A Framework for Enabling Graduate Outcomes in Undergraduate Programmes
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| Title: | A Framework for Enabling Graduate Outcomes in Undergraduate Programmes |
|---|---|
| Language: | English |
| Authors: | Bond, C. H., Spronken-Smith, R., McLean, A., Smith, N., Frielick, S., Jenkins, M., Marshall, S. |
| Source: | Higher Education Research and Development. 2017 36(1):43-58. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Outcomes of Education, Mixed Methods Research, Interviews, Administrator Attitudes, Case Studies, Online Surveys, Institutional Characteristics, Administrative Organization, Administrative Principles, Academic Achievement, Performance Factors, Context Effect, Undergraduate Study, Foreign Countries |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/07294360.2016.1170767 |
| ISSN: | 0729-4360 |
| Abstract: | Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a "whole-of-institution" approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution's unique characteristics. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2016 |
| Accession Number: | EJ1122940 |
| Database: | ERIC |
| Abstract: | Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a "whole-of-institution" approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution's unique characteristics. |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360.2016.1170767 |
