The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Materials identified as good practice are indentified. Read more...
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26 resources found for ‘generic graduate attributes’.
The National Graduate Attributes Project Issues papers
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This is a collection of eight issues to consider in the renewal of learning and teaching experiences.
The National Graduate Attributes Project (GAP), a national scoping study of Australian Universities' recent activities in relation to the development of graduate attributes underpins the project.
The papers provide an introduction to each of the key elements identified as being important for universities to consider when engaging in curriculum renewal to achieve graduate attributes. Each paper is short and points to additional references. The eight elements of the institutional framework are not independent and recommended by the authors to be read in sequence. The papers are presented as starting points for reflection.
The eight papers focus on (1) Conceptualisation, (2) Stakeholders, (3) Implementation, (4) Curriculum, (5) Assessment, (6) Quality Assurance, (7) Staff Development, and (8) Student Centred. They are most helpful to those involved in considering whole of institution (or faculty) approaches to Graduate Attributes implementation. They make a good starting point and are easily downloadable separately or as one PDF document.
Graduate attributes statements database
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This is one of the outcomes of the National GAP (Graduate Attributes Project), a national scoping study of Australian universities' recent activities in relation to the development of graduate attributes. It is an aggregation of de-identified university graduate attributes statements, gathered in 2007-08. The statements were sorted into groups describing similar graduate attributes. They are presented as 'Enabling' level attributes (broader dispositions: scholarship, global citizenship, life-long learning) and 'Translation' level (more discrete, discipline-specific attributes: research and enquiry; information literacy; personal and intellectual autonomy; ethical, social and professional understanding and communication).
The boundaries between categories are artificial and some relate to more than one category.
This web resource includes a clickable visual map showing these eight subcategories. Links take the user to an aggregation of university statements of attributes -- for example, when universities include an attribute related to critical thinking, here are examples of how they phrase that statement. Even though these were gathered in 2007-08, they are unlikely to date -- the database shows the similarities and differences in statements.
This is a useful resource for those considering reviewing their attributes. It also shows the broad emphases in attributes across the sector.
Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
This 13-minute video is titled "Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes" by Dr Jeanette Baird, Australian Universities Quality Agency, and produced as part of the National Graduate Attributes Project (2007-08) which explores curriculum renewal strategies to achieve graduate attributes in Australian universities.
The video provides a quality assurance perspective on how universities (and higher education institutions, HEIs) implement Graduate Attributes. Dr Baird suggests there are two overall questions that HEIs should ask: "How do you know that graduates achieve the Graduate Attributes?" and "What improvements to students' learning outcomes have resulted from these Graduate Attributes?". Evidence is required to support HEIs' claims about Graduate Attributes.
Dr Baird then goes on to three specific areas: (1) alignment between Graduate Attributes and HEI's institutional objectives; (2) curriculum review and implementation through mapping and contextualisation; and (3) internationalisation. Other topics include (briefly): employer feedback; CEQ Generic Skills results as a proxy for Graduate Attribute achievement; curriculum mapping and the reflection required in relation to assessment; the challenges of internationalisation and Australian HEIs; consistency of the student experience across campus. Underlying this approach is the OADRI framework (Objectives, Approach, Deploy, Review and Improve).
This resource is particularly useful and relevant to those considering a whole of institution approach and deployment of Graduate Attributes implementation in the curriculum, as well as internal and external quality assurance. It is clearly presented and to the point. The video is easily accessible to most users, and plays within the web page and on most browsers.
Managing educational change in the ICT discipline at the tertiary education level: Final Report
University of Wollongong
2009
Monash, QUT
This is an outstanding, comprehensive analysis of the state of tertiary ICT education in Australia, including the need for some change and how this should be approached. The report includes extensive survey data from the perspectives of academic staff, recent graduates and (to a lesser extent) employers of ICT graduates. It is noteworthy that these surveys have been conducted across a very representative component of the Australian sector, giving confidence about the broad relevance of the findings.
The report is a "must read" for anyone undertaking a serious review of their ICT curriculum or teaching, and indeed is worth the attention of anyone seeking a good example of such a review, irrespective of discipline. It is particularly illuminating to observe the alignment, of lack thereof, between what is taught at University and what students require in the workforce. Of course, there is an ongoing debate about how tightly Universities should aim for work-ready graduates, but the data in this report from recent ICT graduates are relevant to all tertiary programs in this area.
The report is lengthy, with a wealth of (quantitative and qualitative) data and substantial data analysis. There are nine recommendations, of which three focus on the ICT sector and its perceptions by stakeholders, and six address aspects of the curriculum and teaching; these latter recommendations are most relevant for discipline standards. The report is beautifully written and well-organised, and argues its case convincingly. The reader will benefit from either a short reading or a comprehensive analysis.
By degrees: Benchmarking archaeology degrees in Australian universities
The purpose of the resource is to articulate standards of Honours degrees in archaeology at Australian universities. These benchmarks were developed by a working group of teaching academics involved in archaeology.
Driven by apparent shortcomings in archaeological training identified by employers and students, this resource would be of most use to Honours coordinators and undergraduate coordinators generally. Although it is not explicitly intended, the resource is geared primarily for those who wish to pursue a career as a consultant archaeologist (or a cultural resource manager) after four years of undergraduate training.
The most useful section of the resource is the 'Benchmarking Statements', a series of 34 dot points divided into three categories: subject knowledge and understanding; archaeology-specific skills; generic skills. These are the skills that Honours graduates would be expected to have prior to beginning a vocation in archaeology.
The rest of the resource contains fairly generic statements about archaeology, its importance, teaching and learning environments in Australian universities, and career paths.
The National Graduate Attributes Project: integration and assessment of graduate attributes in curriculum
The University of Sydney
2009
Griffith, UQ
Good Practice Report: Assuring Graduate Outcomes
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on assuring graduate outcomes. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Shaping a Desired Future for Australian Business Education
The University of Sydney
2008
The role of honours in contemporary Australian higher education
The Australian National University
2009
UoN, UQ, UTS
Understanding Architectural Education in Australasia
The University of Newcastle
2008
Business as usual: A collaborative investigation of existing resources, strengths, gaps and challenges to be addressed for sustainability in teaching and learning in Australian university business faculties
The University of Sydney
2008
A national soil science curriculum in response to the needs of students, academic staff, industry, and the wider community
The University of Sydney
2012
The University of Adelaide, The University of Melbourne, The University of Queensland, The University of Western Australia
Embedding the development and grading of generic skills across the business curriculum: Final Report
Macquarie University
2011
This project identified and disseminated several current models of embedding graduate skills in business programs around Australia. An intensive workshop model of embedding graduates skills was developed and trialled. Practical teaching and learning resources on teamwork, critical thinking, ethical practice and sustainability were developed and may be found on the project website.
Australian Catholic University, Edith Cowan University, La Trobe University, University of Canberra, University of Southern Queensland, University of Tasmania
Employability of Bachelor of Arts graduates
The University of Adelaide
2013
Flinders University, James Cook University, The University of Sydney, University of Otago (NZ)
Embedding the development and grading of generic skills across the business curriculum
Macquarie University
2011
This practical resource focuses on a subset of business graduate skills: team work, critical thinking, ethical practice and sustainability . Provided are comprehensive literature reviews, real work case studies, lesson plans, suggested teaching methods, and a standards of achievement framework including guides on how to create learning outcomes and assessment rubrics from the standards. All resources are housed at this website.
Australian Catholic University, Edith Cowan University, La Trobe University, University of Canberra, University of Southern Queensland, University of Tasmania
Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business faculties
University of Technology, Sydney
2009
The B factor project: understanding academic staff beliefs about graduate attributes
RMIT University
2009
Murdoch, UNSW
Addressing the supply and quality of engineering graduates for the new century
University of Technology, Sydney
2008
Bringing the learning home: re-entry programs to enhance study abroad outcomes in Australian universities
Murdoch University
2012
Macquarie University, University of Western Sydney, University of Wollongong
Teaching and Assessing Meta-attributes in Engineering: identifying, developing and disseminating good practice
University of Wollongong
2009
Melbourne, Sydney, UQ, UTAS
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