Graduate attributes

Overview and research

A discussion of candidate learning needs, most appropriately occurs within a broader discussion of graduate attributes (generic skills). Substantial development in the area of graduate attributes has occurred in the UK with the implementation of the UK Grad Program, which has been funded by the UK research councils to develop and implement a generic skills program for doctoral candidates in a very systematic manner.

However, the development and implementation of skills at the doctoral level is not as simple as it might seem, even if agreement can be reached on what these skills might be. One very simple issue is that despite substantial work on the development of skills, it is not uncommon for candidates at the end of their PhD or MPhil are able to define the content knowledge they have gained but find it very difficult to identify the skills that they had developed and so they are unable to adequately define and promote them to potential employers and to the broader community, even to themselves

An examination of the defined graduate attributes of the three universities used in the section on learning needs analysis, the University of Queensland, the University of South Australia, and the University of Canberra demonstrates that there is substantial commonality across the desired skills e.g.:

The University of Queensland

Problem-solving and problem-formulation from different perspectives
Communication skills
Project management skills
Industry-focus and/or professional experience
Understanding and applying multiple disciplinary and international perspectives

The University of South Australia

A Postgraduate research degree graduate of the University of South Australia:

has an understanding of current research-based knowledge in the field, its methodologies for creating new knowledge, and can create, and appraise new and significant knowledge
is prepared for lifelong learning in pursuit of ongoing personal development and excellence in research within, and beyond, a discipline or professional area
is an effective problem solver, capable of applying logical, critical and creative thinking to a range of research problems
can work both autonomously and collaboratively as a researcher in a discipline or professional area and within wider but related areas
is committed to ethical action and social responsibility as a researcher in a discipline or professional area and as a leading citizen
communicates effectively as a researcher in a discipline or professional area and as a leading member of the community
demonstrates international perspectives in research in a discipline or professional areas and as a leading citizen.

The University of Canberra

Knowledge: To be able to conceptualise, acquire, apply, integrate, grow and contextualise knowledge
Inquiry: To be able to develop advanced approaches and techniques for defining, investigating and resolving research questions
Communication: To be able to identify, analyse, evaluate and communicate information and knowledge, using appropriate oral, visual and written mediums
Organisation: To be able to develop advanced strategies to lead the planning, management and implementation of a project
Creativity: To use original approaches to produce works that critique and extend current forms of knowledge and understanding
Ethical practice: To respect, understand and apply ethical practices personally and professionally.

While the three models described above focus on the development of the skills through being embedded within the research process and relating to the research project it is useful to look at the work of Simon Barrie at the University of Sydney (2004; 2006). Barrie's research suggests that there are four hierarchical levels of generic skills, or as he terms them, attributes. It is likely that some of the 'bad press' for generic skills has come from a lack of recognition that often people are talking about basic generic skills, rather than the more sophisticated ones proposed by Barrie.

His first level skills, described as 'precursor' attributes generally refer to basic foundation skills such as English language proficiency or basic numeracy and, while critical for further learning, are generally separate from specific discipline knowledge. His second level, termed 'complementary' are those skills that are needed for the discipline or academic level, for example statistical analysis skills. These are important, additional skills and are often achieved through attendance at workshops and special classes. The third level, 'translation' includes those attributes which allow the candidate to make use of, and apply, discipline knowledge. For example, at the HDR level it would be ways of working as a research scientist compared with ways of working as a research historian. Fourthly, 'enabling' attributes, which incorporate the other three levels, might be described at the HDR level as 'becoming' the scientist' or 'becoming the historian'.

Consideration of these four levels of learning in a candidate's research education

The most common way in which a student demonstrates research skills and is assessed on these skills is through the examination of the thesis which, in Australia, rarely involves an oral examination. Many examiners report that they are aware of examining both the content of the thesis eg an original contribution to knowledge, as well as the student's demonstrated ability to undertake research (Mullins & Kiley, 2002). Examiners report that they judge the student's research ability through such things as their ability to problem-solve or communicate their findings (at least in writing) and possibly their project management skills.

The above text was based on the following research:

Barrie, S.C. (2004). A research-based approach to generic graduate attributes policy. Higher Education Research and Development. 23(3), 261-275.

Barrie, S.C. (2006). Understanding what we mean by generic attributes of graduates. Higher Education, 51(2), 215-241.

Crotty, R. (2004). The implementation of research degree qualities: A university-wide approach. In M. Kiley & G. Mullins (Eds.), Quality in postgraduate research: Re-imagining research education (pp. 18-21). Canberra: CELTS.

DEST (2005) Research and Research Training Management Reports 2001, 2002, 2003 (downloaded 1 August 2005).

Gilbert, R., Balatti, J., Turner, P., & Whitehouse, H. (2004). The generic skills debate in research higher degrees. Higher Education Research and Development, 23(4), 375-388.

Hager, P., Holland, S. & Beckett, D. (2002). Enhancing the learning and employability of graduates: The role of generic skills. Melbourne: Businees/Higher Education Round Table.

Kiley, M. (2006). Can we improve doctoral student learning through assessing generic and employability skills? In C. Rust (Ed.), Improving student learning through assessment (pp. 116-124). London: OCSLD.

Metcalfe, J. (2004). Re-imagining outcomes for research education: A national cross-disciplinary focus on students. In M. Kiley & G. Mullins (Eds.), Quality in postgraduate research: Re-imagining research education (pp. 3-8). Canberra: CELTS.

Manathunga, C. (2004). Developing research students' graduate attributes. In M. Kiley & G. Mullins (Eds.), Quality in postgraduate research: Re-imagining research education (pp. 22-31). Canberra: CELTS.

University of Canberra (2005) Generic skills and attributes of University of Canberra graduates from higher degree by research programs. (Downloaded 1 August 2005)

Ideas and tools

Using Barrie's framework, consider examples of graduate attributes that you try to develop with your students, and classify them according to

'precursor'
'complementary'
'translation' and
'enabling'

ANU information

Generic Attributes of ANU Research Graduates

Consistent with its mission and national research role, the ANU seeks to develop research degree graduates who:

are able to undertake independent research resulting in a substantial contribution to knowledge;
are able to relate their research to the broader framework of their discipline or inter-disciplinary fields;
have an in-depth knowledge base and comprehensive understanding of the conceptual and theoretical underpinning of their disciplines or inter-disciplinary fields, including ethical considerations;
are trained in computer-based technology and relevant discipline-based technical and methodological skills;
are independent thinkers with analytical and problem-solving skills;
are able to analyse others' research results critically; and
are competent in written and oral communication.

For College-specific information contact:

College of Engineering & Computer Science

College of Law

College of Arts and Social Sciences

College of Asia & the Pacific

College of Business & Economics

College of Medicine and Health Sciences

Alternatively, contact the College Associate Dean (HDR) for more general college information.