Defining a set of graduate attributes for a UWS graduate
LTAB/210311/Paper 7.3
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Defining a set of graduate attributes for a UWS graduate
This paper is meant as a discussion document to look
at whether there is merit in more explicitly defining
graduate attributes for a UWS graduate.
Overview
The paper also proposes that if we were to develop a
set of attributes then those related to the development
of employability skills should be referenced to the
Council for Industry and Higher Education (CIHE)
employability competencies.
Consultation to Date /
Further Consultation
Planned
The paper has been discussed by the Graduates for the
21st Century Steering Group at its meeting on 1st March
2011.
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paper.
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Decision sought /
Recommendations to
committee
LTAB is asked to consider whether the paper should go
for further consultation with
 The LTAS Working Group
 The SDGs.
Freedom of Information
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YES
Author
Date
Dr. John Anderson
8 March 2011
Page 1
Defining a set of graduate attributes for a UWS graduate
Defining a set of graduate attributes
for a UWS graduate
Discussion document
Dr. John Anderson
Page 2
Defining a set of graduate attributes for a UWS graduate
1.
Introduction
The current QAA Enhancement theme is entitled “Graduates for the 21st Century:
integrating the enhancement themes”. In terms of engaging with this theme, many
Universities are taking the opportunity to reflect on their own defined graduate
attributes and whether they should be changed in light of their aspirations for the
attributes of a graduate in the 21st century.
This paper is meant as a discussion document to look at whether there is merit in more
explicitly defining graduate attributes for a UWS graduate. It also proposes that if we
were to develop a set of attributes then those related to the development of
employability skills should be referenced to the Council for Industry and Higher
Education (CIHE) employability competencies
‘The CIHE is a strategic leadership network of blue-chip companies working with
vice chancellors and universities to develop the UK's knowledge-base economy’1
2.
What are graduate attributes?
There are a number of definitions of graduate attributes. Three definitions often quoted
are:
1. “Graduate attributes are the set of core outcomes a university community agrees
all its graduates will develop during their studies, and are usually stated in
institutional policy.”2
2. “Graduate attributes – the qualities and skills the university hopes its students
will develop as a result of their university studies – they are most effectively
acquired in a disciplinary context”.3
3. “Graduate attributes are the qualities, skills and understandings a university
community agrees its students should develop during their time with the
institution. These attributes include but go beyond the disciplinary expertise or
technical knowledge that has traditionally formed the core of most university
courses. They are qualities that also prepare graduates as agents of social good
in an unknown future”4
3.
Current reference at UWS to graduate attributes
Currently UWS does not have a set of graduate attributes explicitly noted for example
on the University’s Web site. Mention is made however in the Strategic Plan5 to the
future attributes of UWS graduate:
“The University of the West of Scotland aims to achieve the following high level
outcomes for 2020 and beyond:

Confident, enterprising, creative graduates fully contributing to Scotland and
the West’s economic growth and prosperity

Educated, culturally aware, socially responsible, active and participating
citizens throughout our regions”
1
Taken from http://cihe-uk.com/
http://www.itl.usyd.edu.au/projects/nationalgap/introduction.htm
3 http://www.guidelinesonlearning.com/guideline-twelve
4 Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university
graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs
5 UWS Strategic Plan 2009-2015
2
Page 3
Defining a set of graduate attributes for a UWS graduate
Regulation 5.5.2 (a) in the University’s Regulatory Framework also highlights the
attributes and skills which should be developed in each programme:
“The programme specification shall detail the skills and attributes to be found in
graduates of the programme. At undergraduate level, these will include:
4.

To develop critical, analytical problem-based learning skills and the
transferable skills to prepare the student for graduate employment;

To enable students to engage in lifelong learning, study and enquiry, and
to appreciate the value of education to society;

To assist the student to develop the skills required for both autonomous
practice and team-working.”
Defining UWS graduate attributes?
Most Universities now have their Graduate Attributes referenced in their Strategic
Plans, Mission Statements and explicitly stated on their main Web site as a way of
identifying to prospective students the values of the institution and a possible indication
of the type of learning experience they will get at the university.
Is it now worth defining a set of graduate attributes for UWS?
If the answer is yes, then based on similar frameworks from other Universities it would
be possible to create a model for UWS graduate attributes where the attributes would
be arranged into three groupings:

Academic subject attributes

Global citizenship attribute

Employability attributes
It is further suggested that in terms of describing the employability attributes for a UWS
graduate that these could be framed to clearly link to the employability competencies
already identified as being important by the Council for Industry and Higher Education
(CIHE).
Linking to the work already done by the CIHE would have a number of advantages:

The CIHE Employability Competencies have been based on research and
consultation with industry and are nationally recognised.

The UWS programme teams in re-writing the programmes for the move to 20
credit points have already used the CIHE Employability profiles6.

A series of mapping templates and techniques have already been developed to
assist programme teams to indicate where the competencies are being
developed in programmes.

Work has already been done at UWS on mapping employability skills and
attributes within some programmes.
‘Student Employability Profiles: A guide for higher education practitioners’ downloadable from
http://cihe-uk.com/category/skills/
6
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Defining a set of graduate attributes for a UWS graduate
5.
UWS graduate attributes
The table below proposes a set of attributes – not as a definitive list but more as
suggestions to discuss.
Academic
subject
attributes
Based on similar
attributes from other
Universities
1.
Specialist knowledge
A graduate from UWS will have developed a critical
understanding of their specialist subject area which has been
informed by current developments in the subject.
2
Research attribute
A graduate from UWS will have an awareness of the
provisional nature of knowledge, how knowledge is created
and how it is advanced and renewed.
Global
citizenship
attributes
3.
Global Citizen Attribute
A graduate from UWS will be a culturally aware, socially
responsible, active and participating citizen.
Based on similar
attributes from other
Universities
Employability
attributes
4.
Cognitive Skills
A graduate from UWS will be able to identify, analyse and
solve problems, work with information and handle a mass of
diverse data, assess risk and draw conclusions.
Based on the CIHE
Student Employability
Competencies
5.
Generic Competencies
A graduate from UWS will be able demonstrate high level
and transferable key skills such as the ability to work with
others in a team, communication skills, listening &
questioning, written communication, influencing, planning
and organising and having interpersonal sensitivity.
6.
Personal Capabilities
A graduate from UWS will demonstrate the ability and desire
to learn for oneself and improve one’s self-awareness –
lifelong learning philosophy, emotional intelligence and
performance.
7.
Technical Ability
A graduate from UWS will have the knowledge and
experience of working with relevant modern technology. They
will have the ability to apply and exploit information
technology.
8.
Business and / or Organisational Awareness
A graduate from UWS will understand basic financial and
commercial principles. They will also have an appreciation of
organisational culture, policies and processes through
organisational understanding and sensitivity.
Page 5
Defining a set of graduate attributes for a UWS graduate
9.
Practical and Professional Elements
A graduate from UWS will be able to reflect and review their
own practice on an ongoing basis and be able to critically
evaluate the outcomes of their professional practice, They
will practice continuous professional development and
expertise and project a positive, strong professional image at
all times. They will also participate in and review quality
control processes and risk management
6.
Mapping attributes into the learning experiences in programmes
With the graduate attributes identified in section 5 it would be possible to expand the
broad employability attributes to match the 29 CIHE employability competencies.
Various tools within the Employability Toolbox from the Employability Link could then
be used to support programme teams with the mapping of modules to the CIHE
competencies and assisting the students to identify where these competencies are
being developed in their programme.
The diagram below indicates the downward mapping from the GAs to the learning
experiences of the students.
UWS
Graduate Attributes
Academic
Attributes
Global
Citizenship
Employability
Attributes
CIHE Employability
Competencies
Programme
Teams
Programme
Specification
modules
Students
(Induction)
Students
(PDP)
CIHE Mapping
Matrix
Programme material
Student record of
evidence/develop
ment needs
Page 6
Defining a set of graduate attributes for a UWS graduate
CIHE Employability Competencies
The CIHE employability competencies are listed in Appendix A
.
CIHE Mapping Matrix (from modules to employability competencies)
By articulating the UWS employability attributes in terms of the CIHE competencies we
could then make use of an already defined mapping matrix tool to look at where these
competencies were being developed in a programme. This ‘CIHE Mapping Matrix’ tries
to bridge the gap between the rhetoric of generic attributes and the reality of the
student learning experience.
Work has already been done on the mapping matrix at UWS by Dr. Sandra Hill
(Business School). An example of the type of template which could be produced and
completed is shown in Appendix B. This mapping exercise was done for the BA
Childhood studies by Dorothy Johnstone and her programme team (shown for the
level 9 and level 10 modules listed across the top of the grid)
The matrix looks at each of the modules by noting for example;

the lecture, tutorial or lab topics studied

the formative exercises undertaken

the summative assessments to be completed

the learning opportunities in placements and WBL,

the use of PDP and an ePortfolio
in the module and then and mapping the related student learning experience to the
development of the attributes.
Completing the CIHE Mapping Matrix will require the programme team to decompose
their programme to clearly identify the learning experiences of their students on the
programme. This goes beyond the level of simply ticking a box against a module
typically found in some other mapping tools.
Issuing the Mapping Matrix at induction
One of the big advantages to completing the CIHE Mapping Matrix, is that it produces
a document which can be given to the students at induction to make them aware at the
start of their course where the development of the attributes occurs in their
programme.
Student Record of evidence/development needs
With the CIHE Mapping Matrix for their programme students would then have a
framework within which to reflect on the development of the attributes and articulate
this in their PDP and ePortfolio.
Students and Personal Tutors can also make use of another of the tools from the
Employability Toolkit - the Student Record sheet to show evidence or development
needs. Appendix C shows an example of this student record sheet to allow students to
describe and gather the evidence of their development in the employability
competencies.
Page 7
Defining a set of graduate attributes for a UWS graduate
Appendix A – CIHE Employability Competencies
With the UWS graduate attributes identified in section 5 it would be possible to expand the broad employability attributes (attribute 3 to 9) to
match the 29 CIHE employability competencies.
UWS
Attribute
Attribute
3.
Cognitive Skills
A graduate from UWS will be able to
identify, analyse and solve problems,
work with information and handle a
mass of diverse data, assess risk and
draw conclusions.
4.
Generic Competencies
A graduate from UWS will be able to
demonstrate high level and
transferable key skills such as the
ability to work with others in a team,
communication skills, listening &
questioning, written communication,
influencing, planning and organising,
having interpersonal sensitivity.
Related CIHE Employability competency
In the context of the attribute they will be able to demonstrate the following competencies:
 Analysis - Relate and compare data from different sources, identifying issues,
securing relevant information and identifying relationships.
 Judgement - Determine the most appropriate course of action and draw conclusions
that are based on logical assumptions that reflect factual information.
 Attention to detail -Accomplish tasks through a concern for all areas involved, no
matter how small
In the context of the attribute they will be able to demonstrate the following competencies:

Planning and Organisation - Establish a course of action for self/ and or others to
accomplish a specific goal. They will also be able to plan proper assignments and
appropriate allocation of resources

Influencing - Influence others by expressing self effectively in a group and in one-toone situations

Written Communication - Express ideas effectively and conveys information,
appropriately and accurately

Questioning - Use an appropriate approach to questioning in order to gain
information from which to draw conclusions and / or assist in the making of decisions

Listening - Show by a range of verbal and non verbal signals that the information is
being received and is understood

Teamworking - Build and develop appropriate relationships with academic staff,
peers, colleagues and people within the organisation.
Page 8
Defining a set of graduate attributes for a UWS graduate
UWS
Attribute
Attribute
5.
Generic Competencies
6.
Personal Capabilities
A graduate from UWS will demonstrate
the ability and desire to learn for
oneself and improve ones selfawareness – life long learning
philosophy, emotional intelligence and
performance. To be a self-starter and
to finish the job.
7.
Technical Ability
A graduate from UWS will have the
knowledge and experience of working
with relevant modern technology. They
will have the ability to apply and exploit
information technology.
Related CIHE Employability competency

Interpersonal Sensitivity - Recognise and respect different perspectives and
appreciate the benefits of being open to the ideas and views of others.

Organisational Sensitivity - Demonstrate they are sensitive to the effect of their
actions on other parts of the organisation and be able to adopt a mature, direct, upfront style in dealing with conflict

Lifelong Learning and Development - Develop the skills and competencies of self,
peers and colleagues through learning and development activities relating to current
and future roles
In the context of the attribute they will be able to demonstrate the following competencies:

PDP - Maintain an up-to date personal development plan and take action to make
sure that personal development takes place

Creativity - Generate and/or recognise how best practice and imaginative ideas can
be applied to different situations

Decisiveness - Make decisions and take action

Initiative - Identify opportunities and be proactive in putting forward ideas and
potential solutions

Adaptability / flexibility - Maintain effectiveness in a changing environment

Achievement Orientation - Maintain and inspire a results driven approach, focusing
on results and critical performance

Tolerance for Stress - Maintain performance under pressure

Leadership - Take responsibility for the directions and actions of a team
In the context of the attribute they will be able to demonstrate the following competencies:

Technical Knowledge - Develop and maintain a knowledge of key trends in
technology

Technical Application - Apply and use modern technology
Page 9
Defining a set of graduate attributes for a UWS graduate
UWS
Attribute
Attribute
8
Business and / or Organisational
Awareness
A graduate from UWS will understand
basic financial and commercial
principles. They will also have an
appreciation of organisational culture,
policies and processes through
organisational understanding and
sensitivity.
9.
Practical and Professional Elements
A graduate from UWS will be able to
reflect and review their own practice on
an ongoing basis and be able to
critically evaluate the outcomes of their
professional practice, They will practice
continuous professional development
and expertise and project a positive,
strong professional image at all times.
They will also participate in and review
quality control processes and risk
management
They will be able to:
Related CIHE Employability competency
In the context of the attribute they will be able to demonstrate the following competencies:

Organisational Understanding - Understand the organisation’s work environment,
internal politics, business objectives and strategy

Commercial Awareness - Understand the economics of the business and the
business benefits and commercial realities from both the organisation and
customer’s perspective.

Financial Awareness - Understand basic financial terms used in organisations and is
able to construct and maintain simple financial records.

Organisational Sensitivity - Understand the effect of their actions on the organisation
and be able to adopt a mature, direct and up front style in dealing with conflict.
In the context of the attribute they will be able to:

Professional Expertise - Keep up to date with developments in own areas of
professional specialisation and be able to apply breadth/depth of professional
knowledge

Process Operation - Begin, control and conclude a complete process or procedure

Image - Present a strong, professional positive image to others at all times,
consistent with all people (colleagues, management, peers and customers
Page 10
Defining a set of graduate attributes for a UWS graduate
Appendix B – CIHE Mapping Matrix for BA Childhood Studies
Developed by Sandra Hill: Business School UWS
Case study
Comparing
theories of
language
and
Observatio
ns
Case study
– next
steps
Case study
–
observatio
ns
Placeme
nt task
plans
Placement
task plan
Transcript
Placement
task plans
Influencing
Placement
task plans
Placement
task plans
workload
Reflective
report
Formative
tasks
Placement
task plans
Language and
Communicatio
n
Use of
PIs on
placemen
t task on
placemen
t
Using CfE
Framework
Generic
Competencies
Planning and
Organisation
Qualitative
Research
Promoting
Learning
Creativity in
the Curriculum
Use of PIs
Attention to
detail
Written
Communication
Integrated
Services
Children’s
writing
Use of
EYERs
scale
Management
Issues
Communicatio
n In the Early
Years
Judgement
Supporting
Health and
Well being
Use of
national
framework
for
inclusion
on
placement
Leadership
Issues
Children’s
Learning 0-6
Cognitive
Skills
Analysis
Equality and
Inclusion
Developing
Effective
Learning
CIHE
Competencies
Leading
the team
task on
placement
Portfolio
Discursive
essay
Letters to
parents
Sharing
children’s
learning with
staff and
parents
Case
Study
Page 11
Defining a set of graduate attributes for a UWS graduate
Listening to
children’s
responses
Job
Shadowing
Work k
with
parents
and other
profession
als
Health and
safety task
in
placement
booklet
Awareness
of data and
financial
maters
Interview
conducte
d
Interview
conducted
Interview
conducte
d
Language and
Communicatio
n
Listening
to
children’s
responses,
staff and
each other
Group
work with
class
Qualitative
Research
Interview
conducted
Promoting
Learning
Being
delegated
to task on
placement
Creativity in
the Curriculum
Teamwork
Integrated
Services
Management
Issues
Organisational
Sensitivity
Considerat
ion of CPD
Skills
Leading
the team
and task
on
placement
Sensitive
exploration
of Equality
and in
Inclusion in
placement
and in
class
Enhanced
Disclosure
Child
Protection
discussion
Communicatio
n In the Early
Years
Interpersonal
Sensitivity
Indentifyin
g strengths
and
weaknesse
s
Supporting
Health and
Well being
Developing
Skills of
interaction
with
children
Listening
to
children’s
responses
Listening
Team working
Leadership
Issues
Target
setting
Children’s
Learning 0-6
Equality and
Inclusion
Questioning
Developing
Effective
Learning
CIHE
Competencies
Listening
to
children’s
responses
Working
on
transcript
and
questions
Working
with parents
Interviewin
g staff
Implementin
g creative
opportunitie
s sensitively
Develop
knowledge
of
transition
processes
& evaluate
against PIs
Group
presentatio
n in class
sharing
observatio
ns with
team
Recognisin
g diversity
in
language
developme
nt
Observing
children
Page 12
Defining a set of graduate attributes for a UWS graduate
Initiative
Adaptability /
flexibility
Achievement
Orientation
Tolerance for
Stress
Leadership
Learning
tasks and
understa
nding in
class
Setting
targets
Personal
review
Personal
review
Creativity
Understandi
ng of
creativity
and
developing
creativity
Decisiveness
Taking
targets
forward
Placement
tasks
Presentati
on
Placement
project
Placement
project
Essay
Placement
tasks
Portfolio
Placement
tasks
Success
flu process
of
leadership
Placement
tasks
Placement
tasks
Placement
tasks
Exam
Placement
demands
Leading
own
Learning
Questions
Independe
nt study
EXAM
Research
demands
Leading
the team
task on
placement
Language and
Communicatio
n
CPD
PDP Skills
Interview
skills
CV
statement
Qualitative
Research
Personal
review and
CPD
Identify
CPD
Promoting
Learning
Setting
targets
K and U
about
language
Creativity in
the Curriculum
CPD Skills
Integrated
Services
Indentify
CPD
Management
Issues
PDP skills
Communicatio
n In the Early
Years
Supporting
Health and
Well being
Leadership
Issues
Children’s
Learning 0-6
Personal
Capabilities
PDP
Equality and
Inclusion
Lifelong
Learning and
Development
Developing
Effective
Learning
CIHE
Competencies
Placement
tasks
Sharing
children’s
learning with
parents
Placement
demands
Own
research
Question
s
Placeme
nt tasks
Research
topic
Placement
tasks
Individual
study
Placement
tasks
Exam
Case study
Research
demands
Placement
demands
Leading
own
Learning
and CPD
Page 13
Defining a set of graduate attributes for a UWS graduate
SSSC
Codes
CfE
Leadership
skills
Placement
tasks
Health
concepts
and
strategies
Health
promotion
CfE
VLE
VLE
VLE
Sustaina
bility of
Play work
sector
lecture
Sustaina
bility of
Playwork
sector
lecture
Placeme
nt tasks
Placement
tasks
Placement
tasks
HRM
manageme
nt skills
SSSC
Codes
Language and
Communicatio
n
PowerPoi
nt
Placement
tasks
Placement
tasks
Placement
tasks
Qualitative
Research
VLE
Promoting
Learning
Creativity in
the Curriculum
VLE
Financial
Awareness
Organisational
Sensitivity
Practical and
Professional
Elements
Professional
Expertise
PowerPoin
t
Integrated
Services
VLE
VLE
Management
Issues
Health
concepts
and
strategies
Communicatio
n In the Early
Years
PowerPoin
t
Supporting
Health and
Well being
VLE
Leadership
Issues
Technical
Application
Business and /
or
Organisational
Awareness
Organisational
Understanding
Commercial
Awareness
Children’s
Learning 0-6
PowerPoin
t
Equality and
Inclusion
Technical
Ability
Technical
Knowledge
Developing
Effective
Learning
CIHE
Competencies
Placement
tasks
Documentati
on
Transition
PIs
Research
skills
CfE
Page 14
Defining a set of graduate attributes for a UWS graduate
Page 15
Language and
Communicatio
n
Qualitative
Research
Promoting
Learning
Creativity in
the Curriculum
Integrated
Services
Management
Issues
Communicatio
n In the Early
Years
Supporting
Health and
Well being
Leadership
Issues
Children’s
Learning 0-6
Equality and
Inclusion
Interview
practise
Process
Operation
Image
Developing
Effective
Learning
CIHE
Competencies
Defining a set of graduate attributes for a UWS graduate
Appendix C – Student record sheet (showing the evidence or development needs for the CIHE employability competencies)
Developed by Sandra Hill: Business School UWS
STUDENT
employability competencies
Date
Evidence
Next steps
Cognitive Skills
Analysis
Relates and compares data from different sources,
identifying issues, securing relevant information and
identifying relationships
Judgement
Determines the most appropriate course of action and
draws conclusions that are based on logical
assumptions that reflect factual information
Attention to detail
/accomplishes tasks through a concern for all areas
involved, no matter how small
Generic Competencies
Planning and Organisation
Establishes a course of action for self/ and or others to
accomplish a specific goal. Plan proper assignments
and appropriate allocation of resources
Page 16
Defining a set of graduate attributes for a UWS graduate
STUDENT
employability competencies
Date
Evidence
Next steps
Influencing
Influences others by expressing self effectively in
a group and in one-to-one situations
Written Communication
Expresses ideas effectively and conveys
information, appropriately and accurately
Questioning
Uses an appropriate approach to questioning in
order to gain information from which to draw
conclusions and / or assist in the making of
decisions
Listening
Shows by a range of verbal and non verbal
signals that the information is being received and
is understood
Teamworking
Builds and develops appropriate relationships
with academic staff, peers, colleagues and
people within the organisation
Page 17
Defining a set of graduate attributes for a UWS graduate
STUDENT
employability competencies
Date
Evidence
Next steps
Interpersonal Sensitivity
Recognises and respects different perspectives
and appreciates the benefits of being open to the
ideas and views of others.
Organisational Sensitivity
Is sensitive to the effect of his or her actions on
other parts of the organisation and adopts a
mature, direct, up-front style in dealing with
conflict
Lifelong Learning and Development
Develops the skills and competencies of self,
peers and colleagues through learning and
development activities relating to current and
future roles
Personal Capabilities
PDP
Maintains an up-to date personal development
plan and takes action to make sure that personal
development takes place
Page 18
Defining a set of graduate attributes for a UWS graduate
STUDENT
employability competencies
Date
Evidence
Next steps
Creativity
Generates and/or recognises how best practice
and imaginative ideas can be applied to different
situations
Decisiveness
Makes decisions and takes action
Initiative
Identifies opportunities and is proactive in putting
forward ideas and potential solutions
Adaptability / flexibility
Maintains effectiveness in a changing
environment
Achievement Orientation
Maintains and inspires a results driven approach,
focuses on results and critical performance
Tolerance for Stress
Maintains performance under pressure
Page 19
Defining a set of graduate attributes for a UWS graduate
STUDENT
employability competencies
Date
Evidence
Next steps
Leadership
Takes responsibility for the directions and actions
of a team
Technical Ability
Technical Knowledge
Develops and maintains a knowledge of key
trends in technology
Technical Application
Has experience of using modern technology
Business and / or Organisational Awareness
Organisational Understanding
Understands the organisation’s work
environment, internal politics, business objectives
and strategy
Page 20
Defining a set of graduate attributes for a UWS graduate
STUDENT
employability competencies
Date
Evidence
Next steps
Commercial Awareness
Understands the economics of the business.
Understands the business benefits and
commercial realities from both the organisation
and customer’s perspective
Financial Awareness
Understands basic financial terms used in
organisations and is able to construct and
maintain simple financial records
Organisational Sensitivity
Is sensitive to the effect of his or her actions on
other parts of the organisation and adopts a
mature, direct and up front style in dealing with
conflict
Practical and Professional Elements
Professional Expertise
Keeps up to date with developments in own
areas of professional specialisation. Applies a
breadth/depth of professional knowledge
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Defining a set of graduate attributes for a UWS graduate
STUDENT
employability competencies
Date
Evidence
Next steps
Process Operation
Begins, controls and concludes a complete
process or procedure
Image
Presents a strong, professional positive image to
others at all times, consistent with all people
(colleagues, management, peers and customers)
Extra curricular Activities
Work activities ,voluntary work ,leisure activities
and interests
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