Presentation on theme: "Developing graduate attributes and skills across the institution"— Presentation transcript:
1 Developing graduate attributes and skills across the institution Future Directions Conference, Aberystwyth, April 2014Developing graduate attributes and skills across the institutionDr Stephen BostockHead of the Centre for Learning, Teaching and AssessmentGlyndŵr University
2 Development of GAs and Skills - the territory Graduateness – what is it?QAA, NQF level descriptorsThe employability agenda, employers’ viewsKey skills, transferable skills, employability skillsGraduate attributesWithin or outside programmes/disciplines?Extra-curricular, co-curricular activityExtra-curricular awards, employability awards
3 Example 1: Keele University www.keele.org.uk/distinctive 2004: 10 employability skillsInitially 9, plus languages laterNumeracy becomes optionalEmbedding activities, to a degree.2009: 10 graduate attributesA mapping between themEmbedding GAs but skills not emphasisedNew extra-curricular workshops on soft skillsExtra-curricular award KUSP accredited by ILM
4 Keele U.: “The Distinctive Graduate” - 3 dimensions Employability: our graduates will be sought after for employment, in whichever career they chose.International perspective: in a global society and economy, our graduates will be able to thrive in and promote a multicultural environment.Sustainability: our graduates will understand the implications for our society of the ways in which they study, work and live - both now and in the future.
5 Keele U.: top level summary of graduate attributes Make a difference in my communitiesleadershipcommunicationcare and respect for otherscommunity spiritMake the most of my potentialactive learningreflectionself-developmentself directionintegrityMake sense of my worldbreadth of knowledge and thinkingperspectivescholarshipenquiry and problem solvingindependence of thought
6 Keele: the 10 capabilities (GAs) An open and questioning approach to ideas, demonstrating curiosity, independence of thought and the ability to appreciate a range of perspectives on the natural and social worldsAn appreciation of the development and value of your chosen subjects of study, awareness of their contexts, the links between them, and awareness of the provisional and dynamic nature of knowledgeInformation literacy: the ability to locate, evaluate and synthesise large amounts of frequently conflicting information, ideas and dataThe ability creatively to solve problems using a range of different approaches and techniques, and to determine which techniques are appropriate for the issue at handAn appreciation of the social, environmental and global implications of your studies and other activities, including recognition of any ethical implicationsThe ability to communicate clearly and effectively in written and verbal forms for different purposes and to a variety of audiencesThe knowledge, skills, self-confidence and self-awareness actively to pursue your future goalsThe ability and motivation to participate responsibly and collaboratively as an active citizen in the communities in which you live and workA professional and reflective approach, including qualities of leadership, responsibility, personal integrity, empathy, care and respect for others, accountability and self-regulationThe flexibility to thrive in rapidly changing and uncertain external environments and to update skills and knowledge as circumstances require
7 Example 2: Glyndŵr http://glynfo. glyndwr. ac. uk/mod/resource/view In 2013, consolidating previous ideas:6 graduate attributes10 key skills supporting them59 example learning outcomes
8 6 Glyndŵr Graduate attributes students are provided with opportunities to develop as expert, enterprising, professional, independent lifelong learners with an international and future-oriented perspective.Expert with a well-structured and detailed knowledge of their subject, and associated skills and attitudes, informed by an understanding of how knowledge in their subject is developed and its current limits.Enterprising with the ability to identify or create opportunities and take advantage of them to launch new and imaginative ventures for economic or social development in the prevailing contextProfessional with professional attitudes and behaviours in working environments.Independent thinkers with the self-confidence in their personal abilities, based on self-knowledge, to be able to develop, hold and communicate an independent viewLifelong learners with the curiosity and ability to develop intellectually and as a whole person in any employment, academic or social context, and to respond positively to innovation and changeWith an international and future-oriented perspective with an insight into, and concern for, the global and sustainability implications of their subject area and their personal actions, and an ability to adapt to different international &cultural contexts
9 Glyndŵr key skills (clusters) Written, oral and media communication skillsLeadership, team working and networking skillsOpportunity, creativity and problem solving skillsInformation technology skills and digital literacyInformation management skillsResearch skillsIntercultural and sustainability skillsCareer management skillsLearning to learnNumeracy
10 Example Intended Learning Outcomes As a Glyndŵr Graduate I am able to ... Written, oral and media communication skillsCommunicate my ideas effectively in writing in different formats and lengths, for different purposes and audiences, including specialist and general audiences, with clear composition, appropriate vocabulary, and correct grammar and spelling.Critically review my own written work to ensure its effectivenessCite my sources appropriately.Make presentations that communicate information, ideas and arguments effectively to a variety of audiences, such as to large and small groups, in formal and informal situations.Design and use appropriate visual aids to deliver or enhance a presentation, such as slides, handouts, posters, photographs or videos.
11 S.C.Barrie (2004) A research based approach to generic attributes policy Found much commonality between institutions. Summarised policy statements as a hierarchy of 3 layers:3 Enabling attributes of scholarship, global citizenship and lifelong learning5 Translation level attributes ofInformation literacyIntellectual autonomyCommunication skillsEthical, social, professional understandingResearch and inquiryEach with more specific skills
12 Multiple layers of graduateness Attributes, capabilities and skills are all relevant and serve different functionsAspirational, culturalDevelopment of personalityGuiding curriculum design from programme to moduleAssessing and certificating student abilities in programmes and extra-curricular awardsHow much should be common to an institution, how much personal?
14 How can the existence of such attributes or skills outcomes be audited, supported and validated? At Glyndŵr, in progressNow part of programme validation processMapping the attributes and skills to programmesOffering support to fill any gapsTreating key skills outcomes like any discipline ILO in module specification and assessmentA consistent personal development process - PDP needing support from ‘personal tutoring’and maybe an extracurricular award.
15 Simple mapping in programmes For each of 10 key skills programme leaders asked:A. Where in the programme will this be taught or supported (if at all)? Give module code or element of the co-curriculum.B. Where do students have the opportunity to practise and develop this skill?C. Where in the programme will this be assessed for a grade (if at all)?D. What potential developments are there within programme to support students developing this skill?E. Is external input or support needed to address a gap or a development? E.g. Careers Centre, library, CLTA
16 Are there graduate attributes distinctive to HE in Wales? WG policy statementsSkills that respond to local needs, employability, that employers value, for jobs & growthEmployability , (environmental) Sustainability, Enterprise & Entrepreneurship, Welsh language & culture“supported to be internationally mobile”Level 2 Essential Skills: Communication, Application of Number and ICTSkills and Employability Action Plan for Wales, For our Future, Policy Statement on Higher Education June 2013, Policy statement on skills 2014
17 Is this portfolio of attributes and skills realistic for all students in Welsh universities?
18 How universal can attributes and skills be? Generic, transferableSpecialist, discipline, subject, programme-basedFor all studentsGraduate attributes like Glyndŵr’sKey skills like Glyndŵr’s?Foundation in a disciplineFor some studentsPersonality traitsEntrepreneurshipCustomer focusNumeracy?Modern language?Work experience?OptionsProjectsResearchPlacementsOverseas study/workThe problem of embeddingInstitutional positioningIndividual choice, discipline lenses
19 Global graduates?Do we (and our students) want global graduate attributes in Welsh HE?Do our international students want them? (Or want Western, or UK, or Welsh attributes? And that’s why they come to us.)If we want ‘Global graduates’, what attributes are those?Global employability: do we note the needs of overseas employers …
20 Employability Skills Salient to Chinese Marketing Employers (Heffernan 2010) Dimensions of Employability Sub-Dimensions (i.e. Attributes) 1. Executive Ability - a. Problem Solving, b. Creativity 2. Communication - a. Information collection and analysis b. Persuasive ability c. Information transfer 3. Desirable Persona - a. Reliable b. Trustworthy 4. Working Enterprise - a. Achievement oriented, b. Diligence 5. Professional Knowledge - a. External awareness, b. Subject knowledge 6. Adaptive Skills a. Stress management b. Flexibility to change
21 Classification of Employability for Graduates ( Li et al, 2005) Inner qualityDeal with workSocial skills- Honesty and integrity- Analyzing and judging- Expression- Leadership- Hardworking- Logic thinking- Social activity- Devoted to work- Problem solving- Organizing and coordinating- Responsibility- Independency- Initiative- Adaptability- Interpersonal skills- Ambition- Handle change- LearningEntrepreneurship- Team working
22 Conclusion: issues Levels of detail useful for different purposes Institutions cannot be very different in outputs in if we all prepare global graduatesIncompatible employability requirements in countries and sectorsImplementation: embedding in programmes, customisation by disciplines, ownership by studentsCertification: H.E.A.R., extra-curricular awards