December 2010
Guidance notes for School ELIR representatives
University of Edinburgh Employability Consultancy
Graduate Attributes in Degree Programme Specifications
As part of their ELIR preparations, all Schools are being asked to update their
Degree Programme Specifications (DPS) to include explicit reference to the
graduate attributes that are fostered through study of each subject.
The DPS template has been reframed to incorporate four new sections based on the
University’s Graduate Attributes framework [Research and enquiry, Personal and
intellectual autonomy, Communication, and Personal effectiveness]. These will
replace the ‘intellectual skills’, ‘professional/subject-specific/practical skills’ and
‘transferable skills’ subsections. A new sub section on ‘technical/practical skills’ is
also be available for those disciplines where it is appropriate. These headings will
provide coherence across the institution and enable students to gain a better
understanding of the package of attributes they develop during their study here.
Writing DPS entries allows Schools to reflect on the graduate attributes that are
being fostered within their programmes, alongside degree knowledge and technical
skills, and provides a basis from which to communicate this to prospective and
current students. These aspects are likely to take on a higher profile as students’
expectations of higher education develop and are anticipated to become part of the
Higher Education Achievement Report (HEAR).
Outlined below are the likely stages that most Schools will use to update their DPS
entries, along with notes on how some Schools may use this process to feed into
further curricular renewal, the support available and sources of further reading/
reference.
Four appendices are also included to support this process.
Appendix 1: Graduate attributes explained
Appendix 2: UoE GA Framework and indicative interpretation
Appendix 3: Revised DPS template (Section 11: Programme Outcomes)
Appendix 4: Guidance on completing Programme Specifications (Section 11:
Programme outcomes)
1. Likely stages for updating degree programme specifications
1.1 Drafting entries
• Repackage the current entries in from Section 10 of the old DPS template into
Section 11 of the new template (Appendix 3), drawing on detail from Subject
Benchmark Statements, Employability Profiles and accreditation frameworks,
where appropriate. Appendix 4 contains guidance on drafting entries.
o If writing for a new course, the same reference documents will be
useful as will considering each of the graduate attribute headings and
asking what each heading means in your context. The indicative
interpretations contained in Appendix 2 may be helpful – please note
that these are generic statements; versions for individual programmes
should make clear the relevance of each attribute within your
academic discipline.
1.2 Adding the disciplinary and Edinburgh ‘flavour’
It is important to add distinct ‘flavour’ for your academic School to avoid the
entry sounding bland or overly generic.
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What difference does it make to study your subject at your School/the
University of Edinburgh rather than elsewhere?
Is it clear to the reader what role this attribute plays in your discipline?
1.3 Substantiation and possible enhancements
Review the draft to ensure that all statements can be substantiated with
concrete examples from the curriculum – it may be useful to record this
internally, even if not referenced in the DPS.
o Is the entry clear, specific, helpful, genuine, and verifiable?
o Does this exercise raise questions that you wish to pick up with others
in the School, e.g. where/how these attributes are fostered, what good
practice exists, or how can gaps be addressed? If so, these may also
be useful to capture.
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1.4 Feedback
Seek feedback from others in your School, ideally including students. If
engaging in a fuller process, you could also consider discussing the draft with
employers, alumni, colleagues from other Schools, as time allows.
o Amend statements and re-confirm they can be substantiated.
o The Employability Consultancy will be able to offer support to Schools
as they amend their DPS entries.
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1.5 Final check
Along with the questions and comments in Appendix 4, a useful concluding
question is: If you strip out the knowledge developed in the degree
programme, would you be happy with these statements being its descriptor?
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2. Using Graduate Attributes to enhance curricular provision
The statements will have limited impact on the student experience unless we use
them to reflect on the provision that we offer and use what we find to enhance this
provision. It is likely that in amending your DPS entries questions will arise (see 1.3
above) around how these attributes are fostered, what examples of good practice
exist internally, and what potential gaps in provision exist (and should/could be
tackled). Addressing these questions and enhancing provision is a both a longerterm and more involved process, but very beneficial to staff and students.
3. Support available
If it is proving particularly difficult to amend DPS entries to reflect the graduate
attributes being developed, or to view these through the lens of the University’s
Graduate Attributes framework, then we would encourage an early conversation with
the Employability Consultancy.
4. Further reading
For further information on graduate attributes, please refer to:
• Employability Initiative website: graduate attributes section
www.employability.ed.ac.uk/Graduateattributes.htm
• an article in Interchange on the University work in this area
www.tla.ed.ac.uk/interchange/spring2010/mccabe.pdf
When drafting revised DPS entries, the following are useful reference documents:
• Employability Profiles
www.heacademy.ac.uk/resources/detail/ourwork/employability/employ
ability499
• Subject Benchmark Statements
www.qaa.ac.uk/academicinfrastructure/benchmark
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Appendix 1
Graduate attributes explained
‘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.’i
‘the skills, knowledge and abilities of university graduates, beyond disciplinary
content knowledge, which are applicable to a range of contexts’ii
Graduate attributes are not remedial or bolt-on skills; they are skills, abilities and
dispositions that transform and enable higher education knowledge and learning and
must be translated into a discipline context in order to make full sense.
Research of existing national and international work on graduate attributes, covering
both the statements developed and how these were used by institutions, highlighted
the work of Simon Barrie, University of Sydneyiii. Barrie’s conceptual model
appeared to have strongest suitability for the University of Edinburgh context,
structure and ethos, and was used to inform the development of our framework and
as a basis for further discussions. Cross-institutional consultation with staff and
students in 2008 identified three overarching attributes, underpinned by four
overlapping clusters of skills and abilities which describe an Edinburgh graduate.
Each overarching attribute (in the outer ring) can be understood as a blend of the
four overlapping clusters of skills and abilities. The particular skills and abilities that
comprise each of these clusters will likely differ by academic discipline.
Each of the overarching attributes and underpinning clusters of skills and abilities
exists on a spectrum – students will have their own personal journeys, starting and
finishing their University lives at different places on the spectrum, but all students will
have opportunity to benefit from the transformative nature of the University
experience. Regardless of their starting points, by virtue of the experience offered by
the University, all students should make progress on these spectrums, concluding
their time at the University better equipped for their futures.
Ours is a complex and highly devolved institution. One of the challenges was
therefore to develop a graduate attributes framework that makes sense across the
University. This results in two important features:
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the framework is aspirational in nature, rather than only being a statement of
current practice; and
the framework’s structure solicits interpretations of the statements that differ
between academic domains, while retaining an overall cohesion. This
tailoring is necessary to ensure the graduate attributes are relevant to all
levels within the University.
Graduate attributes: differing contexts
The development of student attributes is a constant thread throughout the
University’s Strategic Plan, whether referring to learning, teaching or research. Apply
these attributes to different contexts and we see how they shape our students and
graduates…
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to academia – the type of students and researchers they are/can be;
to society/community – their contribution to society and citizenship; and
to work and career – their employability.
As a consequence, work that helps foster our students’ attributes impacts on, and is
supported by, all aspects of the student experience. It is these graduate attributes
that help prepare our students to tackle the ever evolving challenges facing them
during and at the end of their studies.
If we view these graduate attributes within the context of work and career, we see
students’ ability to be successful and have impact, both in the short and long term –
in other words, their employability.
The challenges are well known and pronounced within the labour market in
particular, but a student who has been given and has grasped the range of
opportunities available while at University, will have both maximised the value of their
time and enhanced their employability. Such students stand out from the crowd
within today’s increasingly competitive labour market.
i
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
ii
Barrie, S. C. (2004) A research-based approach to generic graduate attributes policy, Higher Education
Research & Development, 23:3, 261-275
iii
www.itl.usyd.edu.au/projects/nationalgap
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Appendix 2
Edinburgh’s Graduate Attributes Framework and indicative interpretation
Attributes of Graduates of the University of Edinburgh
Graduates of the University of Edinburgh will have had opportunity to develop and
strengthen their approaches to knowledge and learning, to their own development
and goals, and to the world and environments around them – approaches which
distinguish them from others in their lives and work. Each overarching attribute
exists on a spectrum – students will have their own personal journeys, starting and
finishing their University lives at different places on the spectrums, but all will have
opportunity to benefit from the transformative nature of the University experience.
1. Enquiry and Lifelong Learning
Graduates of the University will have developed a core knowledge base in their
academic field enhanced by exposure to cutting edge research and the processes of
discovery and knowledge generation. This will stimulate a lifelong thirst for
knowledge and learning and encourage a pioneering, innovative and independent
attitude.
2. Aspiration and Personal Development
Graduates of the University will be able to maximise their potential by utilising their
abilities, academic excellence and justifiable confidence, underpinned by honest selfawareness, to take personal responsibility and grasp opportunities for selfdevelopment.
3. Outlook and Engagement
Graduates of the University will possess an international perspective and will draw on
the quality and breadth of their University experience to engage effectively with the
environments in which they operate – whether that be education, work or society.
These overarching attributes can each be understood as a blend of four overlapping
clusters of skills and abilities. Like the overarching attributes, each cluster exists on
a spectrum – capitalising on the academic and non-academic experiences and
communities available at the University enables students to progress along these
spectrums in ways that make each journey distinctive.
A. Research and Enquiry: Graduates of the University will be able to create new
knowledge and opportunities for learning through the process of research and
enquiry.
B. Personal and Intellectual Autonomy: Graduates of the University will be able to
work independently and sustainably, in a way that is informed by openness, curiosity
and a desire to meet new challenges.
C. Communication: Graduates of the University will recognise and value
communication as the tool for negotiating and creating new understanding,
collaborating with others, and furthering their own learning.
D. Personal Effectiveness: Graduates of the University will be able to effect
change and be responsive to the situations and environments in which they operate.
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The particular abilities and skills that comprise each of these four clusters of abilities
may by interpreted differently in different disciplines. As such, it is envisaged that
Colleges, Schools, and possibly Subject Areas, will identify different specific abilities
and skills under each of the four clusters. Indicative ways in which the cluster
statements might be interpreted at School level are presented here.
Indicative Interpretation: Four Clusters of Abilities
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities
for learning through the process of research and enquiry. This may be understood in
terms of the following:
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be able to identify, define and analyse problems and identify or create
processes to solve them
be able to exercise critical judgment in creating new understanding
be creative and imaginative thinkers
be ready to ask key questions and exercise rational enquiry
be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
search for, evaluate and use information to develop their knowledge and
understanding
have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
understand economic, legal, social, cultural and environmental issues in the
use of information
recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a
way that is informed by openness, curiosity and a desire to meet new challenges.
This may be understood in terms of the following:
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be open to new ideas, methods and ways of thinking
be able to identify processes and strategies for learning
be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
be able to use collaboration and debate effectively to test, modify and
strengthen their own views
be intellectually curious and able to sustain intellectual interest
be able to respond effectively to unfamiliar problems in unfamiliar contexts
have a personal vision and goals and be able to work towards these in a
sustainable way
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C. Communication
Graduates of the University will recognise and value communication as the tool for
negotiating and creating new understanding, collaborating with others, and furthering
their own learning. This may be understood in terms of the following:
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make effective use of oral, written and visual means to critique, negotiate,
create and communicate understanding
use communication as a tool for collaborating and relating to others
further their own learning through effective use of the full range of
communication approaches
seek and value open feedback to inform genuine self-awareness
recognise the benefits of communicating with those beyond their immediate
environments
use effective communication to articulate their skills as identified through selfreflection
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the
situations and environments in which they operate. This may be understood in terms
of the following:
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appreciate and use talents constructively
be able to create and harness opportunities
be able to manage risk while initiating and managing change
be responsive to their changing surroundings, being both flexible and
proactive
have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
be able to flexibly transfer their knowledge, learning, skills and abilities from
one context to another
understand social, cultural, global and environmental responsibilities and
issues
be able to work effectively with others, capitalising on their different thinking,
experience and skills
work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the
wider community
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Appendix 3
Revised DPS template (Section 11: Programme Outcomes)
11)
Programme outcomes:
11a)
Knowledge and understanding
11b)
Graduate attributes: Skills and abilities in Research and Enquiry
11c)
Graduate Attributes: Skills and abilities in Personal and Intellectual Autonomy
11d)
Graduate Attributes: Skills and abilities in Communication
11e)
Graduate Attributes: Skills and abilities in Personal Effectiveness
11f)
Technical/practical skills
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Appendix 4
Guidance on completing Programme Specifications
Section 11: Programme outcomes
Section 11 of the programme specification template is divided into six subsections. In
addition to describing the programme outcomes, this section needs to identify the various
teaching and learning methods used to achieve or foster them. Information on the various
modes of assessment employed also needs to be included. Programme specifications need
to clarify precisely where stated learning outcomes are assessed.
The Programme Outcomes subsections are:
a.
Knowledge and understanding
b.
Graduate attributes: Research and enquiry
c.
Graduate attributes: Personal and intellectual autonomy
d.
Graduate attributes: Communication
e.
Graduate attributes: Personal effectiveness
f.
Technical/practical skills
The first five categories (knowledge and understanding, research and enquiry, personal and
intellectual autonomy, communication, and personal effectiveness) will be discipline based,
but the sixth category (technical/practical skills) may also include non-discipline specific
skills. Collectively these subsections describe the outcome of the degree. For some
disciplines, particularly those with professional accreditation requirements relating to
outcomes, the Programme Outcomes section will focus on high level outcomes and
professional competences.
The four graduate attribute subsections (b-e) reflect the clusters of skills and abilities at the
core of the University’s graduate attributes framework – this framework was designed to
allow interpretations that differ between academic domains, ensuring relevance across the
institution while retaining an overall cohesion. The boundary lines between each of these
subsections will not always be clear and Schools will need to decide into which category
certain attributes fit most logically. For example, something deemed to relate to research
and enquiry in one discipline may be more appropriately included in the personal and
intellectual autonomy section in another – this will depend largely on the focus of the attribute
described.
It is also worth noting that the distribution of statements across the four graduate attribute
subsections may not be even. For example, the distinctive nature of a degree programme
may mean there is rightly a heavy emphasis on ‘Research and enquiry’ and
‘Communication’; whereas other programmes may focus on ‘Personal and intellectual
autonomy’ and ‘Personal effectiveness’.
Indicative interpretations of the four graduate attribute subsections are available – these are
generic; versions for individual programmes should make clear the relevance of each
attribute to the academic discipline. (See Appendix 2 or go to
www.employability.ed.ac.uk/documents/GAFramework+Interpretation.pdf.)
Schools should ensure that they can clearly demonstrate where in the programme of study
students develop any of the skills or attributes that they claim are a feature of the degree
programme (though it is not necessary to state this explicitly in the programme specification
for every individual attribute).
When completing Section 11, it may be useful to consider the following statements
and questions.
a.
Knowledge and understanding
Entries should describe the acquisition of knowledge as opposed to the ability to do
something.
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b.-e. Graduate attributes
Entries should describe an attribute that is distinctive to higher education. Does the entry
legitimately describe an attribute that is the outcome of completing a degree at Edinburgh?
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If not, can it be rephrased to show its role within higher education?
For example, ‘Use IT effectively’ versus ‘Use IT effectively in order to search for
current thinking on a subject and to solve complex problems’
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If it cannot be appropriately rephrased it may belong in ‘Technical/practical skills’.
Does the entry make clear what role this attribute plays in the degree discipline?
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If not, can it be rephrased to show its relevance? Again, phrases such as ‘in order to’
can help tie an entry to the degree in question rather than simply being a description
applicable to any degree.
For example, ‘Research the available evidence’ does not make clear the link to the
discipline, as opposed to ‘Collect, evaluate and use the best available evidence in
order to diagnose, prevent, cure or manage animal health problems’
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Some attributes will inevitably be common across multiple degree programmes but
these should not dominate a degree programme specification – students need to be
able to understand the distinctiveness of the programme in question.
Is the entry a description of an ability/skill or a description of a disposition/attitude/value/habit
of mind?
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If it is a disposition/attitude/value/habit of mind, it likely belongs in the ‘Educational
aims of programme’ section and relates to the three overarching statements of the
University’s graduate attributes framework – giving a sense of what it means to study
at the University of Edinburgh as opposed to elsewhere.
For example, ‘Having a strong sense of intellectual integrity and the ethics of
scholarship’
In which graduate attribute subsection does the attribute belong?
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For some entries this will be straight-forward. For others it will initially be more
ambiguous and indeed the subsections are not mutually exclusive. Indicative
interpretations of each graduate attribute subsection can be found in the expanded
version of the University’s graduate attributes framework:
www.employability.ed.ac.uk/documents/GAFramework+Interpretation.pdf (or in
Appendix 2)
These indicative interpretations can be helpful in clarifying the border between
subsections. It can also be helpful to identify the pivotal skill/attribute within the entry
– this often dictates which subsection the entry belongs in, as it is currently phrased.
For example, ‘Be able to critically assess research options’ [Research and
enquiry] has a very different focus than ‘Be able to question networks effectively
in order to critically assess research options’ [Communication].
f.
Technical/practical skills
Entries here are neither the high-level knowledge and understanding developed during the
degree, nor the associated graduate attributes.
Entries are likely to be high-level technical or practical skills developed during the degree
programme, e.g. for subjects that have a practical medical basis or significant time spent
within the laboratory. They may not be relevant for some programmes, in which case state
‘not applicable’.
Some Schools may choose to also include basic level skills that are required to undertake
the degree – care should be taken, however, that these are indeed outcomes of the degree
rather than necessary precursors to it.
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