A mapping of graduate attributes: what can we expect from UK university students?

References

• Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge.
   Google Scholar
• Balloo, K. (2018). In-depth profiles of the expectations of undergraduate students commencing university: A Q methodological analysis. Studies in Higher Education, 43(12), 2251–2262. https://doi.org/https://doi.org/10.1080/03075079.2017.1320373
   Web of Science ®Google Scholar
• Barrie, S. C. (2004). A research-based approach to generic graduate attributes policy. Higher Education Research & Development, 23(3), 261–275. https://doi.org/https://doi.org/10.1080/0729436042000235391
   Google Scholar
• Barrie, S. C. (2007). A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 439–458. https://doi.org/https://doi.org/10.1080/03075070701476100
   Web of Science ®Google Scholar
• Barrie, S. C., Hughes, C., & Smith, C. (2009). The national graduate attributes project: Integration and assessment of graduate attributes in curriculum. Australian Learning and Teaching Council.
   Google Scholar
• Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of ATN University graduates. Australian Government Department of Education, Training and Youth Affairs.
   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. https://doi.org/https://doi.org/10.1080/07294360802444347
   Web of Science ®Google Scholar
• Bush, T., Bell, L., & Middlewood, D. (2010). The principles of educational leadership & management. SAGE.
   Google Scholar
• Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
   Google Scholar
• de La Harpe, B., & David, C.. (2012). Major influences on the teaching and assessment of graduate attributes. Higher Education Research and Development, 31(4), 493–510. https://doi.org/https://doi.org/10.1080/07294360.2011.629361
   Web of Science ®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. https://doi.org/https://doi.org/10.1080/07294360802444339
   Web of Science ®Google Scholar
• Hill, J., Walkington, H., & France, D. (2016). Graduate attributes: Implications for higher education practice and policy. Journal of Geography in Higher Education, 40(2), 155–163. https://doi.org/https://doi.org/10.1080/03098265.2016.1154932
   Web of Science ®Google Scholar
• HM Government. (2012). Social justice: Transforming lives. Stationery Office.
   Google Scholar
• Hounsell, D. (2011). Graduates for the 21st Century: Integrating the Enhancement themes. The Quality Assurance Agency for Higher Education.
   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. https://doi.org/https://doi.org/10.1080/02602930903221485
   Web of Science ®Google Scholar
• Ingram, N., & Allen, K. (2019). ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions. The Sociological Review, 67(3), 723–740. https://doi.org/https://doi.org/10.1177/0038026118790949
   Web of Science ®Google Scholar
• Jones, A. (2009a). Generic attributes as espoused theory: The importance of context. Higher Education, 58(2), 175–191. https://doi.org/https://doi.org/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. https://doi.org/https://doi.org/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. https://doi.org/https://doi.org/10.1080/0309877X.2011.645466
   Google Scholar
• McArthur, J. (2011). Reconsidering the social and economic purposes of higher education. Higher Education Research & Development, 30(6), 737–749. https://doi.org/https://doi.org/10.1080/07294360.2010.539596
   Web of Science ®Google Scholar
• Normand, C., & Anderson, L. (2017). Graduate attributes in higher education attitudes on attributes from across the disciplines. Routledge.
   Google Scholar
• Oliver, B. (2013). Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges. Higher Education Research & Development, 32(3), 450–463. https://doi.org/https://doi.org/10.1080/07294360.2012.682052
   Web of Science ®Google Scholar
• Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/https://doi.org/10.1080/07294360.2018.1446415
   Web of Science ®Google Scholar
• Osmani, M., Weerakkody, V., Hindi, N. M., Al-Esmail, R., Eldabi, T., Kapoor, K., & Irani, Z. (2015). Identifying the trends and impact of graduate attributes on employability: A literature review. Tertiary Education and Management, 21(4), 367–379. https://doi.org/https://doi.org/10.1080/13583883.2015.1114139
   Web of Science ®Google Scholar
• Rust, C., & Froud, L. (2011). ‘Personal literacy’: The vital, yet often overlooked, graduate attribute. Journal of Teaching and Learning for Graduate Employability, 2(1), 28–40. https://doi.org/https://doi.org/10.21153/jtlge2011vol2no1art551
   Google Scholar
• Spronken-Smith, R., Bond, C., McLean, A., Frielick, S., Smith, N., Jenkins, M., & Marshall, S. (2013). How to engage with a graduate outcomes’ agenda: A guide for tertiary education institutions. The National Centre for Tertiary Teaching Excellence.
   Google Scholar
• Su, Y. (2014). Self-directed, genuine graduate attributes: The person-based approach. Higher Education Research & Development, 33(6), 1208–1220. https://doi.org/https://doi.org/10.1080/07294360.2014.911255
   Web of Science ®Google Scholar
• Wald, N., & Harland, T. (2019). Graduate attributes frameworks or powerful knowledge? Journal Of Higher Education Policy And Management, 41(4), 361–374. https://doi.org/https://doi.org/10.1080/1360080x.2019.1613310
   Web of Science ®Google Scholar
• Wong, B., & Chiu, Y. L. T. (2019). Exploring the concept of ‘ideal’ university student. Studies in Higher Education. https://doi.org/https://doi.org/10.1080/03075079.2019.1643302
   Google Scholar
• Wong, B., & Chiu, Y. L. T. (2020). University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education, 44(1), 54–68. https://doi.org/https://doi.org/10.1080/0309877X.2018.1504010
   Web of Science ®Google Scholar