Graduate attributes frameworks or powerful knowledge?

In this article, we examine graduate attributes as a conceptual framework. We theorise these are rooted in the neoliberalisation of the university and the increasing importance of employability as a marker for quality university teaching. Graduate attributes vary across institutions but often includ...

Full description

Saved in:
Bibliographic Details
Published inJournal of higher education policy and management Vol. 41; no. 4; pp. 361 - 374
Main Authors Wald, Navé, Harland, Tony
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 04.07.2019
Taylor & Francis Ltd
Subjects
Academic freedom
College Graduates
Colleges & universities
Communication Skills
Critical Thinking
Education Work Relationship
employability
Employers
Employment Potential
Graduate attributes
Job Skills
Knowledge Level
powerful knowledge
Research Skills
Skills
Student Characteristics
Teaching
Online AccessGet full text

Cover

More Information
Summary:In this article, we examine graduate attributes as a conceptual framework. We theorise these are rooted in the neoliberalisation of the university and the increasing importance of employability as a marker for quality university teaching. Graduate attributes vary across institutions but often include 'foundational' as well as 'non-foundational' objectives, such as 'global perspective'. Our theorisation sheds light on how they are operationalised through graduate attributes frameworks, maintaining these are difficult to implement because of a lack of shared understanding of the components and concerns about academic freedom. We argue graduate attributes frameworks should be abandoned and replaced with 'powerful knowledge', which more adequately structures the knowledge, skills and attributes universities can confidently equip their graduates with. Powerful knowledge provides an outcome that serves the individual learner, employers, universities and society more broadly.
ISSN:1360-080X
1469-9508
DOI:10.1080/1360080X.2019.1613310