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J Probl Based Learn > Volume 1(1); 2014 > 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.
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.
An action research cycle of three phases focused on review, development and implementation of statements of curriculum intent and outcomes.
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.
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
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