This document outlines a workshop on developing robust graduate profiles. It introduces the Targeted Review of Qualifications (TRoQ) being conducted by NZQA. The workshop will discuss principles of qualifications design, critique sample graduate profiles, and consider concepts for programme design. Guidelines are provided for designing graduate profiles, including asking what graduates will know, do, and be. The document also discusses metaphors for programme design and frameworks for curricula in different disciplines.

1. Developing Robust Graduate Profiles Martin Jenkins Denise Holling Julia Poff

2. Outline of Workshop Introduction Setting the scene – TRoQ Principles underpinning the design of qualifications Activity critiquing sample graduate profiles Concepts for programme design Summary

3. Targeted Review of QualificationsTRoQ Background to the review Objectives of the review Process being used Progress to date

4. Principles underpinning the design of qualifications Strategic and needs based Focused on outcomes Flexibility Trust and Accountability NZQA. (2010). Guidelines for approval of qualifications at levels 1-6 for listing on the new Zealand Qualifications Framework.

5. Characteristics of a well designed Graduate Profile The graduate profile needs to be: Holistic- sufficiently comprehensive and high level to enable the effective design of a Programme of Study Flexible - responsive to changing needs and times and context Balanced - a balance of knowing, doing and being statements appropriate to the discipline Responsive - meets the needs of all stakeholders including learners

6. Guidelines to designing graduate profiles Ask the following questions: What will the graduates know? (What knowledge will they need?) What will the graduates be able to do? (What skills will they need?) What will the graduates be? (What attitudes/attributes/capabilities will they need? What sort of person will they be?)

7. Critique Critique the draft graduate profile examples considering whether they meet the characteristics of being holistic flexible balanced responsive

8. Metaphors for programme design 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.

9. Guided Adventure Responsibility to student Autonomous student Flexibility as responsibility for own learning Qualification has no meaning Guided Tour Responsibility to student-as-customer Active student Flexibility as customer choice with set destination Qualification as reward for reaching destination Mission Responsibility to society Production Process Responsibility to industry-as-customer Reactive student Limited flexibility for teachers only Qualification as quality certificate Consumable Product Responsibility to student –as-customer Passive student Flexibility as customer choice Qualification as loyal customer reward

10. Frameworks for Curricula Barnett, R., & Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead, England: Society for Research into Higher Education & Open University Press.

11. Arts and humanities iKnowing Being Acting

12. Sciences and technologies Knowing Acting Being

13. Professional subjects Knowing Acting Being