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Disciplining the Graduate Attributes
Overview
• Background
• What are the Graduate Attributes?
• Curriculum Renewal Project in Humanities and Social
Sciences
• Curriculum Renewal Process
• Results and Key Insights
• Advantages
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Traditional Approach to Higher
Education
Changes to Higher Education
(particularly from mid 90s)
supply-driven --institutional focus
(this is what we offer)
demand-driven -- economy/student focus
(what would you like to study?)
low demand (most jobs did not require
high levels of education)
high demand (increasing requirements for
pre/in-service education )
elitism (8%)
massification (>40%)
binary system (Universities and CAEs)
Unified National System (Dawkins)
high proportion of public funding
low proportion of public funding (HECS,
full fee courses, International students)
high levels of self determination
greater requirement for accountability
quality conceptualised in terms of inputs
(TER scores, funding, staffing)
quality conceptualised in terms of outputs
(Graduate Attributes, jobs, publications,
performance-based funding)
quality of courses asserted by academics
according to their own frameworks
quality determined by external agencies
according to stakeholder perspectives
(AUQA/TEQSA, AQF)
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University Revenue by Source 1939-2010
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University Revenue by Source 1939-2010
Whitlam: fees abolished
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University Revenue by Source 1939-2010
Major policy shift: UNS, HECS
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University of Adelaide Graduate Attributes
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Knowledge and understanding of the content and techniques of a
chosen discipline at advanced levels that are internationally recognised.
The ability to locate, analyse, evaluate and synthesise
information from a wide variety of sources in a planned and timely
manner.
An ability to apply effective, creative and innovative solutions,
both independently and cooperatively, to current and future problems.
Skills of a high order in interpersonal understanding, teamwork
and communication.
A proficiency in the appropriate use of contemporary technologies.
A commitment to continuous learning and the capacity to maintain
intellectual curiosity throughout life.
A commitment to the highest standards of professional
endeavour and the ability to take a leadership role in the
community.
An awareness of ethical, social and cultural issues within a global
context and their importance in the exercise of professional skills
and responsibilities.
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Graduate Attributes: Characteristics
• outcomes oriented
– for the student: personal improvement, social mobility,
economic gain
– for society: fostering citizenship, increased standard of living
– for the economy: work-ready, future employability in a changing
context
• broadly based  beyond content
– content widely available (Google, MOOCs, texts, etc)
• the ‘feral student’
– value-add of universities – credentialling function
• content: syllabus
• transferable skills: communication, teamwork, thinking, information
literacy
• contextual factors: personal, professional, internationalisation,
citizenship, employment
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Graduate Attributes: Characteristics
• at the level of program/major
– made up of constituent courses
– outcomes for the major determines the nature of courses
» architecture determines the composition of components
• given meaning by the discipline
– systematic and defensible (incorporate standards and
stakeholder views)
– intentional not aspirational (specified through learning
outcomes)
– measured (through assessment)
– supported directly through teaching and learning
• responsibility of all members of the discipline
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Graduate Attributes:
Framework for Renewal
• part of the University’s quality assurance framework
– focus on outcomes for students (employment related)
– validity of programs and courses (through course learning outcomes
and assessment)
– stakeholder interests (employers, professional associations,
• quality for whom
– students (confidence in what they know and can do)
– society (accountability for tax payer contribution)
– academic staff (professional responsibility for quality)
• focus for TEQSA
– good practice
• Good Universities Guide – recruitment, marketing
• used in performance funding formula
• world-wide quality movement
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Curriculum Renewal Project in HUMSS
• curriculum renewal project in each faculty
• 17 Majors and 306 courses (within the Faculty)
• variations in the structure of majors
– history, politics have very little structure
– languages are highly structured
• no external professional requirements
• languages must meet competency standards
• timeframes tight--Review of BA requires curriculum
renewal to be completed by early 2014 for approval by
PAEC
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Curriculum Renewal Outcomes
• major
coherence and integrity
developmental sequence of knowledge, skills and their application
compliance with AQF, TEQSA, Threshold Learning Outcomes
profile in relation to U of A Graduate Attributes
Graduate Attributes profile of the major shapes Graduate Attributes
of constituent courses
– University priorities (Beacon, BA Review)
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• course
– alignment between course learning outcomes and assessment
• course learning outcomes articulate student expectations
• assessment determines the extent to which course learning outcomes
have been achieved
– learning and teaching arrangements support students to successfully
undertake the assessment
– contribution of the course to the GA profile of the major.
University of Adelaide
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Process of Mapping and Development
1. What do we understand by the Graduate Attributes?
– development of Indicators
2. What do these indicators mean within the disciplines?
– development of Discipline-Specific Learning Outcomes (DSLOs) for
each major
3. What have we got now?
– review of each course in the major and development of course
summaries
– review of the major by collating the individual course summaries
4. What do we want?
– agreement on the characteristics of the major
5. How are we going to get it?
– identification of how these characteristics can be delivered through
the component courses
– changes to courses and course documentation.
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Mapping Progression
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1. Process of Mapping and Development:
Indicators
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GAs and their Indicators
1. Knowledge and understanding
of the content and techniques
of a chosen discipline at
advanced levels that are
internationally recognised.
a. understanding of a broad and
coherent body of knowledge
including concepts, theories and
methodologies.
b. in-depth knowledge in one or
more disciplines including major
scholars, concepts, techniques,
theories, relevant approaches to
research, key resources, current
debates and research issues
c. understanding of the
interdisciplinary nature of
scholarship
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GAs and their Indicators
4. Skills of a high order in
interpersonal understanding,
teamwork and communication.
a. appreciation of social, cultural
and linguistic diversity and how
this impacts on interpersonal
transactions including
communication styles
b. ability to communicate
effectively within a discipline
and professional context
c. capacity to contribute
productively to group-based
outcomes
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2. Process of Mapping and Development:
Discipline-Specific Learning Outcomes (DSLOs)
AQF Learning
Outcomes
U of A
Graduate
Attributes
Generic
Indicators
Australian
Standards
Discipline
Specific
Learning
Outcomes
stakeholder
perspectives
International
statements
other relevant
resources
EU SQF
Social
Science
EU SQF
Humanities
University
priorities
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GAs, Indicators and
Discipline-Specific Learning Outcomes
1. Knowledge and understanding of the content and techniques of a
chosen discipline at advanced levels that are internationally
recognised
Indicator
a. understanding of a broad and
coherent body of knowledge
including concepts, theories and
methodologies
DSLOs for English
understanding of a broad knowledge
of literary and other texts including
visual representations and other
forms of cultural production
understanding of the various genres
of literary and other texts and visual
representations including prose,
poetry, drama and film
understanding of key terms and
concepts in literary studies
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GAs, Indicators and
Discipline-Specific Learning Outcomes
4. Skills of a high order in interpersonal understanding, teamwork
and communication
Indicator
b. ability to communicate
effectively within a discipline and
professional context
DSLOs for English
advanced literacy skills including
broad vocabulary, accurate spelling
and use of grammar, clarity of
expression, appropriate style
disciplined approach to the writing
process including the drafting and
redrafting of documents
ability to present sustained and
persuasive written and oral arguments
cogently and coherently and to engage
in critical debate
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3a. Process of Mapping and Development:
Courses
What have we got now?
– Course Mapping Against the DSLOs
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Course Learning Outcomes
Assessment
Learning and Teaching Arrangements
Quantification of emphases
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Learning Outcomes
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Assessment
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Learning and Teaching
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Emphases and Alignment: Tragedy
HML values quantified to obtain a numerical profile of each
course
Knowledge
DSLO
1a
CLOs Score
0.4
Assessment
Scores
1.1
1b
1
2.4
1
3.1
Information
Literacy
Problem Solving
Communication
and teamwork
Technology
Lifelong
Learning
Profession
al integrity
and
leadership
Ethical,
social &
cultural
awareness
1c
2a
2b
3a
4a
4b
4c
5a
5b
6a
7a
8a
1
0.4
0.4
2
0.4
0.4
1.2
1.6
0.4
0.4
0.4
0.4
0.4
1.8
0.8
1
0.7
3c
1
3d
3
0.7
1.4
3b
0.9
0.7
1.6
0.3
1.9
0.8
6b
7b
8b
0.4
2.2
0
0
1.2
0
0
1.2
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Emphases and Alignment: Tragedy
• HML quantified to obtain a numerical profile of each
course
Knowledge
DSLO
1a
CLOs Score
0.4
Assessment
Scores
1.1
1b
1
2.4
1
3.1
Information
Literacy
Problem Solving
Communication
and teamwork
Technology
Lifelong
Learning
Profession
al integrity
and
leadership
Ethical,
social &
cultural
awareness
1c
2a
2b
3a
4a
4b
4c
5a
5b
6a
7a
8a
1
0.4
0.4
2
0.4
0.4
1.2
1.6
0.4
0.4
0.4
0.4
0.4
1.8
0.8
1
0.7
3c
1
3d
3
0.7
1.4
3b
0.9
0.7
1.6
0.3
1.9
0.8
6b
7b
8b
0.4
2.2
0
0
1.2
0
0
1.2
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3b. Process of Mapping and Development:
Majors
• What have we got now?
– review collated course maps and other information
– discussion involving all members of the discipline
– collective responsibility
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Collated Course Learning Outcome Scores
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Collated Assessment Scores
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Course Scores Collated
Numerical course profiles aggregated
Alignment of CLOs and Assessment
Knowledge
DSLO
9.1 CLO scores
1a
15
Information
Literacy
1b
1c
2a
28.1
16.7
10.3
59.8
9.2 Assessment scores
21.8
26.1
69.6
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•
2b
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Problem Solving
3a
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33.3
21.7
6.52
3b
Communication and
teamwork
3c
3d
8.56
22.7
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4a
3.9
63.26
25.1
31.52
20.7
14.1
60.3
10.3
2.23
Lifelong
Learning
Professional Ethical, social
integrity and
& cultural
leadership
awareness
4b
4c
5a
5b
6a
6b
7a
7b
8a
8b
24.5
6.18
3.33
13.2
4.93
9.49
3.88
0.47
9.51
3.99
34.58
15.2
Technology
26.2
32.8
16.53
4.4
2.28
10.2
12.48
14.42
4.51
11.4
15.91
4.35
4.57
4.97
13.5
0.4
8.36
3.74
12.1
good alignment
professional dimension (7 & 8) strong
knowledge very strong
analysis very strong (AQF)
interpersonal interaction (4a) not strong
group work (4c) low
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4. Process of Mapping and Development:
Agreeing on the Curriculum
• What do we want?
– agreeing on the preferred curriculum
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•
•
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characteristics of the major
emphases
discipline issues
University issues
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Rethinking the Major
Numerical course profiles aggregated
Alignment of CLOs and Assessment
Knowledge
DSLO
9.1 CLO scores
1a
15
Information
Literacy
1b
1c
2a
28.1
16.7
10.3
59.8
9.2 Assessment scores
21.8
26.1
69.6
•
•
•
•
•
2b
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Problem Solving
3a
19
33.3
21.7
6.52
3b
Communication and
teamwork
3c
3d
8.56
22.7
13
4a
3.9
63.26
25.1
31.52
20.7
14.1
60.3
10.3
2.23
Lifelong
Learning
Professional Ethical, social
integrity and
& cultural
leadership
awareness
4b
4c
5a
5b
6a
6b
7a
7b
8a
8b
24.5
6.18
3.33
13.2
4.93
9.49
3.88
0.47
9.51
3.99
34.58
15.2
Technology
26.2
32.8
16.53
4.4
2.28
10.2
12.48
14.42
4.51
11.4
15.91
4.35
4.57
4.97
13.5
0.4
8.36
3.74
12.1
good alignment but are these the preferred emphases?
increase professional dimension (7 & 8)?
does knowledge/analysis need to be this dominant?
increase interpersonal interaction (4a)?
increase group work (4c)?
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5. Process of Mapping and Development:
Amending Courses
• How are we going to get it?
– changes to the major can only occur through the constituent
courses
– Course Coordinators
• make agreed changes
• complete necessary documentation
– Course Learning Outcomes
• all courses
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Renewing Course Learning Outcomes
ENGL 2069 Tragedy
Existing Course Learning Outcomes
Renewed Course Learning Outcomes
On the successful completion of this course students will be
able to:
1.
Confidently read and understand a variety of creative and
theoretical texts central to the discourse of tragedy.
1.
read and interpret a selection of creative and theoretical
texts central to the discourse of Tragedy.
2.
Explain key terms in the theory and practice of tragedy.
2.
understand the major theoretical and critical movements
as they apply to Tragedy.
3.
Evaluate the relationship between theory and practice as
3.
explain the interdisciplinary nature of the discourse of
Tragedy
it relates to tragedy.
4.
Recognise and evaluate cultural and historical specificity
and difference as these are represented by the range of
creative and theoretical texts
4.
evaluate the selected texts within their historical contexts
5.
Research set topics and write coherently and logically
argued essays which incorporate that research.
5.
undertake research on set topics including an annotated
bibliography and a brief survey of the critical literature
6.
Critically evaluate their own and other’s written
materials.
6.
present persuasive and sustained written arguments
based on the research
7.
Contribute to group-based activities and work as a
7.
contribute to group-based activities and work as a
member of a team in the preparation and delivery of a
seminar presentation
member of a team in the preparation and delivery of a
seminar presentation
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Tragedy Renewed
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Results Across HUMSS
• 88% (269/306) of courses completed the mapping
• majors
– Graduate Outcomes in 4c , 7 and 8 were generally not strong
– Knowledge and Problem Solving strong
• courses
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–
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–
alignment mixed
changes needed to Course Learning Outcomes
changes to assessment in some cases
reconsider the mapping—may be there but not recognised
• other processes still being undertaken
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Key Insights
• curriculum development is serious academic work that needs
recognition in workload and acknowledgement of expertise
• a way of thinking about teaching--not a once-off exercise
• course coordinators operate as members of an academic team
– ‘ownership’ of courses
– transparency
– accountability
• implications for Faculty committee structure, quality
processes and academic roles as part of an integrated approach
• foundation for further curriculum development
– capstones, first year experience, career readiness, articulation
• other possible applications
– e-portfolios, tailor-made qualifications, employer interface
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Advantages of the Approach
•
Indicators
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•
Discipline Specific Learning Outcomes
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•
clarifies the GAs
facilitates consistent outcomes across majors
compliance with AQF level 7 and TEQSA
benchmarks nationally and internationally
‘interprets’ the University’s GAs within disciplines
incorporates discipline standards, stakeholder concerns, international benchmarking
incorporates other University priorities: academic literacies, e-Experience, Small Group
Discovery Experiences, capstones, and research skills development
Major
– facilitates discussion and debate about strategic and operational issues
– coherent, intentional and justifiable expression of the major
(not just an aggregation of courses)
– maps developmental sequences of academic literacies , research skills, e-Experience
– identifies and shapes the various contributions of courses to the major
•
Courses
– validity–alignment between course learning outcomes and assessment, and their
relationship to teaching and learning arrangements
– identifies contribution of a course to the major
38