Major influences on the teaching and assessment of graduate attributes

Harpe, Barbara de la; David, Christina

doi:10.1080/07294360.2011.629361

Cited by 73 publications

(26 citation statements)

References 27 publications

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“…These include the processes of designating and implementing such attributes within, across and beyond curricula. Research shows that, combined with strong leadership from senior management and institutional enabling structures (de la Harpe & David, 2012;Spronken-Smith et al, 2015), there needs to be a balancing of disciplinary content and generic graduate attributes, and of academic "contemplative" versus business-minded "instrumental" orientations to knowledge (Bradshaw, 1992). An important role has been highlighted for academic staff in the implementation of graduate attributes in order to take ownership of institutionally derived descriptors and to make them relevant to disciplines (Chapple & Tolley, 2000).…”

mentioning

confidence: 99%

Graduate attributes: implications for higher education practice and policy

Hill

Walkington

2016

Journal of Geography in Higher Education

101

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mentioning

confidence: 99%

Graduate attributes: implications for higher education practice and policy

Hill

Walkington

2016

Journal of Geography in Higher Education

101

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“…However, the data did not allow us to assess the extent to which course descriptions accurately represent lecturers' actual classroom practices. De la Harpe and David (2012) found that the topics and issues that lecturers claim to find important are not necessarily reflected in their lectures. This anomaly should be addressed in subsequent research.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The influence of curriculum on master’s students’ perceived abilities in four domains of graduateness

Steur

Jansen

Hofman

2016

Research in Post-Compulsory Education

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Potentially all university graduates, regardless of the discipline they have studied, are expected to have obtained generic learning outcomes, which we refer to as 'graduateness' . This study investigates the extent to which learning programmes' emphasis on graduateness affects students' perceived abilities in the domains of graduateness. Four domains of graduateness are considered: reflective thinking, scholarship, moral citizenship and lifelong learning. Based on curriculum maps, master's programmes were clustered according to the emphasis placed on each domain. Unexpectedly, there appeared to be no difference in students' perceived competence in the four domains of graduateness between master's programmes that placed little to no emphasis on reflective thinking, moral citizenship or lifelong learning and master's programmes that placed more emphasis on these domains. Only in the scholarship domain was a difference found in students' perceived competence; surprisingly, it was in the opposite direction. In conclusion, we can say that the relation between emphasis on the domains of graduateness and students' perceived abilities in these domains were not found across a large sample of study programmes.

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“…Given the absence of such evidence, HEPs should address this challenge through extensive engagement with industry partners and employers (Wilson, 2012). Such interactions have two major benefits: Firstly, such interactions enable employers to influence the skills and knowledge that students develop within a CMI (see de la Harpe and David, 2012), which is critical for the creation of an authentic virtual workplace, and represents a cornerstone in the development of simulated internship experiences. Secondly, they allow employers to benefit from a HEPs experience in developing and implementing effective learning programs, which is likely to strengthen the relationship between employers and HEPs (Jackson et al, 2017), improve an employer's acceptance of the developed CMI program, and enable employers to maximize the success and societal standing of their own internship programs.…”

Section: Acceptance Of Cmis By Employersmentioning

confidence: 99%