Transcript Slide 1

generic skills and attributes
that will distinguish
our graduates
Presenter: Jillian Litster
1
Presentation to CQU Library staff
November 2004
Outline of today’s talk
 Some
information
– What are graduate characteristics?
– Four ‘outcomes’ for defining attributes
 CQU
Graduate Characteristics
– 7 general skills
– 9 generic attributes
– and professional bodies
 Division
& Faculty responses to GCs
 Some useful CQU resources
2
Fons Nouwens
Lecturer, Policies and graduate
attributes
LEID Centre
Central Queensland University
Division of Teaching & Learning
Services
Building 37
ROCKHAMPTON QLD 4702
(07) 4930 9577 Phone
(07) 4930 9792 Fax
[email protected]
Fons & I have been working together on generic skills mapping.
3
What are ‘Graduate Characteristics’?
The CQU Graduate Characteristics is a list of generic
graduate outcomes to be attained by all
undergraduates of this University.
The Higher Education Council (HEC) report Achieving
Quality, defined ‘generic graduate outcomes’ as:
These are the skills, personal attributes
and values which should be acquired by
all graduates regardless of their discipline
or field of study. In other words, they
should represent the central
achievements of higher education as a
process.
(HEC, 1992, p. 20, cited in Barrie 2004, p.262)
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So …?
“Broadly speaking, generic graduate
attributes in Australia have come to be
accepted as being the skills, knowledge
and abilities of university graduates,
beyond disciplinary content knowledge,
which are applicable to a range of
contexts.
It is intended that university students
acquire these qualities as one of the
outcomes of successfully completing any
undergraduate degree at university.”
(Barrie 2004, p.262)
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Outcomes for a definition
According to Barrie (2004, pp.262-3) there
should be four key features to outcomes of
generic graduate attributes/characteristics:
1.
2.
3.
4.
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The outcomes referred to are generic
and not ‘discipline specific’.
They are abilities to be looked for in a
graduate of any undergraduate degree.
The outcomes encompass more than
skills and attitudes.
The outcomes result from the usual
process of higher education.
Outcome 1: GCs are generic
not discipline specific
“The outcomes are referred to as generic in
that it is claimed they are developed
regardless of the field of study or domain of
knowledge.
That is not to say that they are necessarily
independent of disciplinary knowledge–
rather, that these qualities may be
developed in various disciplinary contexts
and are outcomes that in some way
transcend disciplinary outcomes.”
(Barrie 2004, pp.262-3)
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Outcome 2: GC of a graduate of any
undergraduate degree.
“They are abilities to be looked for in a
graduate of any undergraduate
degree.
They are not entry-level skills–rather,
they are considered to be an
important outcome of university-level
learning experiences.”
(Barrie 2004, pp.262-3)
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Outcome 3: GC encompasses
more than skills and attitudes.
“They are often referred to as generic
attributes rather than generic skills in
recognition that as outcomes they
encompass more than skills and
attitudes.
As well as being a more global term
for such outcomes it is one that can
encompass new or alternative
conceptions of wisdom and
knowledge.”
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(Barrie 2004, pp.262-3)
Outcome 4: GC results from the usual
process of higher education.
“These outcomes result from the usual
process of higher education.
That is, they are not a set of
additional outcomes requiring an
additional curriculum–rather, they are
outcomes that can be reasonably
expected from the usual higher
education experience.”
(Barrie 2004, pp.262-3)
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Why ‘Graduate Characteristics’?
Barrie (2004, p.262) argues that:
… statements of generic graduate
attributes seek to articulate the
nature of the education the
university offers to its students
and through this an aspect of the
institution's contribution to
society.
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CQU Graduate Characteristics
 List
ratified by Academic Board
 Tabled as part of the CQU
Management Plan for Teaching and
Learning 2004-2008


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7 Generic Skills
9 Attributes
7 x generic skills
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Generic skill - 1 Graduates of CQU will possess the
ability to:

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monitor the environment,
develop strategies, and capitalise
on change
Generic skill - 2 Graduates of CQU will possess the
ability to:

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inquire, evaluate and use
information effectively
Generic skill - 3 Graduates of CQU will possess
the ability to:
solve problems and to apply
scientific reasoning

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Generic skill - 4 Graduates of CQU will possess
the ability to:
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use information technology
Generic skill - 5 Graduates of CQU will
possess the ability to:
apply discipline related
theory to practice in both
familiar and unfamiliar
situations
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Generic skill - 6 Graduates of CQU will possess
the ability to:
function effectively as team
members and as team
leaders
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Generic skill - 7 -
Graduates of CQU will possess
the ability to:
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communicate effectively
9 x attributes
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Attribute - 1 Graduates of CQU will possess
the following attribute:
enthusiasm for and
commitment to their work

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Attribute - 2 Graduates of CQU will
possess the following attribute:

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self–confidence in managing
of themselves and others
Attribute - 3 Graduates of CQU will possess
the following attribute:
critical, creative and
strategic thinking

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Attribute - 4 Graduates of CQU will possess
the following attribute:
displaying ethical behaviour
towards others

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Attribute - 5 Graduates of CQU will possess
the following attribute:
capability and commitment
in upholding professional
values and ethics
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Attribute - 6 Graduates of CQU will
possess the following
attribute:
commitment to learning
throughout life
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Attribute - 7 Graduates of CQU will
possess the following
attribute:
willingness to challenge
current knowledge and
thinking
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Attribute - 8 Graduates of CQU will
possess the following
attribute:
reflect on and realistically
evaluate their own
performance and plan to
achieve personal and
professional goals

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Attribute - 9 Graduates of CQU will
possess the following
attribute:
actively lead and participate
in regional, national and
global societies, in both
professional and personal
roles
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Graduate Characteristics
& professional bodies

It should be noted that professional bodies
may also have their own requirements for
generic attributes in graduates.

Where these exist, the listed attributes
required by the professional body will be
incorporated into curriculum.

In most cases these professional attributes
will overlap with CQU’s list above, so
curriculum documents and teaching and
learning plans will be able to demonstrate
how both sets of attributes have been
identified, developed and assessed.
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We need to explore how
we are helping our
graduates to develop
these skills and attributes.
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Faculty & Division responses
Reponses provided to Academic Board meeting,
29 September 2004,
Extract from Agenda item 8.2.1.
 Responses
to question:
How is your faculty addressing
the generic skills and attributes
specified in the Management
Plan for Teaching and Learning?
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Division of Library Services
Liaison librarians having a planning
framework and work with academics
to incorporate information literacy
into the various courses and
programs.
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Division of Teaching and
Learning Services

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LEID Centre progressing generic skills
– conducted awareness forums
– established a website
provides information and links to
resources
– developed a plan and schedule for
embedding attributes and skills in CQU
programs
– working with faculty staff on specific
programs
Faculty of Arts, Health and
Science
 No
formal review process has
occurred,
 Reviews of generic skills have been
undertaken across a number of
programs by analysis of course
objectives.
 Some of these reviews (e.g. for BSc)
are published in school prospectuses.
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Faculty of Informatics and
Communication
 Generic
skills and attributes which
are requirements of accrediting
bodies and professional societies are
addressed in the programs offered
by this faculty.
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Faculty of Education and
Creative Arts

Generic skills within the Faculty’s degrees
are:
– futures oriented,
– capitalise on change,
– require effective use of information and
problem solving skills,
– compel the use of information technology,
– necessitate the ability to apply theory in
unfamiliar situations,
– function as effective team members, and
– demonstrate effective communication.
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Faculty of Engineering and
Physical Systems



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The faculty is developing a required skills
audit of all undergraduate programs within
the faculty.
The skills audit will reflect the professional
body, industry and university desired
attributes of its graduates in the respective
programs.
The development of the template for the
process will then be used for the
postgraduate programs.
Faculty of Business and Law


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With the review of all programs, generic
skills are being mapped across core courses
and across each program. Staff are
encouraged to address at least one generic
skill within their course.
In 2004 the FOBL TLAG’s brief is to address
assessment. Part of this brief is to look at
the incorporation of generic skills within
courses and programs.
Faculty & Division responses
From Academic Board meeting 29 September
2004, Extract from Agenda item 8.2.1.
 End
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of responses
Online CQU Resources
http://learning.cqu.edu.au/generic_skills.php
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Fons Nouwens – a useful resource
Lecturer, Policies and graduate
attributes
LEID Centre
Central Queensland University
Division of Teaching & Learning
Services
Building 37
ROCKHAMPTON QLD 4702
(07) 4930 9577 Phone
(07) 4930 9792 Fax
[email protected]
Fons & I have been working together on generic skills mapping.
44
Source:
CQU Management Plan for Teaching and
Learning 2004-2008
URL:
http://www.cqu.edu.au/ppmanual/acad
emic/t&lmanplan2004-08.doc
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Final comment to Barrie (2004)
Unlike many generic, key or employable
skills statements in the United Kingdom,
Australian statements of generic graduate
attributes ... explicitly emphasize the
relevance of these graduate outcomes to
both the world of work (employability) and
other aspects of life. In particular, the role
of such qualities in equipping graduates as
global citizens and effective members of
modern day society who can act as `agents
of social good' has been emphasized in the
Australian context.
(Barrie 2004, p.262)
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Useful Resources



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Barrie, S 2004, ‘A research-based approach
to generic graduate attributes policy’,
Higher Education Research & Development,
vol. 23, no. 3, pp.261–275.
Barrie, S & Prosser, M 2004, ‘Editorial:
Generic graduate attributes: citizens for an
uncertain future’, Higher Education
Research & Development, vol. 23, no. 3,
pp.243–246.
Higher Education Council (HEC) Australia
1992, Achieving quality, Canberra:
Australian Government Publishing Service.
THANK YOU FOR
YOUR TIME
Presenter: Jillian Litster
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Presentation to CQU Library staff
November 2004