This report introduces a framework for unpacking the complex dimensions of graduate attributes that are often considered aspirational or ‘invisible’.
It provides a language by which ‘invisible’ attributes can be conceptualised in terms of their observable behaviours, which can then be actively developed rather than viewed as innate qualities of an individual.
The framework also provides a basis for conversation between students, lecturers and employers, so that expectations and evidence can be clarified within and across these groups.
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Making the invisible visible: Illuminating undergraduate learning outcomes beyond content and skills (PDF, 1Mb)
Background:
Education is more than just content and skills acquisition. It enhances each student’s approach to learning, self-efficacy, professional readiness and disciplinary awareness. However, this learning is often invisible on academic transcripts – and to employers and students themselves.
Making the Invisible Visible was a two-year research project, completed in 2019, that aimed to identify and develop a framework to observe, analyse and report on ‘invisible’ graduate attributes, and to enable staff to identify and incorporate these ‘invisible’ graduate attributes into course design.
A collaboration between The University of Auckland and Victoria University of Wellington.
Report prepared by Dr Barbara Kensington-Miller, Dr Alys Longley, Dr Sean Sturm and Andrea Mead – University of Auckland, Dr Amanda Gilbert and Dr Bernadette Knewstubb – Victoria University of Wellington, and Alison Cleland – Auckland University of Technology.
Co-funded by the Ako Aotearoa National Project Fund (NPF)