Hello and welcome! ๐Ÿ‘‹

Thank you for showing interest in our graduate attributes survey. This research is part of a PhD project designed to further develop, and refine, a measurable model of graduate attributes (GAs).

Graduate attributes are the qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future.

- Bowden et al. (2000)

We have previously developed a universal model of graduate attributes by 'boiling down' lists of GAs from universities across the four nations in the UK. This model has been validated and refined using responses from more than 200 stakeholders, ranging from students to academics and employers to educational developers.

Now, we are interested in developing a behavioural marker system to help review, assess and provide students with feedback on their graduate attribute development.

Behavioral markers are behaviours that can be noticed or perceived by an observer and can indicate whether someone shows a superior or substandard performance on a given skill/attribute.

For example: Coordinating activities with team members would indicate good performance on teamwork, whereas failing to interact with team members would indicate bad performance.

A behavioural markers system including the eligible GAs in our model can be used as a tool to help students develop graduate attributes, to help teachers give better feedback and to assess graduate attributes.

In this survey, you will first be asked to indicate to what extent you believe that each of the attributes in our model can be developed in three given contexts. Based on your answers, we'll select a small number of GAs and ask you for examples of positive and negative behaviours that you associate with them.

The survey will take approximately 30 minutes to complete.

Continue

Consent: Done โœ…

You can now move on to complete the survey. Remember, you may retract your consent at any time by simply closing this survey. No data is saved until you click 'submit' at the end.

Expand section +

Now, we'd like to ask about you. ๐Ÿ“‡

We'll keep your data anonymous. The information we're asking for is non-identifiable and will only be used to compare between groups.

What is your age?

Which of the following groups best describes you?

What type of university do you study at?

Where is your university located?

What is your degree major?

What level of study are you currently in?

What type of university did you study at?

Where was your university located?

What degree(s) did you complete and in what subject?

Which one of the following best describes the size of your organisation?

Where is your organisation located?

Which one of the following employment sectors categorises your organisation?

What type of university do you work at?

Where is your university located?

What subject area do you teach in?

What type of university do you work at?

Where is your university located?

Which country are your policies meant to affect?

Which government do you work for?

What type of university do you work at?

Where is your university located?

What type of university do you work at?

Where is your university located?

Please select the country where you live.

What is your occupation or job title?

Please do not provide details such as the name of the company or other personally identifiable information.

Continue

About you: Done โœ…

Thank you for sharing that information with us. Remember, we'll keep everything anonymous. If you've made an error or forgot something, please feel free to expand this section and make changes.

Part one: Context questions. ๐ŸŽ›

In this section you'll be shown a range of graduate attributes and their definitions. These attributes will be presented one at a time. For each of the attributes, you simply have to indicate to what extent you believe it could be developed by students in each of the three contexts defined below. Please read the definitions before continuing.

Curricular.

This comprises the teaching activities, assignments and assessments in courses and modules, which students complete as part of their university degree; it can include lectures, tutorials, practicals etc.

Co-curricular.

Working or volunteering for organisations on campus, or being actively involved in student societies, sports teams or activities which are offered by the University/Studentsโ€™ Union/Careers Service.

Extra-curricular.

Working or volunteering for organisations off campus, such as working part-time, doing an internship or volunteering for charities.

Using the sliders below, please indicate to what extent this attribute could be developed by students in the following contexts:

Communication

Being able to communicate with others in different contexts, for different purposes and audiences, and in various ways (e.g. oral, visual, written, listening, electronic)

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Multi-/Inter-disciplinary

Having knowledge and understanding beyond their academic subject, and understanding the links between own and other subjects.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Confidence

Having faith in and relying on oneself and oneโ€™s own skills, knowledge, and decisions.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Problem solving

Being able to identify, define and solve complex problems in a variety of contexts.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Creating knowledge

Being able to develop new ideas and create new knowledge, using research and enquiry.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Commercial and professional understanding

Having a real world understanding of how businesses and professionals work.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Independent work/learning

Being able to self-direct and work or learn independently.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Self-esteem

Having an overall sense of self-worth or personal value and pride.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Critical thinking

Being able to critically analyse and evaluate information to reach an unbiased conclusion or make a decision.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Resilience

Being able to develop and use coping strategies to recover from difficult, stressful and challenging situations.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Research and enquiry

Knowing how and being able to conduct research and enquiry.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Open-minded

Being receptive to new ideas and change.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Collaboration

Being able to work together with others to reach a common goal.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Digital literacy

Being able to use digital platforms to find, manage, and share information, and to communicate.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Knowledge and skills application

Being able to contextually apply knowledge and skills.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Unprompted action

Being able to take the initiative, and being proactive rather than reactive.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Innovation

Being able to bring creative changes to already existing ideas, methods, products, or services. Similar to creativity but more focused on improving a certain product or idea.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Awareness and appreciation of diversity

Having an awareness and understanding of diversity in all its forms. Being inclusive, accepting and respecting diversity.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Teamwork

Being able to work individually within a team, towards a common goal, understanding their role and the role of others in the team.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Specialist knowledge and skills

Having skills and knowledge relevant to their academic subject.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Sustainability

Demonstrating commitment to sustainability by making efforts to conserve an ecological balance and considering social and financial long-term viability when making decisions or implementing plans.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Ambition

Having a strong desire and determination to achieve success.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Enterprising

Showing initiative and resourcefulness.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Life-long learning

Being intellectually curious and having the ability and desire to continue learning throughout life for personal or professional reasons.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Adaptability

Being able to adjust to new environments and situations, as well as when seeking solutions to problems.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Reasoning

Being able to process information in a logical way.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Self-awareness

Being conscious of own skills, knowledge, character and feelings, and how these can influence behaviour and decisions.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Reflection

Being able to reflect on own work, progress, achievements, and self-identity.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Global citizenship

Seeing themselves as primarily a citizen of the world and being engaged with and aware of international issues.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Ethical

Having a strong moral compass and being aware of ethical issues in their field. Behaving ethically.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Self-management

Being able to manage oneself, take care of own needs, and take responsibility for own actions and behaviour.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Giving and receiving feedback

Being able to respond positively to feedback, as well as being able to offer feedback to others.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Information literacy

Being able to recognize when information is needed, to find, analyse, and synthesize it. This includes traditional literacy as well as numeracy.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Active citizenship

Being aware and recognising one's own responsibility when it comes to social and civic issues.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Independent thinking

Being able to think for oneself and question existing ideas, rather than just adopting othersโ€™ thoughts or ideas.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Networking

Having the ability to establish and maintain professional connections with others.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Decision making

Being able to weigh possibilities in order to make effective decisions.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Professionalism

Conducting oneself appropriately in different contexts.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Planning and organising

Being able to lay out plans and organise resources to carry out these plans effectively.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Leadership

Having the ability to lead others, directing, influencing them positively, and inspiring them.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Negotiation

Having the ability to negotiate with others to reach a consensus or shared vision.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Creativity

Being able to use their imagination and original ideas to create something new or to combine existing concepts and ideas in a new way.

Curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Co-curricular
NOT AT ALLSOMEWHAT
COMPLETELY
Extra-curricular
NOT AT ALLSOMEWHAT
COMPLETELY

Part one: Done โœ…

Thank you for responding to our context questions. Our survey will now identify whether there are any more questions we need to ask you.

Part two: Behaviour questions. ๐Ÿ‘๐Ÿ‘Ž

Based on your previous answers, we'd like to ask you some questions about a selection of graduate attributes. These answers will help us identify appropriate positive and negative behavioural markers for observable graduate attributes.

๐Ÿšฉ If you can, try to give examples of behaviours that can be easily noticed or perceived by an external observer. e.g. Raising your voice when you get angry or frustrated is easy to observe.

Part two: Done โœ…

Thank you for your answers. The examples you provided will help us identify reliable positive and negative behaviours associated with attributes in our model. If you need to edit your answers, please feel free to expand the section.

Submit your responses ๐Ÿ“ฎ

That was it! ๐Ÿฅณ Please don't forget to press submit so we register your responses. If you're interested, the next page will contain more information about this research.