Developing Robust Graduate Profiles<br />Martin Jenkins<br />Denise Holling<br />Julia Poff<br />
Outline of Workshop<br />Introduction<br />Setting the scene – TRoQ<br />Principles underpinning the design of qualificati...
Targeted Review of QualificationsTRoQ<br />Background to the review<br />Objectives of the review<br />Process being used<...
Principles underpinning the design of qualifications<br />Strategic and needs based<br />Focused on outcomes<br />Flexibil...
Characteristics of a well designed Graduate Profile<br />The graduate profile needs to be:<br />Holistic- sufficiently com...
Guidelines to designing graduate profiles<br />Ask the following questions:<br />What will the graduates know? (What knowl...
Critique<br />Critique the draft graduate profile examples considering whether they meet the characteristics of being<br /...
Metaphors for programme design<br />Govers, E. (2010).  Program design practice in a New Zealand polytechnic: Caught in a ...
Guided Adventure<br />Responsibility to student<br />Autonomous student<br />Flexibility as responsibility for own learnin...
Frameworks for Curricula<br />Barnett, R., & Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead, Eng...
Arts and humanities<br />iKnowing<br />Being <br />Acting<br />
Sciences and technologies<br />Knowing<br />Acting<br />Being<br />
Professional subjects<br />Knowing<br />Acting<br />Being<br />
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NTLTC 2011 Developing Robust Graduate Profiles

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Martin Jenkins, Denise Holling & Julia Poff CPIT

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NTLTC 2011 Developing Robust Graduate Profiles

  1. 1. Developing Robust Graduate Profiles<br />Martin Jenkins<br />Denise Holling<br />Julia Poff<br />
  2. 2. Outline of Workshop<br />Introduction<br />Setting the scene – TRoQ<br />Principles underpinning the design of qualifications<br />Activity critiquing sample graduate profiles<br />Concepts for programme design<br />Summary<br />
  3. 3. Targeted Review of QualificationsTRoQ<br />Background to the review<br />Objectives of the review<br />Process being used<br />Progress to date<br />
  4. 4. Principles underpinning the design of qualifications<br />Strategic and needs based<br />Focused on outcomes<br />Flexibility<br />Trust and Accountability<br />NZQA. (2010). Guidelines for approval of qualifications at levels 1-6 for listing on the new Zealand Qualifications Framework. <br />
  5. 5. Characteristics of a well designed Graduate Profile<br />The graduate profile needs to be:<br />Holistic- sufficiently comprehensive and high level to enable the effective design of a Programme of Study<br />Flexible - responsive to changing needs and times and context<br />Balanced - a balance of knowing, doing and being statements appropriate to the discipline<br />Responsive - meets the needs of all stakeholders including learners<br />
  6. 6. Guidelines to designing graduate profiles<br />Ask the following questions:<br />What will the graduates know? (What knowledge will they need?)<br />What will the graduates be able to do? (What skills will they need?)<br />What will the graduates be? (What attitudes/attributes/capabilities will they need? What sort of person will they be?)<br />
  7. 7. Critique<br />Critique the draft graduate profile examples considering whether they meet the characteristics of being<br />holistic<br />flexible<br />balanced<br />responsive<br />
  8. 8. Metaphors for programme design<br />Govers, E. (2010). Program design practice in a New Zealand polytechnic: Caught in a language trap? In M. Devlin, J. Nagy and A. Lichtenberg (Eds.) Research and Development in Higher Education: Reshaping Higher Education , 33 (pp. 301-312). Melbourne, 6-9 July, 2010.<br />
  9. 9. Guided Adventure<br />Responsibility to student<br />Autonomous student<br />Flexibility as responsibility for own learning<br />Qualification has no meaning<br />Guided Tour<br />Responsibility to student-as-customer<br />Active student<br />Flexibility as customer choice with set destination<br />Qualification as reward for reaching destination<br />Mission<br />Responsibility to society<br />Production Process<br />Responsibility to industry-as-customer<br />Reactive student<br />Limited flexibility for teachers only<br />Qualification as quality certificate<br />Consumable Product<br />Responsibility to student –as-customer<br />Passive student<br />Flexibility as customer choice<br />Qualification as loyal customer reward<br />
  10. 10. Frameworks for Curricula<br />Barnett, R., & Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead, England: Society for Research into Higher Education & Open University Press.<br />
  11. 11. Arts and humanities<br />iKnowing<br />Being <br />Acting<br />
  12. 12. Sciences and technologies<br />Knowing<br />Acting<br />Being<br />
  13. 13. Professional subjects<br />Knowing<br />Acting<br />Being<br />
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