“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.
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