The influence of curriculum on master’s students’ perceived abilities in four domains of graduateness

Figures & data

Table 1. Code list used in curriculum mapping.

Category	Codes in mapping
Reflective thinking	Ability to integrate
	Abstract/analytical thinking
	Academic thinking
	Academic attitude
	Connect subject matters
	Critical thinking
	Critical attitude
	Develop new ideas
	Identify problems
	Reflection skills
Scholarship	Apply knowledge, methods and concepts
	Contribute to the development of the discipline
	Design a research proposal
	Design a (theoretical) model
	Design skills
	Design theories
	Formulate clear hypotheses or research questions
	Logically connect different theories and/or research fields with each other
	Methodology skills
	Model development
	Perform research
	Research skills
	Understand new scientific developments and technologies
	Understand research in its appropriate context
	Understand theories
	Write a scientific paper
Moral citizenship	Anticipate changes
	Connect subject matter with current affairs
	Debate skills
	Explain discipline to laymen
	Formulate a clear opinion on important issues within discipline
Lifelong learning	Address incomplete information
	Information processing skills
	Gaining insight
	Gaining knowledge
	Information and communications technology skills
	Initiative and entrepreneurship
	Plan one’s own activities
	Select scientific literature and evaluate it critically

Table 2. Curriculum mapping scores for graduateness domains.

Programme^*	Reflective thinking		Scholarship		Moral citizenship		Lifelong learning		N^**
	Score	Group	Score	Group	Score	Group	Score	Group
F1D1	2,03	+	1,06	-	0,12	0	0,26	-	14
F1D2	0	-	1,22	-	0	-	0,2	-	25
F1D3	0,5	0	1,3	0	0	-	1	+	13
F1D4	0,5	0	0,88	-	0,08	0	0,42	-	17
F1D5a	1	0	1,8	0	0,4	+	1,2	+	37
F1D5b	0,71	0	0,71	-	0,14	0	0,43	-	18
F1D5c	0,33	-	2,33	+	0	-	1,17	+	7
F1D5d	0	-	1,67	0	0	-	1,17	+	9
Mean F1 (SD)	0,63 (.655)		1,37 (.533)		0,09 (.137)		0,73 (.442)
F2D1a	0,42	0	1,5	0	0	-	0.67	0	1
F2D1b	0,33	-	1,33	0	0,08	0	0,42	-	6
F2D2a	1	0	2,67	+	0,17	0	1	+	4
F2D2b	0,25	-	1,5	0	0	-	0,75	0	3
F2D2c	0,6	0	1,8	0	0,2	0	0,7	0	4
F2D2d	0,55	0	1,91	0	0,36	+	0,73	0	5
F2D2e	0,2	-	1,4	0	0,2	0	0,6	0	5
F2D2f	0,2	-	1,8	0	0,4	+	0,8	0	1
F2D2 g	0,2	-	2	0	0,2	0	0,8	0	1
F2D2 h	0,11	-	1,67	0	0,11	0	0,44	-	2
F2D2i	0,5	0	1,67	0	0,17	0	0,67	0	4
F2D2j	0	-	1,6	0	0,2	0	0,8	0	3
F2D2 k	0	-	1,67	0	0	-	0,44	-	0
F2D3	0,83	0	1,67	0	0,17	0	1	+	13
F2D4	0,57	0	2,71	+	0,71	+	1	+	6
Mean F2 (SD)	0,44 (.282)		1,80 (.420)		0,21 (.183)		0,74 (.183)
F3D1	1,4	+	3,3	+	0,3	+	0,7	0	10
F3D2	1,35	+	2,47	+	0,32	+	0,6	0	6
F3D3	1,5	+	2,56	+	0,06	0	1,32	+	2
F3D4	1,48	+	2,49	+	0,16	0	0,67	0	7
F3D5	0,78	0	3,78	+	0,22	0	0,89	0	9
Mean F3 (SD)	1,30 (.298)		2,92 (.591)		0,21 (.105)		0,84 (.290)

^* F = faculty and D = department within the faculty; additional letters (a–k) refer to specialisations within departments.

^** N refers to the number of respondents refers to the questionnaire data; + = highest scoring group; 0 = mid-scoring group; - = lowest scoring group.

Table 3. Descriptive statistics for scales per domain of graduateness.

Scale	N	M	SD	Cronbach’s alpha	Number of items
Reflective thinking	253	3.12^1	.421	.749	7
Scholarship	246	6.95^2	.974	.786	5
Moral citizenship	244	6.90^2	.962	.761	4
Lifelong learning	253	3.23^1	.430	.820	8

¹ Scale ranges = 1–4.

² Scale ranges = 1–10.

Table 4. Descriptive statistics study programmes per domains of graduateness.

	Descriptives			Cut-offs groups
	MIN	MAX	M	SD	Low	High
Reflective	.00	2.03	.62	.534	<.334	>1.344
Scholarship	.71	3.78	1.87	.701	<1.224	>2.334
Moral citizenship	.00	.71	.17	.163	<0.1	>.294
Lifelong learning	.20	1.32	.74	.290	<.444	>.994

Table 5. Means (SD) of students’ perceived competence in domains of graduateness.

Domain	Faculty 1	Faculty 2	Faculty 3	Total
Reflective thinking	3.14 (.445)	3.08 (.415)	3.13 (.345)	3.13 (.423)
Scholarship	7.07 (.856)	7.11 (.717)	6.04^* (1.310)	6.92 (.978)
Moral citizenship	6.81 (.981)	7.19 (.733)	6.67 (1.270)	6.89 (.986)
Lifelong learning	3.24 (.405)	3.26 (.461)	3.14 (.474)	3.23 (.430)

^* Significant at p < .000.

Table 6. Results ANOVA for students’ perceived ability and programme clusters for domains of graduateness.

Domain		Sum of Squares	df	Mean Square	F	Sig.
Reflective thinking	Between groups	.705	2	.353	1.974	.141
	Within groups	39.665	222	.179
	Total	40.371	224
Scholarship	Between groups	7.013	2	3.506	3.664	.027^*
	Within groups	206.709	216	.957
	Total	213.722	218
Moral citizenship	Between groups	1.629	2	.815	.827	.439
	Within groups	210.855	214	.985
	Total	212.484	216
Lifelong learning	Between groups	.817	2	.408	2.216	.111
	Within groups	40.902	222	.184
	Total	41.719	224

^* Significant at p < .05.

Table 7. Means for students’ perceived ability in domains of graduateness for each cluster of programmes.

Domain	Means			N
	Low	Middle	High
Reflective thinking^1	3.13	3.05	3.17	225
Scholarship^2*	7.10	7.06	6.72	219
Moral citizenship^2	6.80	7.03	6.88	217
Lifelong learning^1	3.19	3.18	3.31	225

^* Difference is significant.

¹ Scale = 1–4.

² Scale = 1–10.