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Understanding What We Mean by the Generic Attributes of Graduates
4 references·16 citing·37 second hop
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References

  • 2013Learning and Awareness3,699 cited
  • 1999Understanding Learning and Teaching: the experience in higher education1,894 cited
  • 1999Realizing the University in an Age of Supercomplexity818 cited
  • 1999The University of Learning659 cited

Cited by

  • 2012Graduate Employability: A Review of Conceptual and Empirical Themes548 cited
  • 2012A research-based approach to generic graduate attributes policy490 cited
  • 2007A conceptual framework for the teaching and learning of generic graduate attributes426 cited
  • 2021Competencies for Advancing Transformations Towards Sustainability348 cited
  • 2017The employability skills of higher education graduates: insights into conceptual frameworks and methodological options335 cited
  • 2009Facing up to the challenge: why is it so hard to develop graduate attributes?322 cited
  • 2009Redisciplining generic attributes: the disciplinary context in focus251 cited
  • 2010Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance217 cited
  • 2013Internationalizing the Curriculum in the Disciplines—Imagining New Possibilities208 cited
  • 2018Factors explaining the learning of generic skills: a study of university students’ experiences202 cited

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  • 2017A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum199 cited
  • 2012Testing a model of undergraduate competence in employability skills and its implications for stakeholders190 cited
  • 2013Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives190 cited
  • 2014Student identity development in higher education: implications for graduate attributes and work-readiness170 cited
  • 2010Influences on the assessment of graduate attributes in higher education168 cited
  • 2008Generic attributes as espoused theory: the importance of context166 cited