A Framework for Enabling Graduate Outcomes in Undergraduate Programmes

Autor/inn/en	Bond, C. H.; Spronken-Smith, R.; McLean, A.; Smith, N.; Frielick, S.; Jenkins, M.; Marshall, S.
Titel	A Framework for Enabling Graduate Outcomes in Undergraduate Programmes
Quelle	In: Higher Education Research and Development, 36 (2017) 1, S.43-58 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1170767
Schlagwörter	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; New Zealand + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Schulleistung; Leistungsindikator; Grundstudium; Ausland; Neuseeland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01