Graduate Attributes Research Articles

Exploring employability skills in UAE higher education programs using a self-assessment matrix

PurposeThis research paper explores the degree to which employability skills are embedded across educational programs in higher education (HE) institutions in the United Arab Emirates (UAE) and to establish how successfully the required graduate attributes are being promoted, particularly those relating to employability.Design/methodology/approachAn employability self-assessment matrix, adapted from one originally developed by the UK Centre for Bioscience for a similar purpose, was utilised as the research framework in this study to generate data relevant to the UAE. The tool used was a self-administered questionnaire completed by curriculum managers on the target campuses.FindingsThe findings reveal that employability skills are increasingly being integrated into curricula and that the use of a self-assessment matrix proves to be an effective tool in gauging and further improving institutional effectiveness in this area. Supporting Higher Education institutions in promoting and developing employability skills through raising awareness and targeting resources more effectively.Originality/valueIn the context of a shifting labour market landscape, this study contributes to the ongoing discussions on the importance of employability skills and how they can be effectively integrated into HE programs to enhance career prospects and economic prosperity.

Evaluation Methods of General Requirements Courses and their Role in Improving Academic Performance and Graduate Attributes Among Taif University Students: Implications for Achieving SDG 4

Objectives: This study aims to investigate the impact of different evaluation methods on academic performance and graduate attributes among Taif University students. Theoretical Framework: The research aligns with the strategic goal of Taif University, represented by the Deanship of Ancillary Studies, to equip graduates with competitive attributes that meet labor market demands through enhanced academic performance. Method: Employing an analytical descriptive approach, the study utilized the Graduate Attribute Scale and analyzed the academic results of a randomly selected sample of 459 students. The participants’ performance in various general requirement courses was assessed across Levels One, Three, Five, Two, Four, and Six during the first semester. Results and Discussion: The findings indicated a significant improvement in students’ academic performance at Level Five compared to Levels One and Three. This improvement was attributed to the diversity in evaluation methods applied. Additionally, graduate attributes demonstrated notable enhancement at Level Six compared to Levels Two and Four, correlating with the varied evaluation strategies implemented in general requirements courses. The study suggests that diversifying assessment approaches can positively influence both academic performance and the development of graduate attributes. Research Implications: These results underscore the importance of implementing varied evaluation methods in university curricula to boost student capabilities and prepare them effectively for professional challenges. Originality/Value: The study contributes to the academic field by providing empirical evidence on the positive role of diverse evaluation methods in enhancing student performance and graduate attributes, offering insights for curriculum designers and policymakers at higher education institutions. This aligns with the Sustainable Development Goal (SDG) 4, which promotes quality education and lifelong learning opportunities for all.

Graduate attributes in Australian Christian higher education providers: Faith and faculty

Graduate attributes are the central qualities, skills, and knowledge that Higher Education Providers aim to instill in their graduates. But how do Christian Higher Education Providers (CHEPs) embed their set of graduate attributes? In a joint Australian CHEP research project, the faculty reported that what they teach is aligned with the graduate attributes. However, when directly referencing the graduate attributes within learning material and assessments, the ‘Christian’ and/or affective attributes were challenging to implement and measure. Despite this, the institutional culture and faculty alignment were able to promote the inculcation of the graduate attributes.

Developing a Curriculum for Practical Skills-Based Pedagogy in Engineering Education: A Skills-Driven Teaching and Learning Approach for Job Transition Pathways Applicable in Engineering Training and Development for a University of Technology

The onset of the COVID-19 pandemic has necessitated a shift in focus for graduate engineering students, demanding their swift integration into the workforce. The Engineering Council of South Africa now stipulates that institutions must cultivate specific graduate attributes, particularly in the face of rapid economic and social transformations. This mandate prompts universities to equip engineers with the skills needed to seamlessly adapt to scarce skill positions and emerging roles within diverse disciplines dictated by industry demands. The evolving landscape is shaped by emerging technologies impacting production, manufacturing, and service sectors. Consequently, engineering graduates must acquire skills that facilitate a smooth transition into roles that align with their expertise. The imperative for universities is to fulfill the core mission of engineering education: fostering professionals capable of developing future technology to address upcoming challenges and produce technologists adept at solving present issues using current technology. This study employs a qualitative research method to explain and explore the training of engineers, ensuring that graduates possess the requisite attributes for a successful transition into new occupational roles aligned with industry needs. The focus of the research centers on analyzing the teaching interventions implemented in Industrial Engineering undergraduate programs at a university of technology.

Developing graduate attributes through the application of coaching theory

Graduate attributes (GAs) have been formally adopted by higher education institutions for some time and describe the skills and competences that students should develop over the course of their studies. GAs are considered to be important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes at a public university in Hong Kong were used in this study. One class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students were asked to complete pre-intervention surveys which provided self-reports of current ratings in GAs and resourcefulness behaviours. After completion of the 12-week intervention, students were asked to complete post-intervention surveys, again reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post intervention. The findings of this study suggest that coaching practices may provide an efficient and effective way to develop transferable skills in students, and this paper provides discussion on the implications of these results.

Student perceptions of global citizenship education in the university curriculum

ABSTRACT Given the pressing global challenges facing society, it is imperative that students are well equipped to contribute to solving problems, in an informed, ethical and meaningful way. This is the basis of global citizenship education, which is rapidly emerging in Higher Education policy as an important pedagogical philosophy and set of graduate attributes. We examined UK undergraduate student perceptions of global citizenship education (N = 202). Only 12.87% of students had come across the term global citizenship education, but a content analysis of their definitions demonstrated that they showed generally accurate understanding of the term. A thematic analysis of open-ended responses identified three dominant themes related to student perspectives on the concept of global citizenship education, (1) perceived importance of global citizenship education, (2) challenges within the conceptualisation of global citizenship and (3) perceived challenges with the subject-level implementation of global citizenship education. Implications for Higher Education policy and practice are discussed.

Assessing Graduateness in Higher Education Islamic Tertiary Institutions in South Africa: Towards a Pedagogical Contextual Approach

This study aims to examine the concept of graduateness in tertiary Islamic institutions and its essential integration into the curriculum of Islamic higher education. The study sheds light on the connections between program content, teaching methodologies, and the cultivation of graduateness in the context of Islamic education at the International Peace College South Africa (IPSA), emphasizing the curriculum’s role in enhancing values and ethics alongside employability preparedness. The study investigates the BA program at IPSA over three years (2020-2023). Employing the frameworks of Coetzee’s categorization of Graduate Attributes, Biggs’ Constructive Alignment, and the Technological Pedagogical Content Knowledge (TPACK), the analysis explores attitudes toward curriculum content, teaching, and learning through the lens of graduateness development. Results from the questionnaire revealed a statistically significant difference in the development of graduate attributes at IPSA, influenced notably by thematic content (p = 0.0018). In addition, there was a strong correlation between students’ and lecturers’ perceptions (r = 0.900, p < 0.0001), indicating effective alignment in the understanding of educational goals.

Transferable Skills And Graduate Attributes: Analysis of health services management students’ reflections on an industry-based placement

Purpose: Work Integrated Learning (WIL) supports learners to acquire transferable skills and graduate attributes for employability through placements in settings aligned with their future profession. The purpose of this paper is to explore, student reflections on the attainment of transferable skills and university graduate attributes on health service management (HSM) work integrated learning placements in one Australian University. Design/methodology/approach: The study used data collected from e-portfolios from two cohorts of students who completed placements in the health industry. Structured e-portfolios recorded student reflections, these were analysed both quantitatively and qualitatively. To analyse the reflections, content analysis and mapping of narratives to transferable skills and University graduate attributes was used to evidence their attainment by learners on placement. Findings: The data demonstrated that students attained transferable skills and university attributes and reflected upon them in their e-portfolios. However, not all transferable skills and attributes were evidenced in student portfolios. Ethical thoughts and actions, respect and capability with First Peoples, citizenship and social responsibility, negotiation and conflict resolution, research and organizational membership were not comprehensively demonstrated. Reflective skills and learning how to reflect could be further emphasised and practiced within the curricula. The outcomes of the study can be used to strengthen the focus of reflective e-portfolios, inform the development of HSM curricula and support academics teaching in WIL programs to further clarify expectations on reflection. Originality: This paper is of interest to Universities aiming to equip graduates with transferable skills and the attributes to thrive in complex and rapidly changing work environments. The study identified further research opportunities that could inform the design and content of e-portfolios to demonstrate the skills attained on placement.

Developing Graduate Attributes Through Competitive Gameplay and Learning Theories

The term competitive gameplay or gaming is predominantly associated with esports. Esports, a synonym, or abbreviation for electronic sports is an industry that has a global outreach with a lucrative market. This is accentuated by the event driven, business model focus and organised competitive events, often involving sponsorship. These additional characteristics associated with esports is what distinguishes it from traditional or casual gaming. Though esports games can be played individually, they are predominantly viewed as a team activity. Beyond the debate as to whether esports can be classified as a sport, it is an area that has attracted a significant amount of academic research. Research areas have often included esports psychology, esports player health and nutrition and esports management. Some research studies have also reviewed how esports have the potential to e.0quip esports players with relevant 21st century skills such as critical and lateral thinking. One area where esports appears to be under researched is in the relationship between competitive gameplay and learning theories. It can be argued that this is an important consideration when delivering esports from an educational perspective. The aim of this paper is to provide a scoping review of the esports literature identifying empirical research associated with competitive gaming and graduate attributes. Esports game genres will be explored from a gameplay perspective demonstrating via learning theory examples how these games can facilitate graduate attributes in players. Exploring the domain of esports game genres, learning theories and meta-skills, the paper presents a conceptual model illustrating the interrelationship between these areas. The paper also has practical value to educators, who may be as yet unfamiliar with esports, informing them of the subject’s educational benefits from a graduate attribute and employability perspective.

A Novel 360° Framework for Developing a Graduate as a Whole Person by Enhancing the Affective Domain Skills

Abstract: “It takes more than intelligence to act intelligently”. An education that enriches and kindles the thinking ability of a person and ignites not only the knowledge but also the skills and attitude to draw to an innovative conclusion with holistic development is termed Whole Person Education (WPE). A framework for achieving a 360-degree development of a student is devised and used. This framework consists of 14 indicators that are mapped with the Graduate Attributes (GA) defined by NBA. These 14 indicators include research, advanced studies, industry interactions, publications, IPR, sports, and other life skills such as communication, leadership skills, teamwork, and character building. Keywords: Whole Person Education, Affective Domain, Performance Indicators, Attainment of Program Outcomes, Graduate Attributes, Cognitive D o m a i n , P s y c h o m o t o r D o m a i n , R u b r i c s , Accreditation.

CHAPTER 4: the Place of Knowledge, Graduate Attributes and Technology in the 21st-Century Higher Education Curriculum

The purpose of this chapter is to explore the complexities and challenges for higher education curriculum transformation in the 21st century. More specifically, the focus is on the ways in which such transformation could place equal value to disciplinary knowledge, graduate attributes, and technology. In other words, how to enable students to learn so that they can use acquired disciplinary knowledge, graduate attributes, and technology to enable them to adapt to changes brought about by 21st-century demands. By means of a literature review as a research methodological choice, the chapter explores the value of placing disciplinary knowledge, graduate attributes, and technology side by side in the centre of the curriculum.

Bridging the gap between college and career: Development of a graduate attribute framework for Saudi students

The objective of this quantitative study was to examine the efforts of one large university in the Eastern Province of Saudi Arabia to develop and approve a graduate attributes (GA) framework. The large-scale initiative drew on faculty members and students’ perceptions of graduate attributes that can bridge the gap between college and career readiness at Imam Abdulrahman bin Faisal University (IAU). The study’s methodology employed a web-based questionnaire administered to the institutional community of faculty members and students. Descriptive and inferential statistics were conducted and analyzed to refine the final attributes. The results indicated the following five core GAs based on 1,826 participant responses: 1) knowledge application and lifelong learning; 2) problem-solving and decision-making abilities; 3) information technology skills; 4) an active personality and 5) a commitment to values, ethics and responsibility. This inaugural study’s results can contribute to the growing interest in creating GA frameworks for Saudi universities and their graduates. The absence of GA frameworks in the Saudi context should be considered in future updates. Recommendations further suggest secondary analyses to provide more meaningful insights into the IAU’s GA framework and its relevance to Saudi Arabia’s higher education sector in general.

Evaluating the student attainment of graduate attributes through direct method

The attainment of Graduate Attributes, GA-1: Creative and Solution oriented, GA-2: Effective Communicator, and GA-3: Critical Thinker, by the graduates of Modern College of Business and Science, Oman, was evaluated using the Direct Method. Student grades in various courses that embed these GAs were accessed by mining data from the examination archives. The average scores of these GAs were compared with the benchmarked global test values of TTCT, IELTS, and CCTST respectively. The analysis revealed that, while the attainment of GA-1 is satisfactory, GA-2 and GA-3 need focus. Gender differences were noticed wherein female graduates’ attainment of GAs was found to be higher than male graduates. The attainment of GAs was not uniform across various departments in the college. Based on VUCA Theory, Social Penetration Theory, and Theory of Inquiry, this study attains significance in the light of HEIs attempting to provide job-ready students to the industry globally. This study establishes the practical implications of GA assessment in higher education and enables us to identify the GAs to focus on.

Indigenous students' experiences of being taught indigenous health

BackgroundIncreasing the numbers of Indigenous health professionals is an international priority to enhance health outcomes for Indigenous communities. It is also incumbent on academics to ensure all graduates are culturally safe to work with Indigenous Peoples, and that accredited health degrees contain appropriate Indigenous content, improving the cultural competence of the registered health workforce. However, little current research investigates Indigenous tertiary students' experiences of learning about Indigenous health. AimTo explore Indigenous students' experiences of being taught Indigenous health. DesignThis study employed an online survey (16 % response rate) developed to evaluate student's beliefs, attitudes and learning experiences following operationalisation of a university Indigenous Graduate Attribute. An Aboriginal researcher also conducted Yarning Circles with Indigenous students as a culturally appropriate means to deepen insight into their experiences of studying Indigenous health topics alongside non-Indigenous peers. SettingA large urban Australian university. ParticipantsTwelve Indigenous students from four health disciplines completed the anonymous survey. Five Indigenous midwifery students participated in a Yarning Circle. MethodsSurvey data were analysed descriptively using SPSS version 27. Qualitative data from Yarning Circle transcripts were analysed thematically from an inductive Indigenous standpoint. ResultsResults from the survey demonstrated unanimous agreement that all health students should learn about Indigenous Peoples' health and cultures. However, most participants agreed that there needed to be more content on Indigenous knowledges, derived from Indigenous authors, researchers, and community presenters.The Yarning Circle yielded rich discussion of students' experiences, explored across three key themes and associated sub-themes. Themes were: When your culture is content; Being an Indigenous student; and Sources of strength and support as Indigenous students. ConclusionsFindings indicate the importance of framing Indigenous content, incorporating Indigenous knowledge into curricula, ensuring Cultural Safety in classrooms with both Indigenous and non-Indigenous students, and supporting Indigenous students to excel.

The Correlation between Java Programming and BSICT Graduate Attributes of Information Technology Students at Surigao del Norte State University

This study examines the relationship between graduate attributes of 150 Bachelor of Science in Information Technology (BSIT) students and Java programming. The study focuses on graduate-level skills like problem-solving abilities, communication, and problem analysis in relation to Java programming elements like classes, file handling, and methods. A 5-point Likert scale rating is incorporated into the survey questionnaire design in order to quantitatively evaluate the responses. The study makes use of the Jamovi application as a statistical spreadsheet. The outcome shows a good relationship between the characteristics of BSIT graduates, such as communication, problem-solving skills, and problem analysis, and Java programming elements like classes, file handling, and methods. Additionally, some BSIT students find it difficult to use complicated methods, indicating the necessity for instructional strategies, practical projects, assessments, and peer programming exercises.

Internationalization of Curriculum (IoC) in Higher Education: A Global Cooperative Strategy

Research indicates that recent advancements in information and communication technologies have introduced new implications for the internationalization of higher education institutions. The aim of this review is to study the extent of the Internationalization of Curriculum (IoC) in higher education from a global perspective. Databases including ERIC, Academic Search Premier, and HINARI were used to search for relevant literature. The search was conducted with combinations of the search terms: Internationalization, Curriculum, Higher education, and graduate attributes. The review identified extensive references to the internationalization of curriculum in higher education across the globe including American, African, European, Middle Eastern and Asian countries. The analysis of the findings has indicated IoC implementation as a complex process involving various actors stakeholders such as teachers, students, and other institutional leaders. Findings have also highlighted that implementation of IoC accompanies several challenges, which the stakeholders need to address during the process of selecting the contents, ways of teaching, and evaluating, also including institutional, social, and political support from within and outside the institutions. The aspect of graduate attributes has been minimally explored in terms of IoC. There is a great deal of available literature which emphasizes the need for Internationalization in Higher Education Institutions (HIEs) to extend beyond the mobility of students, staff, and faculty through international affiliations and global partnerships. The findings have raised questions for further research to include a wider cohort from various disciplines in higher education. Students’ and teachers’ perspectives and attitudes towards IoC must be studied to further understand the need for its development.

Using Simulation-Based Assessment for Event Management Students

This research project explores the effectiveness of simulation-based assessments (SBAs) as an alternative to practical assessments for event management (EM) students, considering the 2020 global pandemic's impact on higher education. SBAs mimic real-world scenarios, enabling innovative and authentic ways for assessors to determine how well candidates can put their knowledge, skills, and talents to use. For example, they give students an opportunity to instil and reinforce ethical principles and values essential for success in the workplace. The study aims to investigate the relationship between SBAs and graduate attributes, via a qualitative approach, to investigate and analyse students' lived experiences. Ten final-year EM students were selected purposively, with inclusion criteria. Semi-structured interviews were conducted using an original set of selected questions, and thematic analysis was used for data analysis. The study's findings suggest that if used correctly, SBAs can be an effective tool for developing students' graduate attributes, preparing them for employment. The article concludes on how to maximise the value of SBAs in preparing students for the workforce, especially when practical assessments are not feasible

Supporting the Biomedical Science UG Project Research Journey Through Staff-Student Partnerships.

Introduction: Developing research skills enhances graduate attributes and student employability. The UG research project is coined the pedagogy of the 21st century but the diversity of supervisory styles is a source of student perceived inequality of experience. The goal of this study was to provide structure and support to undergraduate (UG) biomedical science research students and supervisors by co-creating research informed resources that are accessible, engaging and student centred. We asked 1) How do UG students experience research supervision? 2) What approaches do supervisors use to support UG project students? 3) How do students as partners benefit from being involved in pedagogical research? Materials and Methods: In Stage One, 3 UG student research partners co-developed questionnaires and followed these up with semi-structured interviews. Fifty two UG project students took part in an interactive poll and 14 supervisors answered a questionnaire. Seven students and 4 supervisors were interviewed. These were analysed by thematic analysis. In Stage Two, the questions were asked of UG project students (n = 79) via an interactive poll and the resource developed in Stage One was trialled with students (n = 68) and supervisors (n = 37). Results: The global theme identified was that students feel strongly that the student-supervisor relationship influences their experience, satisfaction and success. In all polls, >90% of students but <60% of supervisors agree that a good student/supervisor partnership has an effect on the success of the final project. A smaller percentage of students felt strongly that they were able to develop a successful partnership with their supervisor. We co-created a visual model and a list of discussion points of how the student-supervisor partnership can be developed, aimed at making supervision more effective whilst being non-prescriptive. Discussion: The resource can be easily adapted. Students believe it helped them to develop a staff-student partnership and supervisors commented that it helps to clarify roles and manage student expectations. This scalable project will support the practice of future UG biomedical science project research students and supervisors. Working with students as partners enabled the development of richer ideas whilst supporting their employability.

Attributes of Business Administration Graduates from Stakeholder Perspectives: Case Study of Prince of Songkla University, Pattani Campus

Unemployment of new graduates remains because of a mismatch between employer demands and graduate attributes. To reduce the skills gap, the study programs need to know what attributes are required by stakeholders. This study aims to identify the attributes of business administration graduates based on the requirements of stakeholders, and to determine the importance of the attributes of business administration graduates. The qualitative data was collected from stakeholders consisting of 17 internal stakeholders and 29 external stakeholders. Based on qualitative data analysis approach, the data was analyzed and thematically categorized by researchers. The study found that the importances of both generic and specific attributes of graduates were mentioned by stakeholders. The attributes of business administration graduates include 36 generic attributes and 3 specific attributes. This study suggested that the study programs should integrate the attributes of graduates into curriculum design and provide students with teaching and learning activities that enable them to develop the expected attributes. However, this study investigated graduate attributes specifically for the Bachelor of Business Administration Program, Faculty of Humanities and Social Sciences, Prince of Songkla University, Pattani Campus. The results of the study may not be generalized to other programs of study or other areas because the required graduate attributes in a specific area can be different than others.

HYPER ENGINEERING COMMUNICATION SKILLS WITH PECHA KUCHA TECHNIQUE FOR HIGHLY QUALITY GRADUATE ATTRIBUTES

Stakeholders in business programs, particularly marketing programs, emphasize the importance of communication skills. Graduates should develop communication skills so that they can be productive employees at work and communicate their ideas effectively to clients. Despite of the significance of being able to communicate effectively for professional graduates, there is little reference to the development of these skills in the current graduate attributes of many universities. This study was carried out to examine students experience on Pecha Kucha technique used for presenting their assignment presentation. A total of 52 students from Retail Management class have participated in the survey distributed from April to May 2022. Majority of students strongly agree that Pecha Kucha technique helped them to improve presentation skills, increase understanding on the subject also encourage more cooperative learning. It was discovered that critical thinking skills were enhanced among students while they preparing for the presentation.