1. Identify how Graduate Qualities fit into the discipline specific context
    Consider what the broad statements mean in relation to the discipline graduate (e.g. a nurse, a lawyer, someone who holds a Bachelor of Arts) and how they might be best developed.

For example

See: Case study 1 Developing Graduate Qualities for the Bachelor of Health Science
Louise Reynolds and Yvonne Parry from the School of Health Sciences outline a research-based approach to a program-wide process of implementing Graduate Qualities.

The primary focus of this case study is on developing the Graduate Qualities across the curriculum within a number of degrees in one faculty. It discusses how to ensure a mapping exercise may be effective in ensuring all of the Graduate Qualities are addressed across the core topics of the programs.

Also see: Case study 2 Teaching for Graduate Qualities in a topic in the Masters of Social Work Coursework Program 
Lorna Hallahan from the School of Social Work talks about graduate qualities as a bridge between profession, field and university.

This case study demonstrates how the Graduate Qualities map across professional programs and provide a bridge to support meeting the needs of a professional accreditation body.

 Also see: Case study 9 Building consensus for curriculum design
Lisa Schmidt talks about the Graduate Qualities in Medical, Environmental, Agricultural and Industrial Biotechnology. 
 
      

The primary focus is on the process used to develop a consolidated interpretation of Graduate Qualities in the context of Biotechnology that informed detailed curriculum design and development

  1. Identify where inclusion of Graduate Qualities is appropriate across a course
    Consider if it is appropriate or possible to include them in any of the following ways:

A Graduate Qualities across topics matrix template that aids in identifying where Graduate Qualities can be identified across the topics within the course is available.

A course Graduate Qualities template that aids in identifying how the Graduate Qualities fit into the discipline context is available.

Ensure all staff with an interest in the course and its outcomes have been involved in the discussion and reached consensus on meaning in context.

For example

See: Case study 3 Graduate Qualities and Indigenous Education 
Simone Tur and Faye Blanch from Yunggorendi First Nations Centre for Higher Education and Research consider Graduate Qualities and Indigenous education.

This case study considers how the Graduate Qualities can be utilised to support Indigenous education practices across first, second and third year core topics and capstone topics

Also see: Case study 4 Graduate Qualities, Justice and Society 
Mary McKenna from legal Studies, talks about Graduate Qualities and the development of a final year compulsory topic in the Bachelor of Justice and Society Degree, Legal Studies

This case study demonstrates how a capstone topic that includes a Work-Integrated Learning component may be developed to address all of the Graduate Qualities.

And see: Case study 1 Developing Graduate Qualities for the Bachelor of Health Science 
Louise Reynolds and Yvonne Parry from the School of Health Sciences outline a research-based approach to a program-wide process of implementing Graduate Qualities.

The primary focus of this case study is on developing the Graduate Qualities across the curriculum within a number of degrees in one faculty. It discusses how to ensure a mapping exercise may be effective in ensuring all of the Graduate Qualities are addressed across the core topics of the programs.

  1. Write Graduate Qualities into topic documentation
    Ensure that the Graduate Qualities are included in the topic:
  • aim;
  • description; and
  • intended learning outcomes.

For example

See: Case study 4 Graduate Qualities, Justice and Society 
Mary McKenna from legal Studies, talks about Graduate Qualities and the development of a final year compulsory topic in the Bachelor of Justice and Society Degree, Legal Studies.

This case study also demonstrates how Graduate Qualities can be explicitly incorporated into learning aims and outcomes.

  1. Ensure Graduate Qualities are included as part of assessment
    For many students assessment defines what is important in a topic or course. As the University considers Graduate Qualities to be important, they should be an explicit element of assessment.

For example

Assessment is addressed through most of the case studies; it is most explicitly addressed through: Case study 5 Peer Assisted Support (PASS) and Graduate Qualities 
Karen Burke da Silva from the Faculty of Science and Engineering talks about examining the role of Peer Assisted Student Support (PASS) leaders in enhancing development of Graduate Qualities.

This case study considers how the Graduate Qualities can be developed in senior year students through the use of Peer Assisted Student Support. It discusses how the Graduate Qualities may be embedded into the mentor training.

  1. Ensure teaching of Graduate Qualities is explicit so students are aware which Graduate Qualities they are being taught and assessed on

Ensure all parties involved in delivering the course are effectively articulating the Graduate Qualities to the students so that the students are aware which ones they are being taught and how they are being taught.

A Graduate Qualities fit matrix template that helps you identify the how each graduate quality is addressed across the course is also available.

For example

See: Case study 5 Peer Assisted Support (PASS) and Graduate Qualities 
Karen Burke da Silva from the Faculty of Science and Engineering talks about examining the role of Peer Assisted Student Support (PASS) leaders in enhancing development of Graduate Qualities.

This case study considers how the Graduate Qualities can be developed in senior year students through the use of Peer Assisted Student Support. It discusses how the Graduate Qualities may be embedded into the mentor training.

Also see: Case study 6 Graduate Qualities and Library Assignment
Beth Prior and Miranda Morfey offer the following insights into the role the Library plays in the identification and articulation of Graduate Qualities.

The primary focus of this case study is on developing graduates who are knowledgeable, are able to apply their knowledge and who are able to work independently. The Library Assignment may be developed for use within any topic.

Also see: Case study 7 Graduate Qualities and Careers Education
Verity Kingsmill from the Careers Employment Liaison Centre, talks about Graduate Qualities and ways of bringing university, graduates and employers together.

The primary focus of this case study is on making connections across boundaries through training, developing resources and involvement in curriculum development and implementation to help students understand the position of employability skills as a subset of Graduate Qualities.

Also see: Case study 8 A walk on the beach: reflections on embedding Graduate Qualities in a Biotechnology program
Helena Ward from the School of Medicine talks about her experience of introducing graduate qualities to first year students.

The primary focus is on developing a series of activities to help students explore Graduate Qualities in the context of their degree and career options and opportunities in their chosen discipline. 

  1. Monitor CEQ and SET data to determine the effectiveness of your approach

There are a number of ways of determining the effectiveness of the approaches used to embed Graduate Qualities. Monitoring the Student Evaluations of Teaching (SETs) and the Course Experience Questionnaires (CEQs) are two possibilities.

The Course Experience Questionnaire data includes questions on whether students developed generic skills and/or graduate attributes.

The Generic Skills Scale (GSS) combines the following questions from the CEQ:

06. The course helped me develop my ability to work as a team member.
14. The course sharpened my analytic skills.
23. The course developed my problem-solving skills.
32. The course improved my skills in written communication.
42. As a result of my course, I feel confident about tackling unfamiliar problems.
43. My course helped me to develop the ability to plan my own work.

The Graduate Qualities Scale (GQS) combines the following questions from the CEQ:

11. The course provided me with a broad overview of my field of knowledge.
17. The course developed my confidence to investigate new ideas.
30. University stimulated my enthusiasm for further learning.
36. I learned to apply principles from this course to new situations.
40. I consider what I learned valuable for my future.
48. My university experience encouraged me to value perspectives other than my own.