5F -
Tracks
Track 6
| Wednesday, July 10, 2024 |
| 3:30 PM - 4:25 PM |
| Riverbank Room 1 |
Speaker
Dr Susan Brooman-Jones
Australian Catholic University
3:30pm - 3:55pm Beyond employability: A mission-driven graduate attributes project
3:30 PM - 3:55 PMFinal abstract
Focus
This presentation reports the outcome of the Australian Catholic University’s (ACU) Graduate Attributes (GAs) Project: A GAs model that is nuanced, multi-layered and aligns with the University’s Mission.
Background/context,
The shift towards neoliberalisation of higher education (HE), aligning business, government and education goals, has led to a focus on employable graduates (Hill et al., 2016). Underpinning this shift are debates about the role of HE, and consideration of employability and ethical citizenship in developing an institution’s GAs (Oliver & Jorre de St Jorre, 2018). In the Australian context, there are also quality assurance expectations around evidencing learning in relation to generic skills and capabilities (Commonwealth of Australia, 2015). GAs communicate the skills and capabilities that graduates can expect to acquire. They also reflect the institution’s values, and facilitate differentiation from other institutions (Mahon, 2022).
Description
ACU’s GA model balances external obligations with its Mission. It is multi-layered, encompassing a values-focused graduate statement, and four graduate attributes underpinned by twelve graduate capabilities. This model is the result of collaboration with faculties and directorates.
Method
A single case study approach is utilised to examine ACU’s GA Project, enabling analysis of the specific real-life project, using different data sources (Simons, 2009). Data have been collected from key participants’ reflections and authentic documents.
Evidence
The GAs model and collaborative process are evidence of a unique way to develop and embed values-based GAs into a quality assured curriculum.
Contribution
HE institutions in Australia need to balance competing factors when developing and implementing GAs, this case study provides a nuanced way to communicate aspirations and the purpose of higher education within the Australian context.
Engagement
Participants will be given reflective questions to consider how GAs can communicate an institution’s values and the purpose of HE within the Australian context.
This presentation reports the outcome of the Australian Catholic University’s (ACU) Graduate Attributes (GAs) Project: A GAs model that is nuanced, multi-layered and aligns with the University’s Mission.
Background/context,
The shift towards neoliberalisation of higher education (HE), aligning business, government and education goals, has led to a focus on employable graduates (Hill et al., 2016). Underpinning this shift are debates about the role of HE, and consideration of employability and ethical citizenship in developing an institution’s GAs (Oliver & Jorre de St Jorre, 2018). In the Australian context, there are also quality assurance expectations around evidencing learning in relation to generic skills and capabilities (Commonwealth of Australia, 2015). GAs communicate the skills and capabilities that graduates can expect to acquire. They also reflect the institution’s values, and facilitate differentiation from other institutions (Mahon, 2022).
Description
ACU’s GA model balances external obligations with its Mission. It is multi-layered, encompassing a values-focused graduate statement, and four graduate attributes underpinned by twelve graduate capabilities. This model is the result of collaboration with faculties and directorates.
Method
A single case study approach is utilised to examine ACU’s GA Project, enabling analysis of the specific real-life project, using different data sources (Simons, 2009). Data have been collected from key participants’ reflections and authentic documents.
Evidence
The GAs model and collaborative process are evidence of a unique way to develop and embed values-based GAs into a quality assured curriculum.
Contribution
HE institutions in Australia need to balance competing factors when developing and implementing GAs, this case study provides a nuanced way to communicate aspirations and the purpose of higher education within the Australian context.
Engagement
Participants will be given reflective questions to consider how GAs can communicate an institution’s values and the purpose of HE within the Australian context.
Biography
Dr Susan Brooman-Jones (she/her) is a Senior Lecturer and Academic Developer at Australian Catholic University. Susan’s background is in teaching academic literacy and communication to students from non-traditional backgrounds. Susan’s recent focus has been on embedding graduate attributes in the curriculum to facilitate engagement with the university’s values and Mission. Susan’s key area of interest is facilitating inclusive teaching practices that value diversity and enable wider participation through critical self-awareness.
Assoc Prof Christian Lorenzen
Australian Catholic University
Co-presenter
Biography
Associate Professor Christian Lorenzen is the Manager, Student Engagement and Success for the Centre for Education and Innovation at the Australian Catholic University (ACU). Christian has served as Deputy Chair of Academic Board and Chair of the Course and Academic Quality Committee, a sub-committee of ACU’s Academic Board. As Manager, Student Engagement and Success, he works closely with academics and professional staff to promote curriculum excellence and to ensure ACU's strategic initiatives genuinely articulate with the needs of its students.
Ms Sukitha Kunasegaran
Senior Lecturer
Singapore Polytechnic
4:00pm - 4:25pm Igniting insight: Fostering self-reflection in Singapore’s tertiary students
4:00 PM - 4:25 PMFinal abstract
Focus. A mixed-method research study to evaluate the practice of self-reflection as a pedagogical tool in tertiary students.
Background/Context. Studies have shown that self-reflection can provide motivation to learn (Xhaferi & Xhaferi, 2017), contribute to a growth mindset (Poe et al., 2021), and lead to insights that can guide learners’ decisions and actions (Naeimi et al., 2019).
Description. One hundred and forty-four students from a first-year polytechnic course participated in the study. The intention of this mixed-method research was to find out whether engaging in weekly self-reflections using templates that provided flexibility in capturing their thoughts, feelings and experiences would have a positive impact on students.
Method. Students were introduced to the reflective model by Rolfe et al. (2011) which included guiding questions customised to the weekly learning content and activities. We collected quantitative data on students’ perceptions about their engagement in reflection, need for reflection and insights though a 20-item scale (Grant et al., 2002), at baseline and after 15 weeks. Additional interviews were conducted with eight students on their self-reflection journey.
Evidence. The findings revealed a strong positive relationship between the need for reflection and engagement in reflection, r(142) = .71, p < .001, suggesting that motivated students can draw on flexible tools to engage in active reflection. The qualitative responses also showed that students appreciated the versatility of the guiding questions and the response templates, which facilitated meaningful self-analysis.
Contribution. Reflective tools that are adaptable and resonate with motivated students have the potential to enhance self-development. Educators can appreciate the effectiveness of such tools for creatively scaffolding and guiding reflective thinking by personally experiencing them.
Engagement. The audience will have opportunities to participate in a self-reflection exercise guided by tailored questions addressing the three levels of reflection in Rolfe’s Model, ‘What’, ‘So What’ and ‘Now What’.
Background/Context. Studies have shown that self-reflection can provide motivation to learn (Xhaferi & Xhaferi, 2017), contribute to a growth mindset (Poe et al., 2021), and lead to insights that can guide learners’ decisions and actions (Naeimi et al., 2019).
Description. One hundred and forty-four students from a first-year polytechnic course participated in the study. The intention of this mixed-method research was to find out whether engaging in weekly self-reflections using templates that provided flexibility in capturing their thoughts, feelings and experiences would have a positive impact on students.
Method. Students were introduced to the reflective model by Rolfe et al. (2011) which included guiding questions customised to the weekly learning content and activities. We collected quantitative data on students’ perceptions about their engagement in reflection, need for reflection and insights though a 20-item scale (Grant et al., 2002), at baseline and after 15 weeks. Additional interviews were conducted with eight students on their self-reflection journey.
Evidence. The findings revealed a strong positive relationship between the need for reflection and engagement in reflection, r(142) = .71, p < .001, suggesting that motivated students can draw on flexible tools to engage in active reflection. The qualitative responses also showed that students appreciated the versatility of the guiding questions and the response templates, which facilitated meaningful self-analysis.
Contribution. Reflective tools that are adaptable and resonate with motivated students have the potential to enhance self-development. Educators can appreciate the effectiveness of such tools for creatively scaffolding and guiding reflective thinking by personally experiencing them.
Engagement. The audience will have opportunities to participate in a self-reflection exercise guided by tailored questions addressing the three levels of reflection in Rolfe’s Model, ‘What’, ‘So What’ and ‘Now What’.
Biography
Ms Sukitha Kunasegaran is a senior lecturer with the Media, Arts and Design School at Singapore Polytechnic (SP). She has been teaching and learning with the students at SP for the last 13 years. She has been involved in the development and teaching of a range of psychology and related modules and has also been supervising students’ final year projects with industry partners. Sukitha has received several awards in recognition of her contributions to teaching and student development at SP. In the years prior to joining the polytechnic, Sukitha was engaged in educational research as well as the provision of professional support for children and youth, within a social service setting. She believes that educators play a critical role in developing self-directed learners by addressing students’ motivations and mindset development. Over the years, Sukitha has conducted workshops, collaborated on projects, and contributed to publications on a variety of psycho-educational topics.
Chair
Rob Wass
Senior Lecturer
University of Otago
