In search of graduate attributes: A survey of six flagship programmes

C. Winberg; A. Staak; M. Bester; S. Sabata; D. Scholtz; R. Sebolao; M. Monnapula-Mapesela; N. Ronald; M. Makua; J. Snyman; P. Machika

doi:10.20853/32-1-1642

C. Winberg Cape Peninsula University of Technology http://orcid.org/0000-0001-6234-7358
A. Staak Cape Peninsula University of Technology http://orcid.org/0000-0003-1621-8090
M. Bester Cape Peninsula University of Technology http://orcid.org/0000-0002-9689-2327
S. Sabata Cape Peninsula University of Technology http://orcid.org/0000-0003-4775-0450
D. Scholtz Central University of Technology http://orcid.org/0000-0002-8711-1568
R. Sebolao Central University of Technology http://orcid.org/0000-0001-7549-0014
M. Monnapula-Mapesela Central University of Technology http://orcid.org/0000-0002-5342-2800
N. Ronald Durban University of Technology http://orcid.org/0000-0003-4541-2167
M. Makua Mangosuthu University of Technology http://orcid.org/0000-0002-6747-0205
J. Snyman Tshwane University of Technology http://orcid.org/0000-0001-7711-7504
P. Machika Vaal University of Technology http://orcid.org/0000-0002-3247-285X

DOI: https://doi.org/10.20853/32-1-1642

Abstract

The focus of this study is the emergence of distinctive graduate attributes in flagship programmes at Universities of Technology in South Africa. The theoretical framework chosen for this study, Legitimation Code Theory (Maton 2014), offers an explanation of the underlying knowledge principles that make different kinds of thinking, doing and being possible. This paper studies how favourable graduate attributes were achieved, identifies similarities across underpinning structures, and highlights the challenges faced by universities of technology in creating environments in which desired graduate attributes might be developed. The paper offers a means of understanding the potential for the emergence of graduate attributes across undergraduate programmes in vocational and professional higher education contexts.

Author Biographies

C. Winberg, Cape Peninsula University of Technology

Professor and South African Research Chair (Work-integrated Learning)

Faculty of Education

Cape Peninsula University of Technology

A. Staak, Cape Peninsula University of Technology

DVC: Teaching and Learning

M. Bester, Cape Peninsula University of Technology

Head of Department: Curriculum Development Unit, Fundani Centre for Higher Education Development.

S. Sabata, Cape Peninsula University of Technology

Lecturer, Department of Curriculum Development, Fundani Centre for Higher Education Development

D. Scholtz, Central University of Technology

Teaching and Learning Coordinator: Faculty of Business and

Management

R. Sebolao, Central University of Technology

Senior Lecturer: Academic Development And Support

M. Monnapula-Mapesela, Central University of Technology

Dean and Professor:Academic Development And Support

N. Ronald, Durban University of Technology

Quality Systems Developer,

M. Makua, Mangosuthu University of Technology

Senior Director, Teaching and Learning Development Centre

J. Snyman, Tshwane University of Technology

Curriculum Development Practitioner, Higher Education Development and Support.

P. Machika, Vaal University of Technology

Executive Director, Centre for Academic Development

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In search of graduate attributes: A survey of six flagship programmes

Abstract

Author Biographies

References

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