A framework for enabling graduate outcomes in undergraduate programmes

C.H. Bond, R. Spronken-Smith, A. McLean, N. Smith, S. Frielick, Martin Jenkins, S. Marshall

Research output: Contribution to journalArticle

4 Citations (Scopus)
12 Downloads (Pure)

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. Publisher Statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 27th April 2016, available online: http://www.tandfonline.com/10.1080/07294360.2016.1170767
Original languageEnglish
Pages (from-to)43-58
Number of pages16
JournalHigher Education Research & Development
Volume36
Issue number1
Early online date27 Apr 2016
DOIs
Publication statusPublished - 2017

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graduate
interview
leader
staff
student
best practice
New Zealand
driver
history
education

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 27th April 2016, available online: http://www.tandfonline.com/10.1080/07294360.2016.1170767

Keywords

  • academic leaders
  • enablers
  • framework
  • graduate attributes
  • graduate outcomes
  • tertiary institutions
  • undergraduate programmes

Cite this

Bond, C. H., Spronken-Smith, R., McLean, A., Smith, N., Frielick, S., Jenkins, M., & Marshall, S. (2017). A framework for enabling graduate outcomes in undergraduate programmes. Higher Education Research & Development, 36(1), 43-58. https://doi.org/10.1080/07294360.2016.1170767

A framework for enabling graduate outcomes in undergraduate programmes. / Bond, C.H.; Spronken-Smith, R.; McLean, A.; Smith, N.; Frielick, S.; Jenkins, Martin; Marshall, S.

In: Higher Education Research & Development, Vol. 36, No. 1, 2017, p. 43-58.

Research output: Contribution to journalArticle

Bond, CH, Spronken-Smith, R, McLean, A, Smith, N, Frielick, S, Jenkins, M & Marshall, S 2017, 'A framework for enabling graduate outcomes in undergraduate programmes' Higher Education Research & Development, vol. 36, no. 1, pp. 43-58. https://doi.org/10.1080/07294360.2016.1170767
Bond, C.H. ; Spronken-Smith, R. ; McLean, A. ; Smith, N. ; Frielick, S. ; Jenkins, Martin ; Marshall, S. / A framework for enabling graduate outcomes in undergraduate programmes. In: Higher Education Research & Development. 2017 ; Vol. 36, No. 1. pp. 43-58.
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