Guideline Twelve | Graduate Attributes

12. Graduate attributes – the qualities and skills the university hopes its students will develop as a result of their university studies – are most effectively acquired in a disciplinary context.

The development, practice and assessment of [graduate attributes] are most effectively achieved within the context of disciplinary knowledge.” Bowden, J., Hart, G., King, B., Trigwell, K. & Watts, O., 2000, Executive Summary, Generic Capabilities of ATN University Graduates.

Development of the broader spectrum of (graduate) attributes is more likely when students are engaged with realistic and relevant experiences that demand the integration and practice of these attributes in contexts that the students find meaningful” Balancing curriculum processes and content in a project centered curriculum: in pursuit of graduate attributes. C. Crosthwaite , I. Cameron, P. Lant and J. Litster. University of Queensland. Education for Chemical Engineers 2006 1:1-10.


Toolkit Guideline 12


Online Resources

Graduate Attributes. UNSW. link 

In a MIT course in product engineering processes, students work in large teams of approximately 14 to 16 people to design and build prototypes of new products.  The size of the teams means that students must learn about group dynamics, team roles, building consensus, and making decisions.  They also learn presentation skills. link