Introduction
The guidance provided here outlines recommended steps for courses to embed the University Group’s Graduate Attributes into their programmes. These start with the development of their course graduate attribute outcomes, designing programmes that embed and assess the attributes and also outlines how the attributes can be mapped through their courses so how they are embedded can be made explicit to students.
Getting started
The concepts of Backward Design (Wiggins & McTighe, 2005) and/or Constructive Alignment (Biggs & Tang, 2011) are recommended to inform the Course Design processes and the embedding of the Graduate Attributes Framework. These concepts can be used at both a course and module level. A summary of the steps involved, in relation to embedding the Graduate Attributes, in each instance are:
- Identifying the course graduate attribute outcomes for each level; these will be required for Part B of the Programme Specification.
- Determine what evidence will be required to demonstrate the attributes; this step requires determining how the desired results will be assessed in the modules. These will need to be aligned with module learning outcomes.
- Plan learning experiences: design the learning activities that will support the students in being able to produce the evidence required in step 2.
- Undertake a detailed mapping of how the attributes are embedded across the programme; this will ensure a shared understanding and support communicating the attributes to students.
The Coventry University Graduate Attributes
The Graduate Attributes Framework used at Coventry University has five key areas which need to be aligned with courses.
I know I can ... |
because I ... |
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| communicate effectively | collaborate and work well with others, demonstrating empathy, building effective and open relationships built on trust and mutual respect | flex how, what, and when I communicate for different purposes and audiences (visual, audio, written, digital etc…) across professional and social environments |
have awareness, appreciation and respect for diversity of background, culture and thought - encouraging sharing of knowledge, perspectives and experiences between others |
| act with integrity | take responsibility for my actions and behaviour and have the self-awareness to recognise the impact it has on others and the environment | take pride in my work and my achievements, leading by example |
have awareness of how to act in a professional environment |
| adapt my approach | can adapt to change and am aware of the need to be flexible, participating effectively by adjusting my approach depending on the people, environment or situation | keep an open mind and am receptive to new ideas and perspectives of others | am resilient with the ability to self-reflect and react positively to change, challenging situations, or areas of uncertainty |
| think creatively | think dynamically to find creative and innovative (new ideas or improvement to existing ones) solutions to ever-changing challenges of the modern world | embrace an entrepreneurial spirit to lead and drive positive impact and change in both my career and community |
want to continue learning, recognising that personal development is ongoing and life-long |
| get things done | make logical and well thought through decisions, showing initiative, imagination, and pro-activity, with an ability to inspire others | apply my subject and professional knowledge and skills in relevant contexts |
prioritise and manage my commitments with resourcefulness and focus to deliver on time |
Recommended process
Identifying the course graduate attribute outcomes
- The five graduate attributes will need to be interpreted at a local level by course and cluster teams to develop their course graduate attribute outcomes. These will need to be developed for each level for the Part B Programme Specification.
- When developing the course graduate attribute outcomes these will be informed by any relevant professional body standards, capabilities and expectation. Employer input will also be important. In addition the following resources will inform the process:
- Skills Framework
- SDG Guidance resources (see resources in sidebar)
- Framework for Higher Education Qualifications – qualification descriptors
- Curriculum 2025
Identifying the assessment and teaching and learning approaches
- In completing the Part B table there is a need to start identifying the assessment strategies and teaching and learning approaches that will embed the attributes. This step requires the assessment tasks to be identified in specific modules and mapped to ensure there is a clear development path.
- Support for this process is available from the Academic Development Team and Talent Team (Skills Consultants). Together they can provide a support session to take course teams through the process of identifying assessment and teaching strategies. The following resources will also inform:
Detailed mapping of how the attributes are embedded in the course
- This mapping, undertaken with support of the Skills Consultants, is important in ensuring there is a clear shared understanding of how the attributes will be developed across the course. In addition it can be used to generate ‘attribute trees’ which can be shared with students to make explicit how and where the attributes and employability skills are being developed and assessed
Curriculum Transformation Project – timelines
- Identifying the course graduate attribute outcomes and the assessment and teaching and learning approaches
- These are required to complete Part B of the programme specification and will need to be undertaken during Stage 3 of the Curriculum Transformation Project [see Appendix 6 Timelines on OTL Curriculum Transformation page]
- Detailed mapping of how the attributes are embedded in the modules
- This can be used to generate ‘attribute trees’ to demonstrate to students how they are embedded across the course. This can be undertaken once the course has been approved
Graduate Attributes - useful resources
Ako Aoteroa (2012) Graduate outcomes - are they driving learning?
Clair Hughes & Simon Barrie (2010) Influences on the assessment of graduate
attributes in higher education, Assessment & Evaluation in Higher Education, 35:3, 325-334, DOI:
10.1080/02602930903221485
Anna Jones (2009) Redisciplining generic attributes: the disciplinary context in
focus, Studies in Higher Education, 34:1, 85-100, DOI: 10.1080/03075070802602018
Anna Jones (2013) There is nothing generic about graduate attributes:
unpacking the scope of context, Journal of Further and Higher Education, 37:5, 591-605, DOI:
10.1080/0309877X.2011.645466