Sage Journals: Discover world-class research

Abstract

Graduate attributes are the central qualities, skills, and knowledge that Higher Education Providers aim to instill in their graduates. But how do Christian Higher Education Providers (CHEPs) embed their set of graduate attributes? In a joint Australian CHEP research project, the faculty reported that what they teach is aligned with the graduate attributes. However, when directly referencing the graduate attributes within learning material and assessments, the ‘Christian’ and/or affective attributes were challenging to implement and measure. Despite this, the institutional culture and faculty alignment were able to promote the inculcation of the graduate attributes.

Keywords

graduate attributes Christian higher education providers faculty Christian pedagogy

Get full access to this article

View all access options for this article.

References

Alleman

Glanzer

Guthrie

(2016) The integration of Christian theological traditions into the classroom: A survey of CCCU faculty. Christian Scholar's Review 45(2): 103–124, Religion Database.

Alphacrucis University College (2016) Graduate attributes policy. Available at: https://www.ac.edu.au/ppm/graduate-attributes-policy/www.ac.edu.au/ppm/graduate-attributes-policy/ (accessed 30/06/2022).

Alphacrucis University College (2022a) Alphacrucis University College: Mission, vision and values. Available at: https://www.ac.edu.au/about/vision-mission-values/ (accessed 30/06/2022).

Alphacrucis University College (2022b) Alphacrucis University College: Our story. Available at: https://www.ac.edu.au/about/our-story/ (accessed 30/06/2022).

Australian Bureau of Statistics (2021) Census shows changes in Australia’s religious diversity. Australian Bureau of Statistics Census: 2021 Census Media Release. ABS. https://www.abs.gov.au/media-centre/media-releases/2021-census-shows-changes-australias-religious-diversity (accessed 07/02/2022).

Australian Qualification Framework (2021) AQF levels. Available at: https://www.aqf.edu.au/framework/aqf-levels.

Bickmore-Brand

Coetzee

Greentree

(2022) Graduate attributes: Maintaining the faith in initial teacher education. In: Williams

Pearce

(eds) Revealing Jesus in the Learning Environment: In Celebration of Teaching. Avondale Academic Press.

Birmingham

(2015) Higher Education Standards Framework (Threshold Standards) 2015. Attorney-General’s Department. Available at: https://www.legislation.gov.au/Details/F2015L01639 (accessed 05/07/2022).

Bowden

Hart

King

, et al. (2000) Generic Capabilities of ATN University Graduates. Available at: https://www.clt.uts.edu.au/ATN.grad.cap.project.index.html.

10.

Brooks

(2017) The cultural value of Christian higher education. In: Keynote Speech at 40th Anniversary Celebration Gala. Washington D.C.: Council for Christian Colleges & Universities. Available at: https://www.cccu.org/magazine/cultural-value-christian-higher-education/.

11.

Christian Heritage College (2022a) Christian Heritage College: History of CHC. Available at: https://chc.edu.au/history/ (accessed 30/06/2022).

12.

Christian Heritage College (2022b) Christian Heritage College: Vision & values. Available at: https://chc.edu.au/vision-values/ (accessed 30/06/2022).

13.

Charmaz

(2008) Constructionism and the grounded theory. In: Holstein

Gubrium

(eds) Handbook of Constructionist Research. The Guilford Press, 397–412.

14.

Charmaz

(2017) The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry 23(1): 34–45. DOI: 10.1177/1077800416657105.

15.

Clarke

(2018) Rethinking graduate employability: The role of capital, individual attributes and context Studies in Higher Education 43(11): 1923–1937. DOI: 10.1080/03075079.2017.129415.

16.

Cook

(2018) Examining the graduate attribute agenda in Australian universities. Learning and Teaching: The International Journal of Higher Education in the Social Sciences 11(3): 49–62.

17.

Dougherty

Glanzer

Robinson

Ratchford

Schnitker

(2022) Baylor faith and character study: Methods and preliminary findings. Christian Higher Education 21(3): 168–190.

18.

Fell

(2021, March 25) Generation Z - The Future Consumer—McCrindle. Available at: https://mccrindle.com.au/article/topic/generation-z/generation-z-the-future-consumer/.

19.

Fell

(2023, April 17) Welcoming Generation Alpha to High School—McCrindle. Available at: https://mccrindle.com.au/article/topic/generation-alpha/welcoming-generation-alpha-to-high-school/.

20.

Glossary of terms (TEQSA) (2022) Glossary of terms. Tertiary Education Quality and Standards Agency (TEQSA). Available at: https://www.teqsa.gov.au/guides-resources/glossary-terms (accessed 30/11/2022).

21.

Gowan

Miner

(2021) Distinctively Christian higher education as the wholistic formation of students. In: Luetz

Green

(eds) Innovating Christian Education Research: Multidisciplinary Perspectives. Springer, 221–238.

22.

Green

Hammer

Star

(2009) Facing up to the challenge: Why is it so hard to develop graduate attributes? Higher Education Research & Development 28(1): 17–29. DOI: 10.1080/07294360802444339.

23.

Greentree

(2021) Clarifying Australian Christian school purposes in the neoliberal marketplace. In: Luetz

Green

(eds) Innovating Christian Education Research: Multidisciplinary Perspectives. Springer Nature, 157–172.

24.

Guthrie

(2018) Revisiting a Christian view of the common good for Christian higher education. Christian Higher Education 17(1–2): 20–32. DOI: 10.1080/15363759.2018.1404360.

25.

Hill

Walkington

France

(2016) Graduate attributes: Implications for higher education practice and policy. Journal of Geography in Higher Education 40(2): 155–163. DOI: 10.1080/03098265.2016.1154932.

26.

Hughes

Barrie

(2010) Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education 35(5): 325–334. DOI: 10.1080/02602930903221485.

27.

Kaul

Hardin

Beaujean

(2017) Predicting faculty integration of faith and learning. Christian Higher Education 16(3): 172–187. DOI: 10.1080/15363759.2016.1250684.

28.

Mayer

Mills

(2021) Professionalism and teacher education in Australia and England. European Journal of Teacher Education 44(1): 45–61.

29.

Mezmir

(2020) Qualitative data analysis: An overview of data reduction, data display, and interpretation. Research on Humanities and Social Sciences 10(21): 15–27.

30.

Murison

(2021) Christian higher education: A frog in the kettle or a light on the hill? In: Luetz

Green

(eds) Innovating Christian Education Research: Multidisciplinary Perspectives. Springer, 59–71.

31.

Radloff

De La Harpe

Dalton

, et al. (2008) Assessing graduate attributes: Engaging academic staff and their students. Available at: https://www.ojs.unisa.edu.au/index.php/atna/article/viewFile/342/279.

32.

Sin

McGuigan

(2013) Fit for purpose: A framework for developing and assessing complex graduate attributes in a changing higher education environment. Accounting Education: An International Journal 22(6): 522–543. DOI: 10.1080/09639284.2013.847320.

33.

Smith

(2017) Christian mind ≠ Christian pedagogy. International Journal of Christianity & Education 21(1): 2–5. DOI: 10.1177/2056997116687982.

34.

Tertiary Education Quality and Standards Agency (TEQSA) (2022) Tertiary education quality and Standards agency (TEQSA). Available at: https://www.teqsa.gov.au/.

35.

Wald

Harland

(2019) Graduate attributes frameworks or powerful knowledge? Journal of Higher Education Policy and Management 41(4): 361–374. DOI: 10.1080/1360080X.2019.1613310.

36.

Wells

(2016) A distinctive vision for the liberal arts: General education and the flourishing of Christian higher education. Christian Higher Education 15(1–2): 84–94. DOI: 10.1080/15363759.2016.1117277.

37.

Winberg

Staak

Bester

, et al. (2018) In search of graduate attributes: A survey of six flagship programmes. South African Journal of Higher Education 32(1): 233–251.

Graduate attributes in Australian Christian higher education providers: Faith and faculty

Abstract

Keywords

Get full access to this article

References