Is the graduate attributes approach sufficient to develop work ready graduates?

Nagarajan, Srivalli; Edwards, Jenny

doi:10.21153/jtlge2014vol5no1art565

Cited by 26 publications

(17 citation statements)

References 21 publications

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“…With 'soft' social skills, particularly effective communication skills, a highly sought graduate attribute (Nagarajan & Edwards, 2014), findings highlight need to prioritise developing tacit skills required to be 'successful' online communicators, and correspondingly, online learners. Without prior DE experience when admitted, students were left to model prior learning experiences from face-to-face high schools or community colleges.…”

Section: Discussionmentioning

confidence: 99%

Technologically-mediated communication: student expectations and experiences in a FOMO society

Ragusa

2017

Int J Educ Technol High Educ

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While technology enables a wider section of society to access higher education, accessing, as a process, fundamentally differs from acquiring the individual and systemic skills required for online learning. This study presents primary data about perceptions of, and experiences with, online learning in an Australian university from a survey of 289 distance education (DE) students. Epistemologically, it prioritises giving agency and voice to an increasingly disempowered collective, online learners, who often are institutionally pursued for economic advantage, rather than pedagogical interest in serving students' unique, individual needs/preferences. Participants' comparison of face-to-face and online learning experiences allowed for benefits and disadvantages of online learning to emerge from lived-experiences. While a key benefit of online learning was its perceived 'flexibility', findings revealed difference between students' conceptualisation of flexibility and institutional realities. Although DE students longed for non-technologically-medicated communication with peers and lecturers, the process of learning how to become a DE student failed to address students' needs/ concerns beyond technical skill acquisition and subject content mastery. Students' 'fear they were missing out' (FOMO) on 'better' internal classroom and learning experiences was a key limitation 85% perceived about DE. Whereas traditional classroom experiences generally were recalled favourably, online learning was described by its shortcomings. Findings demonstrate need for deeper investigation of how/why educational technologies are implemented. Conclusions suggest critical research investigating whether embedded technologies meet student and/or institutional needs and aspirations in globally competitive learning environments may assuage DE's stigma, realign expectations and improve teaching/learning experiences.

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Section: Discussionmentioning

confidence: 99%

Technologically-mediated communication: student expectations and experiences in a FOMO society

Ragusa

2017

Int J Educ Technol High Educ

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“…Several scholars have argued that developing employability skills is not all that universities can or should do to enhance graduate employability (e.g., Holmes, 2013;Vilapakkam Nagarajan & Edwards, 2014): this article adds to this literature. It is highly advantageous for students develop a functioning professional social network that then continues beyond the degree program into professional life, rather than starting from scratch at course completion.…”

Section: Higher Education Graduate Employability and Social Networkmentioning

confidence: 91%

Career Assessment

McIlveen

Perera

Brown

et al. 2021

The Oxford Handbook of Career Development

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Career assessment is inherent in the professional practices of career development. Career assessment has its scientific, technical, and aesthetic foundations in applied psychology and education. It takes the forms of objective or subjective observation of another—a student or client—or reflectively of self. Assessment enables the practitioner, researcher, client, and student to conceptualize behaviour essential to performing acts of career development, such as identifying vocational interests, decision-making, and making meaning in diverse contexts of education and work. Its utility in higher education is demonstrated by examples of qualitative and quantitative methods of career assessment focused on employability. Considerations are given to the future potential and limitations of career assessment.

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“…Words such as skills and attributes have been used interchangeably in the literature and discourse on GAs. However, Nagarajan and Edwards (2014) argued that they are not synonymous. Skills are usually more practical and refer to qualities related to communication, time management, and teamwork.…”

Section: Conceptualizing and Defining Graduate Attributesmentioning

confidence: 99%

“…By contrast, attributes are broader than skills and include more abstract qualities, such as loyalty, honesty, commitment, and integrity. These attributes are considered desirable by employers (Nagarajan & Edwards, 2014;Smith & Do, 2018;Wong et al, 2021).…”

Section: Conceptualizing and Defining Graduate Attributesmentioning

confidence: 99%

Conceptualizing Graduates Attributes (GAs) in English Language Teacher Education Programs in Oman During the COVID-19 Pandemic

2022

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This study seeks to contribute to the incipient pool of research on graduate attributes (GAs) by reporting on a study of the GAs of Omani English language teacher (ELT) education programs and the role being played in this area by the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA), formerly known as Oman Academic Accreditation Authority (OAAA). The study was qualitative and examined stakeholders’ perspectives and aspirations concerning the graduate attributes used in English language teacher education programs in Oman during and after the COVID-19 pandemic. The data for the study was generated by (1) reviewing the pertinent literature, including OAAA’s documents and reports, and (2) interviewing online seven experts and practitioners from ELT programs in Oman. The findings reveal that the participants have diverse views of the GAs. Additionally, higher education institutions (or HEIs) encountered several common challenges with the mapping, actualizing, teaching, and assessing of GAs. Moreover, the existing GAs still need to be reviewed to fit the dynamic requirements of the labor market. The findings of the study have the potential to guide and support English teacher education providers in Oman in developing, reviewing, aligning, and mapping their GAs more effectively and impactfully.

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Is the graduate attributes approach sufficient to develop work ready graduates?

Cited by 26 publications

References 21 publications

Technologically-mediated communication: student expectations and experiences in a FOMO society

Technologically-mediated communication: student expectations and experiences in a FOMO society

Career Assessment

Conceptualizing Graduates Attributes (GAs) in English Language Teacher Education Programs in Oman During the COVID-19 Pandemic

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