Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

Research output: Contribution to journalArticle

Abstract

Purpose: The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach: An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings: There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications: While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications: The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications: Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value: The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.
Original languageEnglish
JournalHigher Education, Skills and Work-Based Learning
DOIs
Publication statusPublished - 21 Sep 2018

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employability
entrepreneurship
graduate
student
learning
literacy
university
staff
methodology
language
evidence
Values

Keywords

  • Active blended learning
  • ChANGE
  • COGS
  • employability and entrepreneurship
  • graduate identity
  • personal literacy

Cite this

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title = "Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes",
abstract = "Purpose: The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach: An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings: There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications: While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications: The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications: Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value: The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.",
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author = "Rachel Maxwell and Alejandro Armellini",
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doi = "10.1108/HESWBL-02-2018-0016",
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journal = "Higher Education, Skills and Work-Based Learning",
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AB - Purpose: The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach: An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings: There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications: While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications: The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications: Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value: The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

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