Attributes or Aspirations Trying to make practical sense

Attributes or Aspirations? Trying to make practical sense of Graduate Attributes Gordon Walkden Darren Comber University of Aberdeen

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

1) What are Graduate Attributes? • Are they more than just sets of “metaskills”? • Are they more than just learning outcomes? • Do they try to capture the essence of what we do? • “skills, qualities and understandings that should be acquired by students during their time at the University regardless of their discipline of study”. (Darwin) • “The essential qualities, knowledge and capabilities to be developed by students during the course of their studies”. (Adelaide) What do we think they are? What do we think they should be?

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

2) Why do we need graduate attributes? • Do they keep academics on message? • Do they serve to inform students (even parents) of what to expect? • Do they inform external reviewers (e. g. ELIR)? • Do they help employers? • Are they a vehicle for projecting institutional values or worth?

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

Perceptions 3) Who are we trying to please? The stakeholders Students Parents Academics Student recruitment Public relations Research councils Employers Government Are we all on the same message? Do we all want the same thing?

Agendas Whose message is it anyway? Different academics: wanting to upgrade intellect, knowledge, understanding Different students: wanting student experience, employment prospects, social standing Different degrees: aimed at research, business, industry, professions; with accreditation? Different levels: student “buy – in”, progression; the SCQF connection Different institutions contrasting recruitment and graduate markets Employers, postgraduate course managers wanting knowledge, skills, experience; the education/ training debate Funding agencies: must to contribute to economic, civic and cultural prosperity Society at large: able to apply knowledge, intellect, education for the common good

And which are the ones that Employers prefer? • “An intellectual curiosity and a willingness to question accepted wisdom and to be open to new ideas; • A capacity for independent, conceptual and creative thinking; • An ability to communicate effectively for different purposes and in different contexts; • An ability to work independently and as part of a team; • An openness to, and an interest in, life-long learning through directed and self-directed study; • An awareness of personal strengths and weaknesses. ”

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

4) Should GAs reflect what we do or drive what we do? Attributes versus aspirations and spin versus speciality • • Are they the collective wisdom of an institution? Are they the collective ambitions of an institution? Are they a strategic instrument of the institution? Should they define distinctive parts of an institution? Should they define different levels of study? Are postgraduate degrees different? And does everyone understand the language we use?

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

5) How do we arrive at a list of attributes (evolution versus revolution)? 1. 2. 3. 4. 5. 6. Research previous attempts (evolution)? Start from scratch (revolution)? Leave it to pedagogists/ Involve staff and students? Involve employers, PSBs Ask the government (which government)? Should attributes reflect differing ambitions (faculties, schools, departments, disciplines)? Do different degrees inevitably train different attributes? Do attributes evolve from institution to institution? Some possible examples of “evolution” follow…….

A generic list of academic “skills” from an unnamed British HEI Academic skills • knowledge of relevant national, international and cross-disciplinary scholarship and research • understanding of key concepts and research methods • awareness of the importance of sharing and extending knowledge and of the limits of our present understanding • ability to apply and implement specialist research techniques • ability to objectively evaluate new ideas • awareness of ethical and professional issues associated with research • (for Foundation students) ability to apply acquired knowledge and skills in the workplace • (for Bachelor’s students) critical analysis of (and insight into) relevant data/phenomena • (for Master’s students) ability to successfully design and undertake independent research Employability skills • literacy and numeracy skills • ICT skills (including awareness of emerging technologies) • communication (especially report-writing) skills • presentation skills (using appropriate technology, e. g. Power. Point) • problem-solving skills (identifying problems and evaluating solutions) • negotiation and reasoning skills (constructing rational arguments and persuading others) • analytic skills (analysing problems, devising solutions and evaluating alternatives) • planning and management skills (planning, managing and completing a task on time) • teamwork, leadership and collaborative skills (including leading and being led by others) • enterprise skills and commercial awareness Personal and social qualities (these are becoming attributes) • self-reliance, self-reflection, self-development, self-motivation and self-confidence • ability to work under pressure • independence (the ability to set one’s own goals and devise strategies for achieving them) • intellectual curiosity, imagination, creativity and initiative • adaptability and open-mindedness (valuing diversity and embracing change) • interpersonal skills (engaging with others to establish rapport and partnerships) • respect for the ideas, cultural values and rights of others • community ethos and awareness of social, economic, cultural, and ethical responsibilities • sense of (local, regional and global) perspective • active engagement with environmental and sustainability issues • awareness of the role of sport and exercise in promoting health and work-life balance • professionalism and integrity (striving to achieve high standards in every aspect of life)

The missing link? And some local special flavour James Cook University Generic skills to be taught – – – Literacy and Numeracy Information Literacy Critical Thinking and Problem Solving Self Reliance and Interpersonal Understanding Using Tools and Technologies Learning Achievement Graduate Qualities to be fostered – – – exemplary personal and professional moral and ethical standards, a commitment to lifelong learning and intellectual development, an understanding of Indigenous Australian issues and cultures, an understanding of regional issues, a sense of professional, community and environmental responsibilities, willingness to contribute to the intellectual, cultural and social life of the regional, national and international communities.

Moving to nested categories of attributes Charles Darwin University • Personal Practical Knowledge – – Acquisition Application Creativity Knowledge base • Citizenship – Communication – Teamwork – Social Responsibility • World View – Flexibility – Leadership

Nested categories reflecting a projected agenda? Melbourne University – Academically excellent: (5 attributes) – Knowledgeable across disciplines: (4 attributes) – Leaders in communities: (4 attributes) – Attuned to cultural diversity: (4 attributes) – Active global citizens: (3 attributes)

More nested categories – is there an agenda here? A University of Aberdeen education will enable graduates to become: • Academically excellent (5 attributes) • Critical thinkers and effective communicators, (6 attributes) • Open to learning and personal development (3 attributes) • Active citizens (4 attributes)

What are we really about? • Are we trying to define the essence of a University education, • or the essence of a university education from the University of “X”? • On whose terms and whose behalf is a University delivering this?

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

6) How do we ensure we are delivering our listed attributes? • Through internal QA systems (Internal teaching review) – Open to academic interpretation? – Questions of teaching rigour and review effectiveness? • Can attributes be assessed directly - and by whom? – • Can PDP play a central role in this? Conduct a student survey – – Raise awareness – Who and when? • The role of local advisory boards and distant accrediting bodies • Concept of “fitness to practice” (Medicine, Education) • What does “class of degree” mean in terms of attainment of attributes?

Questions 1. What are Graduate Attributes (e. g. skills sets versus learning outcomes)? 2. Why do we need Graduate Attributes (what problems are we trying to solve)? 3. Who are we trying to please (who are the stakeholders)? 4. Should Graduate Attributes reflect what we do or drive what we do (attributes or aspirations; spin, or speciality )? 5. How do we arrive at a list of Graduate Attributes (evolution versus revolution)? 6. How do we ensure we are delivering our Graduate Attributes (quality assurance, assessment, survey)? 7. How do we embed esoteric attributes?

Are these deliverable? Active citizens, with • An awareness and appreciation of ethical and moral issues; • An awareness and appreciation of social and cultural diversity; • An understanding of social and civic responsibilities, and of the rights of individuals and groups; • An appreciation of the concepts of enterprise and leadership in all aspects of life; • A readiness for citizenship in a civilised and inclusive society.

And a final thought: Class Action! What if we failed to deliver certain specific attributes and a group of graduates wanted to take us to court?