Graduates are expected to possess the knowledge and right skillset, commonly known as graduate attributes, which they need to become employable and work-ready. This study describes the approaches that were employed by an academic institution in developing an assessment framework for measuring the student achievement of the graduate attributes and learning outcomes.
It used thematic analysis in analyzing the 43 audit reports of higher educational institutions (HEIs) in Oman which have undergone the regional quality audit as well as the outcomes of the institutional standards assessment.
The analysis exposed the critical issues necessary for embedding graduate attributes and learning outcomes in higher education. Likewise, the study revealed that the assessment of the graduate attributes (GAs) and learning outcomes (LOs) is the area that garnered the most number of comments from the audit panel, and 69 per cent of the HEIs are still problematic in this area. Moreover, most of the HEIs in Oman lack the mechanisms to assess student learning as evidenced in the regional accreditation outcomes. Only 43.8 per cent of the HEIs, which have undergone the institutional accreditation process, have garnered a Met Rating in the Graduate Attributes and Student Learning Outcome criterion. Hence, this study presupposes its high relevance and usefulness to the work in this area, drawing from the experience of an HEI in Oman.
This study will present the relevant and meaningful content, especially good practices and potential gaps that inform HEIs regarding the current trends, policies, and practices relevant to the assessment of graduate attributes and learning outcomes in higher education.
This study extends the limited literature on the assessment of graduate attributes and learning outcomes, especially among the HEIs in Oman.
Halibas, A.S., Mehtab, S., Al-Attili, A., Alo, B., Cordova, R. and Cruz, M.E.L.T. (2020), "A thematic analysis of the quality audit reports in developing a framework for assessing the achievement of the graduate attributes", International Journal of Educational Management, Vol. 34 No. 5, pp. 917-935. https://doi.org/10.1108/IJEM-07-2019-0251Download as .RIS
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