Graduate Attributes: Development and Testing

Little, Penelope; McMillan, Margaret

doi:2014.1.1.12

J Probl Based Learn > Volume 1(1); 2014 > Article

Original Article

Journal of Problem-Based Learning 2014;1(1): 12-21.
DOI: https://doi.org/10.24313/jpbl.2014.1.1.12 Published online January 30, 2014.

Graduate Attributes: Development and Testing

Penelope Little¹, Margaret McMillan²

¹M(Edu), B(Sci) Associate Professor, Conjoint Appointment Faculty of Health, The University of Newcastle, Australia
²Ph.D., RN Professor, Conjoint Appointment School of Nursing & Midwifery, The University of Newcastle, Australia

© Copyright 2014 International Society for Problem-Based Learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Background
Universities across the world have considered which attributes were important to their graduates and examined the extent that programs included experiences and opportunities conducive to exposure to and development of the desired attributes.
Methodology
An action research cycle of three phases focused on review, development and implementation of statements of curriculum intent and outcomes.
Results
The iterative processes of evaluation and curriculum renewal led to agreement that graduates from university degrees should exit with attributes that distinguish their higher education experience.
Conclusion
Consultative processes led to identification of Graduate Attributes (GAs) Domains unique to the University. Implementation of the GAs with a selection of programs demonstrated practicality and effectiveness.

Keywords: Graduate Attributes, Action Research, Curriculum Mapping