Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum

This paper will describe the process that the University of Toronto is following in response to the Graduate Attributes recently introduced by CEAB. The Faculty of Applied Science and Engineering at the University of Toronto is using small teams to develop concise lists of global objectives and indicators for each attribute. This paper discusses the work done to date, including the indicators we have developed for the attributes. We will discuss the challenges we have encountered, and how we are meeting those challenges; and the positive collaborations and discussions that have resulted.

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Action Learning for Quality Assurance ‐ A Diary: Part 2

International Journal of Health Care Quality Assurance ◽

10.1108/eum0000000001989 ◽

1989 ◽

Vol 2 (1) ◽

Cited By ~ 1

Author(s):

Wynn Griffiths ◽

Robin Gourlay

Keyword(s):

Quality Assurance ◽

Action Learning

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Assessment and accreditation of a medical college by national assessment and accreditation council: an overview

International Journal of Advances in Medicine ◽

10.18203/2349-3933.ijam20200093 ◽

2020 ◽

Vol 7 (2) ◽

pp. 354

Author(s):

Sunilkumar Doddaiah ◽

Deepa Bhat ◽

Basavanagowdappa Hathur ◽

M. N. Suma ◽

Manjunath G. V. ◽

...

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Accreditation Process ◽

Quality Education ◽

Educational Institutions ◽

National Assessment ◽

Graduate Attributes ◽

Entire Process ◽

Medical College ◽

Insight Into

Accreditation affirms provision of quality education, thus determines its graduate attributes. WFME, WHO and various bodies have been striving to ensure credibility of educational institutions through accreditation. NAAC is an Indian accrediting body providing framework for quality assurance to higher education institutions. Being an autonomous body under UGC, it sets a standard of excellence to which they are bound to adhere. This article provides details regarding an insight into NAAC, its vision, objectives, core values and the process of accreditation. The details regarding various criteria, components, allotment of weightage to each of them are detailed in the manuscript. The requirements and needs towards preparedness for this accreditation process are simplified to make the readers to understand easily thus providing a bird’s eye view of entire process.

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The 7i model: A common language for graduate attributes

10.31234/osf.io/cu8je ◽

2020 ◽

Author(s):

Gabi Lipan ◽

Amy Irwin ◽

Emily Nordmann ◽

Joy Perkins

Keyword(s):

Quality Assurance ◽

Content Analysis ◽

Curriculum Development ◽

Qualitative Content Analysis ◽

Effective Communication ◽

Common Language ◽

Graduate Attributes ◽

External Pressures ◽

Potential Applications ◽

The Uk

In recent decades, external pressures to align to the needs of industry and enhance graduates’ employability have resulted in universities making efforts to define the qualities that distinguish their graduates. Many universities created lists of graduate attributes but there is little consistency in how these attributes are named and described from one university to another. This variation hinders communication and collaboration and makes it difficult to compare between universities and their different approaches. In this paper we sought to find patterns and similarities in the attributes adopted by universities in the UK to construct a universal and clear language of graduate attributes. In Study 1, we used qualitative content analysis to construct the 7i Model of Graduate Attributes, condensing lists of attributes from 27 UK universities into 43 attributes grouped into seven categories. In Study 2, we validated and refined the model using input from a variety of stakeholders. The 7i Model provides a clear and unified language for graduate attributes, enabling effective communication and collaboration in the area. The model has potential applications ranging from identifying suitable assessments for measuring students’ graduate attribute development to curriculum development and quality assurance.

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Practices to improve collaboration by reconfiguring boundaries in transnational education

Journal of University Teaching and Learning Practice ◽

10.53761/1.16.2.4 ◽

2019 ◽

Vol 16 (2) ◽

pp. 38-53

Author(s):

Lynne Maree Keevers ◽

◽

Oriana Price ◽

Betty Leask ◽

Fauziah KP Dawood Sultan ◽

...

Keyword(s):

Quality Assurance ◽

Teaching And Learning ◽

Action Learning ◽

Education Institution ◽

Transnational Education ◽

Participatory Action ◽

Dyadic Relationship ◽

Teaching Teams ◽

Relational Practice ◽

Boundary Making

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors involved in the partnership. We employ a relational, practice-based approach and a participatory action research methodology to investigate how quality assurance could be re-configured to enhance relationships and collaboration, and support on-going dialogue, co-developed curriculum and context–sensitive quality measures. This paper re-casts boundaries and borders as collective performances, offering an expanded conception of boundaries from the dualistic home-host, pre-given conceptions common in the TNE literature. Our case study demonstrates how participatory action learning (PAL) is useful for expanding and re-shaping the boundaries in TNE in ways that support the creation of transnational teaching teams and intercultural communities of practice. We show how stretching the boundaries from a dyadic relationship between quality assuror and subject coordinator to include sessional academics and enacting PAL projects using communal media generates the conditions of possibility for developing teaching teams that are transnational in practice as well as in name. The move towards joint responsibility for the development of curriculum, teaching and learning contributes to more equitable partnership approaches and creates possibilities for intercultural engagement between academics and students in different geographical and cultural contexts.

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