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Graduate attributes: implications for higher education practice and policy: Introduction

Hill, Jennifer; Walkington, Helen; France, Derek

Authors

Jenny Hill Jennifer.Hill@uwe.ac.uk
Associate Professor in Teaching and Learning

Helen Walkington

Derek France



Abstract

The higher education landscape is shifting under neo-liberal forces that are increasingly aligning the goals of business, government and education. This shift is engendering debate around the world about the role of higher education institutions in producing employable graduates to feed national prosperity in the emerging knowledge economy. As this evolution continues, we need to consider how we enhance generic graduate capabilities as well as the disciplinary expertise of our undergraduate students. Our graduates should possess the knowledge, skills and values to enable them to cope with dynamic employment opportunities, but they must also understand, through the benefits and constraints of their disciplinary perspectives, who they are and how they might contribute positively to the heterogeneity they will encounter in their local, regional and global communities.

Citation

Hill, J., Walkington, H., & France, D. (2016). Graduate attributes: implications for higher education practice and policy: Introduction. Journal of Geography in Higher Education, 40(2), 155-163. https://doi.org/10.1080/03098265.2016.1154932

Journal Article Type Article
Acceptance Date Mar 25, 2016
Publication Date Apr 2, 2016
Publicly Available Date Nov 30, -0001
Journal Journal of Geography in Higher Education
Print ISSN 0309-8265
Electronic ISSN 1466-1845
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 40
Issue 2
Pages 155-163
DOI https://doi.org/10.1080/03098265.2016.1154932
Keywords graduate attributes, higher education
Public URL https://uwe-repository.worktribe.com/output/919782
Publisher URL http://dx.doi.org/10.1080/03098265.2016.1154932

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