Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development

Page, Susan; Trudgett, Michelle; Bodkin-Andrews, Gawaian

doi:10.1007/s10734-018-0324-4

Cited by 38 publications

(42 citation statements)

References 49 publications

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“…The study is positioned in the career development debate and the transition of human capital from the HEI sector into the graduate labour market. The study aims to advance knowledge of the CAGC in the Nigerian TVET context and contribute to discussions that can lead to policies directed towards improving the TVET system of Nigerian HEIs, as well as those of other developing countries (Hunkin, 2018;Page, Trudgett, & Bodkin-Andrews, 2018).…”

Section: Rq1mentioning

confidence: 99%

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

Okolie

Nwajiuba²,

Binuomote³

et al. 2020

Australian Journal of Career Development

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This study examined the current state of careers advice, guidance, and counselling (CAGC) services and programmes in the technical, vocational education, and training (TVET) system of Nigerian higher education institutions (HEIs). This was to determine how well current CAGC services and programmes foster students’ career development, aspirations, and choices. Forty-eight participants, who were members of the Nigerian National Board for Technical Education (8 participants), guidance counsellors (6), university TVET teachers (18), career experts from the National Directorate of Employment (7), and newly employed TVET graduates (9), volunteered for the study. A purposeful sampling procedure was adopted to recruit participants. Data were collected using a semi-structured interview approach, and we employed a thematic design for the coding and analysis of the transcribed data. The study found no CAGC services and programmes in the TVET system. It is recommended, therefore, that TVET systems should focus on providing career development enhanced learning rather than schooling only by revising the curriculum to include programmes and activities that promote CAGC activities and programmes.

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Section: Rq1mentioning

confidence: 99%

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

Okolie

Nwajiuba²,

Binuomote³

et al. 2020

Australian Journal of Career Development

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“…Through a deficit lens, negative statistics and problems perpetuate stereotypes and oppressive actions, without commitment to Indigenous Australians' community-driven change (Page et al, 2018). This reinforces the notion that Indigenous Australians as a population all have the same problems and are in need of help from outsiders (Fredericks, 2008).…”

Section: Knowledge Hierarchies and Their Limitsmentioning

confidence: 54%

“…IGAs may enable students to develop cross-cultural skills relevant to succeeding in future careers and complementary to knowledge gained throughout their education (Hunt et al, 2015;Page, 2014). Embedding an IGA may facilitate students and staff transferring, adapting, and developing knowledge and skills to engage with diverse Indigenous communities across Australia (Goerke & Kickett, 2014), using higher education to stimulate positive change in Australian culture and workplaces (Behrendt et al, 2012;Krakouer, 2015;Page et al, 2018;Power et al, 2016;Ryan & Ryan, 2013).…”

Section: Leadership Of Allied Health Professionals: Accreditation Andmentioning

confidence: 99%

Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

Manton

Williams

2021

IJIH

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While professional education in medicine and nursing in Australia has been implementing strategies to increase accessibility for Indigenous Australians, allied health professions remain underdeveloped in this area. Failure to improve the engagement of allied health professions with Indigenous Australians, and failure to increase the numbers of Indigenous staff and students risks perpetuating health inequities, intergenerational disadvantage, and threatens the integrity of professions who have publically committed to achieving cultural safety and health equity between Indigenous and non-Indigenous people. Knowing this, leaders in the allied health professions are asking “What needs to change?” This paper presents a critical reflection on experiences of a university-based Indigenous Health Unit leading the embedding of Indigenous perspectives in allied health curriculum, informed by Indigenous community connections, literature reviews, and research in the context of an emerging community of practice on Indigenous health education. Key themes from reflections are presented in this paper, identifying barriers as well as enablers for change, which include Indigenous community relationship building, education of staff and students, and collaborative research and teaching on Indigenous Peoples’ allied health needs and models of care. These enablers are inherently anti-racism strategies that redress negative stereotypes perpetuated about Indigenous Australians and encourage the promotion of valuable Indigenous knowledges, principles, and practices as strategies that may also help meet the health needs of the general community.

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“…New innovative tasks, for example, could involve students in empathising with people from different cultural contexts through virtual simulation (Ward et al 2018) and educating this audience about what they can expect in their health care. In our Australian university setting, new tasks will also need to uniquely develop and assess students' 'Indigenous professional capability', and may include, for example, 'roleplay' and project work as well as immersive WIL experiences (Page et al 2019).…”

Section: Discussionmentioning

confidence: 99%

“…These qualities are considered desirable by employers and so enhance students' employability. Qualities such as teamwork and ethical decision-making also enhance students' citizen scholarship, defined as their educated, responsible social engagement (Arvanitakis et al 2019; Oliver and Jorre de St Jorre 2018; Page et al 2019). Our University has chosen nine GQs to develop in students, with the aim that these qualities will "equip [students] for the contemporary world and … help [them] to make positive contributions to society" (Graduate qualities 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

et al. 2021

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For many years, universities have aspired to develop in students so-called 'soft skills' or graduate qualities (GQs), such as critical thinking and teamwork, that enhance both students' employability and citizen scholarship. GQs are often said to be 'embedded' in courses, but saying this does not of itself provide evidence that students have developed the qualities. Our University has recently proposed using common rubrics in all courses to measure and provide evidence of students' achievement of GQs. However, a solution to the problem of how to implement the University's rubric-based strategy has not been fully formulated. Many staff use assessment tasks that focus on measurement of discipline-specific content and procedures, rather than GQs, and the use of task rubrics and their design is variable. In this conceptual article, we advance a solution to the problem of how to implement the University's rubric-based strategy in our Health Sciences context. To formulate a solution, we adopted a design thinking approach, which is focussed on people's needs and taking iterative steps to create a design solution to meet these needs. We encountered three key design issues in our approach that led us to propose new 'bridging' concepts for assessing GQs: consistency in learning, rubric standardisation, and the audience for assessment tasks. These concepts link existing theory and research around course 'constructive alignment', rubrics, and assessment task design. Possible tests of our solution are suggested, and potential advances in course design and research are discussed. For universities planning assessment of GQs, we recommend a holistic approach, in which academics, educational and work-integrated learning professionals, students and community partners unite and are supported in the ongoing course design process.

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Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development

Cited by 38 publications

References 49 publications

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria

Strengthening Indigenous Australian Perspectives in Allied Health Education: A Critical Reflection

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

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