Understanding of Global Citizenship among Higher Education Teachers: Implications for Graduate Attributes

Global Citizenship (GC) has recently claimed its position as desired graduates’ attribute in many Higher Education (HE) institutions in different non-Western contexts. However, ambiguity and complexity still linger over what GC means contextually and how this understanding may shape educational outcomes. Taking cognizance of this, a study was carried out to investigate the understanding of GC among Vietnamese HE teachers as major agents in Global Citizenship Education (GCE), in order to discuss their implications for graduate attributes. This study adopted purposeful sampling strategy to conduct in-depth interviews among 14 teachers from 4 different faculties of a private university in Southern Vietnam. Emergent themes were then compared with GC conceptions theorized in the literature. Data analysis revealed a three-fold dimensions in teachers’ perception: (1) GC understanding was ambiguous and divergent and uniquely nuanced by personal and contextual factors, (2) triple helix of GC conceptions were intricately entwined in GCE rationales, and (3) GC notion was framed with juxtapositions of conceptions. The findings highlighted an implementation gap in GCE which might subvert the intended educational aim, especially in the context of unavailable official documents to guide GCE. In this way, the paper contributes to the ongoing discussion regarding GCE implementation, and indicates a need to have clearer instructional GCE-related policies and more comprehensive teacher trainings.

Understanding of Global Citizenship among Higher Education Teachers: Implications for Graduate Attributes

Global Citizenship (GC) has recently claimed its position as desired graduates’ attribute in many Higher Education (HE) institutions in different non-Western contexts. However, ambiguity and complexity still linger over what GC means contextually and how this understanding may shape educational outcomes. Taking cognizance of this, a study was carried out to investigate the understanding of GC among Vietnamese HE teachers as major agents in Global Citizenship Education (GCE), in order to discuss their implications for graduate attributes. This study adopted purposeful sampling strategy to conduct in-depth interviews among 14 teachers from 4 different faculties of a private university in Southern Vietnam. Emergent themes were then compared with GC conceptions theorized in the literature. Data analysis revealed a three-fold dimensions in teachers’ perception: (1) GC understanding was ambiguous and divergent and uniquely nuanced by personal and contextual factors, (2) triple helix of GC conceptions were intricately entwined in GCE rationales, and (3) GC notion was framed with juxtapositions of conceptions. The findings highlighted an implementation gap in GCE which might subvert the intended educational aim, especially in the context of unavailable official documents to guide GCE. In this way, the paper contributes to the ongoing discussion regarding GCE implementation, and indicates a need to have clearer instructional GCE-related policies and more comprehensive teacher trainings.

Studying Learner’s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom

This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner’s perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student’s perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.

Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria

This study sought to determine the computing disciplines’ graduate attributes that are perceived as most important by academics of Nigerian Higher Education Institutes (HEIs) to make graduates in computer related disciplines desirable to potential employers and entrepreneurship in Nigeria. The descriptive survey research design was adopted. One hundred and Fifty (150) academic staff of computer related disciplines across the HEIs (Universities, Polytechnics and Colleges of Education) in the North-Western Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.90) was the research instrument used in gleaning the field data. Three research questions were raised and one hypothesis formulated, tested and analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that effective communication skills, leadership quality, collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, ability to apply knowledge to solving theoretical and practical problems creativity and innovative thinking are the most important computing discipline’ graduate attributes that are desirable for graduate employability and entrepreneurship in Nigeria. Also, result from hypothesis testing showed no significant relationship between computing discipline graduate attributes desirable for employability and that of entrepreneurship in Nigeria (r = 0.622; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on how graduate attributes can hinder or increase their employability and entrepreneurship strengths.

Graduate attributes in computing disciplines desirable to prepare graduates for entry into computing profession in Nigeria

The purpose of this study was to identify the important graduate attributes in computing disciplines perceived by lecturers of the three sectors of Nigerian Higher Education Institutions (HEIs) desirable for entry into computing profession in Nigeria. The descriptive survey research design was adopted. Fifty (50) academic staff of computer related disciplines from each of the HEIs sectors (Universities, Polytechnics and Colleges of Education) in the North-Central Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.82) was the research instrument used in gleaning the field data. Four research questions were raised and one hypothesis formulated, tested and analyzed using Analysis of Variance (ANOVA) statistical package. The findings identified 13, 17 and 16 important graduate attributes desirable to prepare graduates from Nigerian Universities, Polytechnic and Colleges of Educations (COEs) respectively for entry into computing profession. Common amongst the identified graduate attributes are: collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, effective communication skills and leadership quality. Also, result from hypothesis testing showed a significant relationship amongst the identified graduate attributes in computing discipline in all sectors of HIEs in Nigeria. (F = 0.610; Critical Value = 3.12; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on their academic abilities, personal qualities and skills.

South African specific complexities in aligning graduate attributes to employability

South African higher education (HE) cannot be compared to any other country’s HE systems due to the unique political landscape and structural narrative that it has undergone. Subsequent to the reorganisation of HEIs in 2004, a number of complexities arose. These included accessibility to education across race and the alignment of the South African HEIs to global pedagogic benchmarks. With the changing political landscape, transformations within higher education, socio economic inequities and changes in the workplace, researchers failed to cognize the impact of these factors on graduate employability. Changing graduate attributes to align with a decolonised curriculum and Fourth Industrial Revolution (4IR) workspaces were transiently underway when COVID-19 set a new narrative for the future of employability. This paper seeks to identify the impact of workplace changes and its direct influence on successful graduate employment and integration into the HE curriculum. The work environment has cursorily moved from 4IR to an advanced stage of the 4IR, where there is a full emphasis on digitisation, non-localised workspaces and is an ostensible playground for digital natives (Generation Z). This paper provides a systematic review of literature in the South African HE contexts that pertains to graduate attributes for employability within the workplace. The adoption of malleable secondary data will allow for an understanding of the relationship between changing workplace environments and expectations from graduates. This correlation is directly linked to graduate attributes which students need to comply with from year one. The paper will provide context to changes which are required for the future success of graduates, and whether graduate attributes are adequate preparation for employability. A clinical model is recommended with an intervention to manage the risk factors of decolonisation of curriculum, the 4IR and multi-generational workplace and responses to COVID-19.

The Role of Personal Values in Learning Approaches and Student Achievements

Personal values play a significant role when adopting learning approaches by individuals during their studies. Particularly in higher education, these values significantly influence the character that individuals play within their learning community and ultimately influence their academic achievements. The purpose of this paper is to investigate personal values in their choice of learning approaches and, subsequently, how it impacts one’s academic achievements. It also investigates the importance of developing an individual’s personal values as a part of their wider studies, while aligning these with graduate attributes and balancing them with knowledge and skills, to produce successful graduates in a society.