification standards S5: Assessment is effective and student learning outcomes are achieved Qualification Standards HE awards are delivered to meet the appropriate criteria Graduate attributes(TEQSA definition) Generic learning outcomes: transferable, non-discipline specific skills that a graduate may achieve through learning that have application in study, work and life contexts.

  6. Example GAs: University XX • Apply discipline knowledge, principles and concepts; • Think critically, creatively and reflectively; • Access, evaluate and synthesise information; • Communicate effectively; • Use technologies appropriately; • Utilise lifelong learning skills; • Recognise and apply international perspectives; • Demonstrate intercultural awareness and understanding; and • Apply professional skills.

  7. UWS Graduate Attributes: Command multiple skills and literacies to enable adaptable lifelong learning Demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity Demonstrate comprehensive, coherent and connected knowledge Apply knowledge through intellectual inquiry in professional or applied contexts Bring knowledge to life through responsible engagement and appreciation of diversity in an evolving world

  8. How are these attributes delivered, ensured and articulated?The Here We enter the labyrinth! The world of learning outcomes, constructive alignment and curriculum mapping The world of standards, of benchmarking and moderation The world of graduation statements, ancillary certifications and portfolios

  9. Typical approach: University Y • Graduate Attributes must be included on the website; • Orientation may include information on the Graduate Attributes; • Graduation statement must reference the Graduate Attributes; • Unit assessors must inform students explicitly about Graduate Attributes embedded in the Units at the commencement of a Unit and; • in the Unit website, Unit learning materials or in classes; • in assessment tasks in which a specific Graduate Attribute is assessed.

  10. Procedures :University Y • Course learning outcomes are contextualised using the Graduate Attributes- Course Learning Outcomes Matrix and YY Graduate Attributes Descriptors Table as guides. • The Graduate Attributes shall then be mapped across the whole Course curriculum using the Course Learning Outcomes as a guide to ensure a whole-of-Course approach. • Each Unit must include at most 3 of the Graduate Attributes explicitly articulated in the Unit learning Outcomes, except, for example, in double weighted Units and Capstone Units which may include more. • Each of the Graduate Attributes identified through the Unit Learning Outcomes must be explicitly assessed and included in the marking criteria for the assessment task • The interrelationships between the Graduate Attributes, Unit Learning Outcomes and assessment tasks must be displayed for each Unit.

  11. Does this work and for whom? For employers? For accreditation and professional bodies? For Universities? For university staff? For students? Have we ever asked?

  12. Positioning ownership and responsibilityThe Where Shifting the focus to Students • Student reflection's on attainment • Personal development portfolios Reality checks • Capstones • Workplace embedded projects

  13. Personal Development Planning (PDP) A structured and supported process by which students reflect upon their own learning, performance and/or achievement. Aims to provide support for students in planning their personal, educational and career development Students can  identify goals for the future and record their achievements and skills development  Mandatory in UK HE

  14. Self reflectionskills and capability assessments Specific tools which allow students to step through a reflective assessment process: Example 1 (ACEN MQ) Pre-activity self-rating Evidence gathering, collation and presentation Post activity self rating Reflection and analysis guided by prompts Example 2 (Liverpool UK/Griffith tool kit) Online self assessment tools (https://www.ljmu.ac.uk/studentex/studentex_docs/Graduate_Skills_Diagnostic_13.html) http://www.griffith.edu.au/__data/assets/pdf_file/0009/290817/Professional-skills.pdf

  15. Capstones Helps students: Synthesise their learning across the program; Demonstrate holistically their development of graduate capabilities; Successfully negotiate the transition to work Enables the institution:To assess final graduate capabilities from a program of study. design and assessment pivotal

  16. Making it real through work Work integrated learning Structured and purposefully designed learning and assessment activities Integrates theory with the practice of work. Allows students to learn, apply and demonstrate skills and knowledge applicable to the course of study being undertaken Students interact with industry and community within a work context or similar situation, includes service learning

  17. For UWSHere to Where? UWS has the heres and many of wheres? • WIL is alive and well. Can we do more? Increase our community and industry connectedness? • Some programs have capstones – should we have more? • How much self reflection occurs? How much non-program based credentialing do we do? Can we do better?

More Related