Barbara De La Harpe 2008


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Session A - H6-09

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Barbara De La Harpe 2008

  1. 1. Assessing graduate attributes and their students Alex Radloff, CQU Barbara de la Harpe, RMIT Helen Dalton, UNSW Jan Thomas, Murdoch Anne Lawson, CQU engaging academic staff
  2. 2. <ul><li>Introduction </li></ul><ul><li>Quick quiz </li></ul><ul><li>Progress to date </li></ul><ul><li>What is valued? </li></ul><ul><li>Most significant factor </li></ul>
  3. 3. Quick Quiz True or False
  4. 4. <ul><li>All universities have a list of graduate attributes </li></ul><ul><li>can you recite the list? </li></ul><ul><li>There is a link between graduate attributes and employability </li></ul><ul><li> can you provide evidence? </li></ul><ul><li>All universities are doing things to develop graduate attributes </li></ul><ul><li> can you give an example? </li></ul>
  5. 5. How far do you think universities have got with ensuring graduates have well developed graduate attributes?
  6. 6. … the overall picture in Higher Education systems around the world is one of patchy implementation and uptake of graduate attribute initiatives Barrie, 2006, p. 218
  7. 7. <ul><li>What do you think is the most significant factor in ensuring graduate attributes are integrated into the curriculum? </li></ul>
  8. 8. Academics are experts in their field of study
  9. 9. Assessment is the litmus test
  10. 10. Assessment reveals what is really valued
  11. 11. Elephant in the room
  12. 12. … the beliefs that academic staff hold regarding graduate attributes has a major impact on their engagement in any institutional attempts to embed graduate attributes in the curriculum — especially when changes are initiated from the ‘top down’
  13. 14. Gentle nudge
  14. 15. Big push
  15. 16. <ul><li>What else is required? </li></ul>
  16. 17. <ul><li>Institutional commitment to good teaching </li></ul><ul><li>Supportive context </li></ul><ul><li>Leadership </li></ul>and most importantly
  17. 19. open hearts and minds