From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes

References

• Andrews, J., & Higson, H. (2008). Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study. Higher Education in Europe, 33(4), 411–422. doi: 10.1080/03797720802522627
   Google Scholar
• Barnett, R. (2004). Learning for an unknown future. Higher Education Research & Development, 23(3), 247–260. doi: 10.1080/0729436042000235382
   Google Scholar
• Barrie, S. C. (2006). Understanding what we mean by the generic attributes of graduates. Higher Education, 51(2), 215–241. doi: 10.1007/s10734-004-6384-7
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Bowman, K. (2010). Background paper for the AQF Council on generic skills. Retrieved from http://staging.aqf.edu.au.web6.tempdomain.com.au/wp-content/uploads/2013/06/Generic-skills-background-paper-FINAL.pdf
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
   Google Scholar
• Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31–44. doi: 10.1080/07294360802444347
   Web of Science ®Google Scholar
• Clarke, M. (2017). Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education, 41, 1–15. doi: 10.1080/03075079.2017.1294152
   Google Scholar
• Cranmer, S. (2006). Enhancing graduate employability: Best intentions and mixed outcomes. Studies in Higher Education, 31(2), 169–184. doi: 10.1080/03075070600572041
   Web of Science ®Google Scholar
• Crossman, J. E., & Clarke, M. (2010). International experience and graduate employability: Stakeholder perceptions on the connection. Higher Education, 59(5), 599–613. doi: 10.1007/s10734-009-9268-z
   Web of Science ®Google Scholar
• Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational Research, 56(1), 65–76. doi: 10.1080/00131881.2013.874157
   Web of Science ®Google Scholar
• de la Harpe, B., & David, C. (2012). Major influences on the teaching and assessment of graduate attributes. Higher Education Research & Development, 31(4), 493–510. doi: 10.1080/07294360.2011.629361
   Web of Science ®Google Scholar
• Donleavy, G. (2012). Proclaimed graduate attributes of Australian universities: Patterns, problems and prospects. Quality Assurance in Education, 20(4), 341–356. doi: 10.1108/09684881211263984
   Google Scholar
• Elatia, S., & Ipperciel, D. (2015). Towards a 21st century competency-based model of higher education: The pragmatics of accountability. International E-Journal of Advanced in Education, 1(1), 5–12. doi: 10.18768/ijaedu.09013
   Google Scholar
• Ferguson, J. (2010). An overview and discussion of research supporting the concept of a Generic ‘Soft’ skills framework in tertiary education towards bridging the gap between education and employment. New Zealand Journal of Applied Business Research, 8(2), 59.
   Google Scholar
• Green, W., Hammer, S., & Star, C. (2009). Facing up to the challenge: Why is it so hard to develop graduate attributes? Higher Education Research & Development, 28(1), 17–29. doi: 10.1080/07294360802444339
   Web of Science ®Google Scholar
• Hughes, C., & Barrie, S. (2010). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35(3), 325–334. doi: 10.1080/02602930903221485
   Web of Science ®Google Scholar
• Jackson, D. (2014). Testing a model of undergraduate competence in employability skills and its implications for stakeholders. Journal of Education and Work, 27(2), 220–242. doi: 10.1080/13639080.2012.718750
   Google Scholar
• Jackson, D., & Wilton, N. (2017). Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics. Higher Education Research & Development, 36(4), 747–762. doi: 10.1080/07294360.2016.1229270
   Web of Science ®Google Scholar
• James, B., Lefoe, G. E., & Hadi, M. N. (2004). Working ‘through’ graduate attributes: A bottom-up approach. In F. Sheehy & B. Stauble (Eds.), Transforming knowledge into wisdom: Holistic approaches to teaching and learning. Higher Education Research and Development Society of Australia, HERDSA conference (pp. 174–184). Miri: Research Online, University of Woollongong.
   Google Scholar
• Jones, A. (2009a). Generic attributes as espoused theory: The importance of context. Higher Education, 58(2), 175–191. doi: 10.1007/s10734-008-9189-2
   Web of Science ®Google Scholar
• Jones, A. (2009b). Redisciplining generic attributes: The disciplinary context in focus. Studies in Higher Education, 34(1), 85–100. doi: 10.1080/03075070802602018
   Web of Science ®Google Scholar
• Jones, A. (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
   Google Scholar
• Jorre de St Jorre, T., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44–57. doi: 10.1080/07294360.2017.1339183
   Web of Science ®Google Scholar
• Kember, D., Hong, C., Yau, V. W. K., & Ho, S. A. (2017). Mechanisms for promoting the development of cognitive, social and affective graduate attributes. Higher Education, 74(5), 799–814. doi: 10.1007/s10734-016-0077-x
   Web of Science ®Google Scholar
• Knewstubb, B., & Ruth, A. (2015). Gestalt and figure-ground: Reframing graduate attribute conversations between educational developers and academics. International Journal for Academic Development, 20(1), 4–17. doi: 10.1080/1360144X.2014.946931
   Web of Science ®Google Scholar
• Litchfield, A., Frawley, J., & Nettleton, S. (2010). Contextualising and integrating into the curriculum the learning and teaching of work-ready professional graduate attributes. Higher Education Research & Development, 29(5), 519–534. doi: 10.1080/07294360.2010.502220
   Web of Science ®Google Scholar
• Matteson, M. L., Anderson, L., & Boyden, C. (2016). ‘Soft skills’: A phrase in search of meaning. Portal: Libraries and the Academy, 16(1), 71–88. doi: 10.1353/pla.2016.0009
   Web of Science ®Google Scholar
• Mladenovic, R., Martinov-Bennie, N., & Bell, A. (2017). Business students’ insights into their development of ethical decision-making. Journal of Business Ethics, 51, 279. doi: 10.1007/s10551-017-3523-5
   Google Scholar
• Normand, C., & Anderson, L. (Eds.). (2017). Graduate attributes in higher education: Attitudes on attributes from across the disciplines. London: Routledge.
   Google Scholar
• Raybould, J., & Sheedy, V. (2005). Are graduates equipped with the right skills in the employability stakes? Industrial and Commercial Training, 37(5), 259–263. doi: 10.1108/00197850510609694
   Google Scholar
• Robley, W., Whittle, S., & Murdoch-Eaton, D. (2005). Mapping generic skills curricula: Outcomes and discussion. Journal of Further and Higher Education, 29(4), 321–330. doi: 10.1080/03098770500353342
   Google Scholar
• Schech, S., Kelton, M., Carati, C., & Kingsmill, V. (2017). Simulating the global workplace for graduate employability. Higher Education Research & Development, 36(7), 1476–1489. doi: 10.1080/07294360.2017.1325856
   Web of Science ®Google Scholar
• Schulz, B. (2008). The importance of soft skills: Education beyond academic knowledge. NAWA, Journal of Language and Communication, Polytechnic of Namibia, 2(1), 146–154.
   Google Scholar
• Spencer, D., Riddle, M., & Knewstubb, B. (2012). Curriculum mapping to embed graduate capabilities. Higher Education Research & Development, 31(2), 217–231. doi: 10.1080/07294360.2011.554387
   Web of Science ®Google Scholar
• Stracke, E., & Kumar, V. (2014). Realising graduate attributes in the research degree: The role of peer support groups. Teaching in Higher Education, 19(6), 616–629. doi: 10.1080/13562517.2014.901955
   Web of Science ®Google Scholar
• Sumsion, J., & Goodfellow, J. (2004). Identifying generic skills through curriculum mapping: A critical evaluation. Higher Education Research & Development, 23(3), 329–346. doi: 10.1080/0729436042000235436
   Google Scholar
• Tomlinson, M. (2008). ‘The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49–61. doi: 10.1080/01425690701737457
   Web of Science ®Google Scholar
• Velasco, M. S. (2012). More than just good grades: Candidates’ perceptions about the skills and attributes employers seek in new graduates. Journal of Business Economics and Management, 13(3), 499–517. doi: 10.3846/16111699.2011.620150
   Web of Science ®Google Scholar
• Walther, J., & Radcliffe, D. (2007). The competence dilemma in engineering education: Moving beyond simple graduate attribute mapping. Australasian Journal of Engineering Education, 13(1), 41–51. doi: 10.1080/22054952.2007.11464000
   Google Scholar