2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

GRADUATES ATTRIBUTES SHOULD WE RETHINK OURS?

Fawzi AlbalooshiHigher Education Review UnitNAQQAET

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2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

A COMMON DEFINITION

‘The qualities, skills and understandings a university community agrees its students would desirably develop during their time at the institution and, consequently, shape the contribution they are able to make to their profession and as a citizen’ Bowden et al. (2000)

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2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

MOTIVATION

The state of set GAs in our Higher Education Institutes:

No attempts have been made to discuss GAs at the national level

It seems that little efforts have been made to set suitable GAs for graduates

If any, they are not well published by HEIs

The published GAs vary in their list , level, depth and are not well defined

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2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

THEIR IMPORTANCE

Chavan Committee Vivekananda, Sharma, and Mohanty Barnett Haigh and Clifford UNESCO’s Delores Commission’s The National GAPIEAThe SQA

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2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

S. B. CHAVAN COMMITTEE Finds five objectives of education (knowledge, skill, balance, vision, and identity) and feeds them into the development of five domains of human personality (intellectual, physical, emotional, psychological, and spiritual)

VIVEKANANDA, SHARMA AND MOHANTY

Emphasize the development of human personality and character to produce capable well-balanced, self-ware and thoughtful people rather than solely concentrating on job related skills.

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2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

BARNETT ‘ The fundamental educational problem of a changing world is neither one of knowledge nor of skills but is one of being. To put it more formally, the educational challenge of a world of uncertainty is ontological in nature’

HAIGH AND CLIFFORD

Haigh and Clifford (2010) ‘there is more to life than doing a job. The graduates of our higher education system will be more than employees/employers, they will also be future leaders in our world and our neighbours and so affect our lives at all levels’

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2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

UNESCO’S DELORS COMMISSION

‘the ability not only to comprehend the world but also to rejoice in understanding, knowledge and discovery; to interact constructively with people and problems and innovate; to live together with other people, engage in common projects and appreciate the interdependence and value of all beings; and learning to be through the integral development of mind, body, intelligence, sensitivity, aesthetic appreciation and spirituality’ Haigh and Clifford, 2010 and Delors, J. 1996

– 8 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DELORS’ FOUR PILLARS OF LEARNINGLearning to know: is to combine broad knowledge with in depth on specific subjects Learning to do: is to acquire occupational skills and

competencies to deal with many situations including working in teams Learning to live together: is by appreciating others,

appreciation of interdependence, managing conflicts, respect for the values of pluralism, mutual understanding, and peace

and Learning to be: is the ability to develop oneself, greater autonomy, judgement and personal responsibility

– 9 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

THE NATIONAL GRADUATE ATTRIBUTES PROJECT

The objective was to renew teaching and learning practices in Australian Universities to better develop graduate attributes.A framework of eight elements was presented as key issues to articulate, embed and assess graduates attributes, these are: Conceptualisation, Stakeholders, Implementation, Staff development, Curriculum, Assessment, Quality Assurance, and Student centered.

– 10 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

INTERNATIONAL ENGINEERING ALLIANCE

IEA defines graduate attributes as a ‘set of individually assessable outcomes that are the components indicative of the graduate's potential to acquire competence to practise at the appropriate level. The graduate attributes are exemplars of the attributes expected of graduate from an accredited programme’. Twelve graduate attributes are listed: Engineering Knowledge, Problem Analysis , Design/ development of solutions, Investigation, Modern Tool Usage, The Engineer and Society, Environment and Sustainability, Ethics, Individual and Team work, Communication, Project Management and Finance, Lifelong learning.

– 11 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

SQA’S 2007 HE GAs

Critical understandingInformed by current developments in the subject An awareness of the provisional nature of knowledge, how knowledge is created, advanced and renewed, and the excitement of changing knowledgeThe ability to identify and analyse problems and issues and to formulate, evaluate and apply evidence based solutions and arguments

– 12 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

SQA’S 2007 HE GAs

An ability to apply a systematic and critical assessment of complex problems and issues.An ability to deploy techniques of analysis and enquiry.Familiarity with advanced techniques and skills.Originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments.An understanding of the need for a high level of ethical, social, cultural, environmental and wider professional conduct.

– 13 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

SCOTTISH HE GAs FOR THE 21ST CENTURY

The set has been recently extensively revised as a result of the Graduates for the 21st Century Enhancement Theme. The new set includes: lifelong learning; research scholarship and enquiry; employability and career development; global citizenship; communication and information literacy; ethical social, and professional understanding; personal and intellectual autonomy; and collaborative, teamwork and leadership.

– 14 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

SELECTED GENERIC GAsDelors’ Pillars IEA

Learning to know Engineering Knowledge Learning to do Problem Analysis, Design/

development of solutions, Investigation, Modern Tool Usage, Individual and Team work, Communication, Project Management and Finance

Learning to live together

The Engineer and Society, Environment and Sustainability, Ethics

Learning to be Lifelong learning

– 15 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

SELECTED GENERIC GAs

Delors’ Pillars Scottish HE GAsLearning to know Employability and career

developmentLearning to do Research, scholarship and

enquiry; communication and information literacy; personal and intellectual autonomy; and collaborative, teamwork and leadership

Learning to live together

Global citizenship; ethical social, and professional understanding

Learning to be Lifelong learning

– 16 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

SELECTED GENERIC GAsDelors’ Pillars Haigh and CliffordLearning to know

Demonstrate Expertise in their Special Discipline(s)

Learning to do Retrieve and manage information and knowledge, Get Results, Think Creatively and Innovate, Communicate, Work in a Team, Act as an effective leader or manager

Learning to live together

Responsible Citizens, Capable Citizens, Compassionate Citizens, Self-aware Citizens, Ecoliterate Citizens, Cosmopolitan Citizens, and Employed Citizens. Committed to quality and social justice

Learning to be Develop autonomously, Adapt to Change, and Learn from Experience

– 17 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

HIGHER EDUCATION INSTITUTES IN BAHRAIN

No attempts have been made to discuss GAs at the national level

It seems that little efforts have been made to set suitable GAs for graduates

If any, they are not well published by HEIs

The published GAs vary in their list, level, depth and are not well defined

– 18 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

EXAMPLE FROM A HEI IN BAHRAIN

Business School

Vision: The primary objective of the Business School is to prepare students for effective professional and managerial careers in organisations. This preparation includes developing a capacity for critical thinking, for integrating knowledge across different disciplines, and for utilising  current theory in approaching practical business problems. Students are expected to become comfortable with taking risks, to work as part of a team, and to develop the necessary skills to lead others.

– 19 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

EXAMPLE FROM A HEI IN BAHRAINIT SchoolVision: to foster  learners’ excellence and to attract them to technology related fields, by offering programmes of international standards.

Mission: The faculty is committed to realizing that vision through:  Offering a curriculum that aims to satisfy the international standards requirements. Empowering students to meet the challenges of the modern workplace. Provide an on campus environment that encourages students to seek knowledge in order to graduate future scholars. Expose students to extracurricular activities in order to cultivate leadership potential.

– 20 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DELORS PILLAR: LEARNING TO KNOW

WBUS IT

provide high quality business education,

high quality undergraduate educational programs in Information Technology, to meet the current international standards and to satisfy the market needs, prepare competent qualified graduates

– 21 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DELORS PILLAR: LEARNING TO DO

XBUS IT

A capacity for critical thinking, for integrating knowledge across different disciplines, and for utilising current theory in approaching practical business problems, to develop the necessary skills to lead others.

Expose students to extracurricular activities in order to cultivate leadership potential, to graduate future leaders of Technology

– 22 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DELORS PILLAR: LEARNING TO LIVE TOGETHER

ZBUS ITEnable students understand how key forces like the economy, the state and the system influence and interact with business

 

– 23 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

DELORS PILLAR: LEARNING TO BE

XBUS ITthey are the one responsible for their education,

to seek knowledge in order to graduate future scholars

– 24 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

GENERAL OBSERVATIONS

The form of presentation is not uniform within a university and across universities, in that the learning outcomes are on some occasions part of the dean’s message, sometimes they are stated in the vision and/or mission statements, and at other times they are stated as programme intended learning outcomes;

the terminology used is not uniform even within the same university, words used to refer to the attributes include aims, goals, objectives, and outcomes;

– 25 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

GENERAL OBSERVATIONS

sometimes they are set at the college level and at other times at programme level;

colleges/programmes within the same university have different sets of non-discipline related outcomes;

– 26 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

GENERAL OBSERVATIONS

the first, second, and fourth of Delora’s pillars have been addressed at varying levels of depth and breadth, but for the third ‘learning to live together’ a couple of colleges/programmes failed to totally address it, though it was addressed by another college/programme within the same university;

and outcomes are set at varying levels of depth and breadth within the same university and across universities.

– 27 –

2nd ConferenceNational Authority

for Qualifications & Quality Assurance

of Education & Training

FEB 2013

© The views expressed in this presentation are those of the speaker’s, and not the NAQQAET          

AUTHOR’S RECOMMENDATION

Many lessons could be learned from international efforts to set GAs

A Common set of attributes may be agreed upon and implemented by all HEIs

The set to be appropriately published as agreed

Individual HEIs can then differentiate by adding to the set or by having more emphases on some depending on their own vision and/or requirements