The reality and challenges of embedding graduate attributes in the business studies curriculum

This study explores the challenges of embedding Graduate Attributes (GA) in the curriculum of business studies. A case study was used to reflect on the experience of the business school of a specific Higher Education Institution (HEI) in England to adopt graduate attributes as a strategic vision, and to investigate the challenges which the institution faced in embedding those attributes in the curriculum.

A multi-method approach was adopted in the research. One email and four individual unstructured face-to-face interviews were conducted with academic staff and a manager, and thematic analysis – via NVivo software package – was used to code the qualitative data. Descriptive and non-parametric inferential statistics – via SPSS and Microsoft Excel software – were conducted in secondary data of 257 questionnaires filled by students, of which only 92 of them were practically included in the analysis. Document analysis was also conducted on some formal published and unpublished documents (e.g. Module Handbook and Program Periodic Review) within the case study.

Two broad emerging qualitative themes, titled (i) marketization of education (ii) strategic vision and different hierarchical levels; were discussed in accordance with the quantitative results, existing literature and context of the case study. The research found that, firstly, marketization of education increased the workload pressure on academic staff and boosted consumer characteristics among some students who are more interested in receiving high exam grades and developing personal employability skills than improving their intellectual. Secondly, a lack of awareness among students and staff about their university’s GAs, although both parties understand the general concept of those attributes; which can be attributable to inefficiency in delivering and promoting the university’s strategic vision within the module level.

This research should contribute in increasing the awareness in the academia about how to implement GAs effectively, considering a wide range of suggestions which were proposed to enhance the graduate attributes within the pedagogical practices. Although the research considered only one case study of a business school, the findings which the research concluded and discussed are still believed to be relevant to most of HEIs in England, with consideration of the specific context within each institution.