Methods
Using mixed research methods, we examined the extent to which the teaching and learning factors contributed to students’ perceived achievement of Graduate Attributes.
- Professional Competence (PC)
- Critical Thinker (CT)
- Innovative Problem-solver (IPS)
- Effective Communicator (EC)
- Lifelong Learner (LL)
- Ethical Leader (EL)
- Socially Responsible Global Citizen (SRGC)
The Graduate Attributes (GAs):
- English language (ENGL)
- Teaching (TH)
- Active learning (AL)
- Online learning (OL)
- Support (SP)
- Intercultural (IC)
Summary of Key Findings and Recommendations for Practices
English Language Proficiency
- English Language proficiency consistently emerged as crucial predictor of students’ perceived development of graduate attributes.
- English language affects innovative problem-solving, effective communication and lifelong learning abilities.
Support
- Support also played a significant role, particularly in fostering Ethical Leadership.
- This consistency underscores the importance of these factors in enhancing student learning experiences.
- Support plays a significant role in shaping Ethical Leadership attributes. In the 2023/24 cohort, Support is the second most important factor for Developing Self-Leadership and Psychosocial Competence.
Exchange Opportunities
These provide students with the chance to understand different cultures and gain valuable international experiences.
Student Organisation
Participation in student organisations helps build leadership skills, promotes effective collaboration and communication, and facilitates relationship building.
Assessment
- Student Interviews identified that the dimension of assessment is crucial for graduate attribute attainment.
- Assignments: These help students learn critical thinking and problem-solving skills.
- Group Projects: Group projects enhance critical thinking skills by encouraging students to consider different perspectives, improve problem-solving skills, develop presentation skills and cultivate leadership skills.
- Internship
- Internships allow students to gain, practice and apply professional knowledge and skills, particularly in problem-solving.
Teaching
- Teaching Quality consistently emerged as crucial predictor of students’ perceived development of graduate attributes.
- Teaching emerges as another crucial factor influencing graduate attributes. It has a significant impact on attributes related to Professional Competence and Effective Communication in Chinese. Attributes influenced by Teaching include Critical Thinking, Problem Solving, Lifelong Learning, Ethical Leadership and Socially Responsible Global Citizenship. This highlights the role of effective teaching practices in fostering these skills.
Course experience
- Student Interviews identified that the dimension of course experience is crucial for graduate attribute attainment.
- The courses or subjects taken provide students with the opportunity to acquire professional knowledge and develop essential skills such as critical thinking, problem-solving, language proficiency and foster interest in future studies.
- Course experiences was identified crucial dimensions for graduate attribute attainment.
Curriculum Design
- Curriculum design was identified crucial dimensions for graduate attribute attainment.
- Curriculum design aspects that were particularly emphasised such as:
- Coherence
- Content relevance
- Flexibility for international experiences and
- Exchange opportunities
Developing Self-Leadership
Network analysis highlighted Developing Self-Leadership as a central attribute, bridging other graduate attributes. Student interviews revealed that group projects and involvement in student clubs or societies are key in developing these skills.
Student Quotes from the Qualitative Analysis
"At that time, there was a course where I had to grade myself and explain to theprofessor why I deserved that grade. So, I had to constantly identify my strengths and weaknesses. I think this really involved critical thinking. Additionally, we were often required to criticise the opinions of scholars, such as whether you think they are correct or not." (240415A)
"Well, I learn a lot of different professional theories. We also have some case samples that we analyse during class, and we have group discussions with classmates as well. This helps us improve our critical thinking skills. Additionally, during class, we also have role-playing scenarios, which help us develop our problem-solving abilities." (240419B)
"I have participated in both virtual exchange and real overseas exchange. For the virtual one, I enrolled in a French business school's programme. For the overseas exchange, I went to the UK for six months. I think PolyU has provided many opportunities for us to experience different cultures and teaching methods, whether it was before, during, or after the pandemic. So, in this regard, I believe the exchange opportunities PolyU provided has greatly enhanced my cultural interactions." (240412C)
"In regards to critical thinking, I think the university provides a lot of opportunities to work on group projects or participate in different activities, which really help us to train ourselves to think more comprehensively. It’s not just about thinking from a single perspective. When we work on group projects, we often have many team members, and through mutual feedback, we can improve our critical thinking in different aspects." (240422C)