Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This slide show describes about the criterion 6 of NAAC as per latest guidelines 2020. It is about institutional vision, leadership, strategic management, faculty empowerment, financial management and Internal Quality Assurance System .
Leadership and learning with revisions dr. lisa bertrand-nfeasj (done)William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This slide show describes about the criterion 6 of NAAC as per latest guidelines 2020. It is about institutional vision, leadership, strategic management, faculty empowerment, financial management and Internal Quality Assurance System .
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education i...HennaAnsari
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education in Pakistan by Dr. Hina Jalal
This presentation is presented for PhD dissertation defence in 2020.
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
From Quality Assurance to Quality Enhancement (2006)JamesDunphy
Presentation given jointly - with David Lines - to the Heads of Educational Development Group in 2006 on the shift from Quality Assurance to Quality Enhancement within Scottish Higher Education
나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 『OX600』。『COM』바둑사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education i...HennaAnsari
Accreditation, Quality, And Graduate Attributes: A Case of Higher Education in Pakistan by Dr. Hina Jalal
This presentation is presented for PhD dissertation defence in 2020.
This slide show describes extension activities as well as outreach activities for NAAC. It deals with designing, checklist, problems, types of activities and reporting.
How do you think naac is ensuring external and internal quality at higher edu...Abhishek Nayan
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
From Quality Assurance to Quality Enhancement (2006)JamesDunphy
Presentation given jointly - with David Lines - to the Heads of Educational Development Group in 2006 on the shift from Quality Assurance to Quality Enhancement within Scottish Higher Education
나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 『OX600』。『COM』바둑사이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 사이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 싸이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 싸이트 나인카지노 사이트 『OX600』。『COM』바둑사이트 사이트
São apartamentos de 4 quartos com 4 suítes localizado no Recreio dos Bandeirantes, com lavabo, varanda gourmet, copa cozinha, porcelanato nos quartos e sala, preparação para split e transporte. Inspirado em Bali, o Damai Residences & Lifestyle conta com o conceito lifestyle family que proporciona um estilo de vida exclusivo. Um lugar novo para se viver com seus filhos, com uma arquitetura única, localizado em uma das áreas que mais se valorizam no Recreio. São apartamentos garden, tipo e coberturas com conceito up house (elevador vai até o pavimento superior). Venha viver com equilíbrio e sofisticação que só o Damai pode oferecer.
Государственные закупки для предпринимателейАндрей Морозов
Все что Вы хотели узнать о государственных и муниципальных закупках: как работает контрактная система, основные направления и практические рекомендации по участию.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Embedding Graduate Attributes into the CurriculumRhona Sharpe
Presentation at Dublin Institute of Technology, September 2015. An example of strategic curriculum change for the teams involved in the programme redesign needed as part of the creation of the Technological University for Dublin.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Spronken smith ako symposium 2012
1. INTERIM RESULTS: The State of
Engagement with Graduate Attributes by
Higher Education Institutions in New Zealand
Rachel Spronken-Smith, Carol Bond,
Martine Darrou & Angela McLean (UO)
Martin Jenkins & Margaret Leonard (CPIT)
Stanley Frielick, Lise Milne & Nell Smith (AUT)
Stephen Marshall (VUW)
Simon Barrie (Sydney) – Advisor
2. Generic graduate attributes are the qualities, skills and
understandings a university community agrees its
students should develop during their time with the
institution (Bowden et al. 2000)
“The extent to which the rhetoric of such [graduate
attributes] statements actually represents a shared
understanding of the outcomes of a university
education is a matter of conjecture”
(Barrie 2006: 216)
“The extent to which present day university teaching
and learning processes actually develop such
outcomes in graduates is even more contestable”
(Barrie 2006: 216)
3. Outline of session
• Background context for our research
• Our research objectives and approach
• Engagement with graduate attributes
across higher education institutions in NZ
• Enablers and constraints to engaging with
GAs
• Discussion
4. Background context for research
• Part of an Ako Aotearoa-funded national
project entitled “Graduate attributes – are
they driving learning? Any who knows about
them?”
– Aim: to explore the current policies and
practices regarding graduate attributes (GAs)
in higher education institutions in NZ
5. The GA agenda
• Early 1990s – beginning of momentum around GA
agenda
• 1999 Bologna Declaration Bologna process
“Dublin descriptors” – key qualities/ competencies
The Tuning Project in Europe and later in the USA (Lumina
Foundation)
• Australia
– Series of reports and research
Australian Qualifications Framework specifying minimum
outcomes for qualifications approved in 2011
• NZ
– NZQA targeted review of qualifications
6. Definitions
• Range of terminology for graduate
descriptors:
– Graduate attributes (GAs)
– Graduate outcomes
– Graduate profiles (GPs)
Conceptions matter!
What does the term “graduate
attributes” mean to you?
7. Conceptions of GAs
Barrie (2007) – academic’s conceptions
1. Precursor
2. Complement
3. Translation
4. Enabling
9. Specific research objectives include:
1. Identifying current policy and practice regarding
GAs in New Zealand HE institutions
2. Identifying indicators of the impact (benefit) on
students and staff of good practices relating to GAs
3. Determining the necessary conditions and possible
strategies for the effective development of policies
and practices regarding GAs
10. Research approach
Identifying policies Stocktake across
and practices HE sector
Indicators of impact Mixed methods:
on learners Quantitative &
Qualitative
Cases of good
Effective
practice
development of GAs
11. The Stocktake – (a) Survey
• Online survey to 29 HE institutions in NZ
– Institutional characteristics
– Presence of graduate descriptors
– Development of GAs in institution
– Use of GAs in institution
– Measurement of graduate descriptors
– Overall engagement with GAs
• 14 completed survey (48%) – 7 polytechnics and 7
universities
12. The Stocktake – (b) Interviews
• Follow-up interviews with directors/academic
developers in 8 institutions
– Demographics
– Conceptions of the purposes of a tertiary education
– The uses of a GP
– How GAs were developed and used within the institution
– Involvement of stakeholders
– The enablers and constraints to engaging with GAs
• Interviews transcribed and analysed drawing on a
modified phenomenographic approach and Thomas’
(2006) general inductive approach
13. Emerging findings - Academic managers
conceptions of the purposes of GAs
A. A means of marketing of the institution's
programmes - allowing distinctions to be made
B. A means of informing various stakeholders,
employers, students, staff, government
C. A tool for assuring different aspects of quality
D. A guide to curriculum development - a framework
for design and development
E. A tool to help students learn - focusing on outcomes
based learning
Dimensions: Temporal, scope, integration and extent
of ownership
16. Development of GAs
• An institutional initiative (6)
“The generic attributes were developed by Council and
announced to the university as part of a previous
university strategic plan”(U4)
• A grass roots initiative (2) led by academic
developers
“Educational developers within P4 who saw the need to
establish them as a core element of good learning
design”
• Combined top-down and bottom-up (2)
20. Link to policies
• 8/10 have graduate outcomes linked to policies
• But recognition that policies may not be put into
practice!
“I don’t in all honesty think that most teaching staff
'promote' the concept of graduate profiles albeit that
they most often will have mapped and re-articulated
graduate attributes in accordance with their discipline”
(U3).
• 3 institutions had teaching and learning awards that
emphasised engagement with GAs
21. Support for staff engagement with
GAs
• Informed through processes of programme
development
• Workshops and courses (7)
• No professional development for GAs (5)
“The ones who attend our workshops are inducted
into the synchronicity of the whole deal. The ones
who don't attend may well be inducted through their
departments and faculties; but we still find ignorance
of the process and importance of graduate profiles
when we work with staff; including some who have
been here a good while”(U1).
22. Support for student engagement
with GAs
• Informed through enrolment handbooks, course
outlines, induction processes, student learning and
career advisors
“This is impossible to characterize for the entire
University. Some students, in some programmes, will
be provided with more information in these areas, such
as through pre-employment briefings or capstone
courses or experiences. Others, will have very little
engagement or recognition of anything outside course-
by-course learning objectives and outcomes”. (U7)
23. Support for student engagement
with GAs (cont)
• Many institutions reported using formative and
summative assessment to help track student
attainment of GAs
• Three polytechnics helped students to actively track
their progress towards attainment of GAs
• Two universities used ePortfolios either for specific
programmes or more widely
27. Closing the feedback loop
Not many institutions are routinely informing staff and
students of results from monitoring GAs
“This depends on the college and/or programme involved.
Externally accredited programmes tend to have higher levels of
briefings for staff regarding the processes and monitoring of
students’ attainment of graduate profiles. Informing students of
these same processes is generally a less common occurrence. In
accomplishing this, graduating year reviews and accreditation
reports are probably the two most common and recognized forms
of monitoring the progress and attainment of graduate profiles.
Depending on the specific programme, these may or may not also
require programme-wide briefings for academic staff and, on
occasion, students.” (U7)
29. Institutional engagement with GAs
Planning Systems Delivery Assessment Evaluation PD support
P1
P2
P3
P4
P5
P6
P7
U1
U2
U3
U4
U5
U6
U7
Darker colour = stronger engagement
30. Outline of session - progress
• Background context for our research
• Our research objectives and approach
• Engagement with graduate attributes
across higher education institutions in NZ
• Enablers and constraints to engaging with
GAs
• Discussion
31. Revisiting our research foci
Through this stocktake we have identified current policy
and practice regarding GAs in New Zealand HE
institutions.
But we also explored the necessary conditions and
possible strategies for the effective development of
policies and practices regarding GAs.
32. In small groups
• Consider your own institutional contexts
• Work together to identify:
– Enablers to getting staff (lecturers,
managers) to engage with GAs
– Constraints or challenges to getting such
engagement AND possible ways to
overcome them
• Nominate a scribe and presenter
• Can we use these data in our research?
33. Enablers to engagement with GAs
Number of Number of
Universities Polytechnics
Support of academic developers 3 3
Ownership by teachers 2 3
Structures 3 2
Strong leadership from the top 2 2
Institutional culture 1 2
Processes 1 2
NZQA targeted review 3
Strategic policy/plan 1 1
Good communication 1 1
Resources 2
Time 2
Interest by staff 1 1
34. Constraints to engagement with GAs
Number of Number of
Universities Polytechnics
Staff resistance 2 1
Institutional culture - research 2
Tension with professional bodies 1 1
Quality assurance 1 1
Teacher’s conceptions 1 1
35. Summary
• Lacking external drivers • Strong external drivers
• Research-focused • Teaching-focused
culture culture
• Relying on champions • Strong leadership from
• Patchy resourcing the top
• Patchy structures • Enabling structures
Universities Polytechnics
Continuum of engagement with GAs
36. Discussion
Thanks to Ako Aotearoa for funding this research