Graduate Attributes. The University has progressed towards effectively embedding Graduate Attributes within our general curricula reflecting skills development and employability. We have made progress in: • Raising awareness in the student body of the importance of skills development and reflection. • Carefully designing learning experience and assessment structures reflecting Graduate Attributes at the same time as ensuring we retain the integrity of our academic courses All our colleges have a Graduate Attributes Champion who is an academic member of staff. Their role is to enable courses to map and embed Graduate Attributes. They also proselytise Graduate Attributes more generally ensuring deep understanding of the ‘employability’ relevance of the academic curriculum to all university stakeholders. Employer Engagement In collaboration with academic staff in subject areas, Careers Managers host employers to deliver coaching for highly competitive recruitment rounds. For example, in Computing Science we host CV Clinics for Level 3 Software Engineering and Computing Science Students led by XX Xxxxxx, Xxxxxx Xxxxxxx, and SAS. In Earth Sciences, Atkins host Mock Interviews for students; Xxxxxxx Xxxxxxx skills session on Business acumen for Geography 4th year. Deans of Learning and Teaching, in partnership with Schools and professional staff, are increasing work- related learning within courses, exploring models of work-related learning (and work-related dissertations). The University is inviting employers to comment on new course proposals and course changes. In addition, employability initiatives are increasingly engaging employers in guest speaker sessions, sponsored events and alumni talks. Graduate Destinations In partnership with academic staff, Careers Managers target subject areas with lower than average positive Destination of Leavers in Higher Education (DLHE) outcomes to: raise awareness of range of careers options possible; provide coaching in communication and team working skills. Targeting begins at 2nd year. Student Enterprise has integrated within Careers Service to promote, encourage and stimulate entrepreneurial and intrapreneurial mind-sets, to increase numbers of students participating in enterprise activities and graduates engaging in business start-up. Placements Internships Opportunities with the University’s Internship Hub have grown from approximately 10 in 2000/01 to 400 in 2015/16. In 2015/16 we have added ‘end to end’ support for our students including...
Graduate Attributes. Graduate Attributes are embedded in the subject and involve a preparedness and the confidence to analyse, question, categorise, interpret, see relations, explain, theorise, and reflect with reference to the broader context. Your assessment feedback will identify how you are developing these attributes during your programme. Graduating at the University of West London means that you will be developing the following Graduate Attributes and become: • A creative and enterprising professional • A reflective and critical lifelong learner • A globally aware individual ACADEMIC OFFENCES
Graduate Attributes. To prepare our students for the future we are developing a refreshed set of skills and attributes that will guide their development – to xxxx them as distinct, globally aware, ready for the world of work and committed to lifelong learning. Work Integrated Learning:. Our comprehensive ‘Life Ready Graduates’ initiative, will ensure that every undergraduate student will graduate with a meaningful work-based experience as part of their degree. Education Innovation: Enhancement of all our programs and courses draws on a multifaceted approach to teaching and learning delivery. Curriculum design enriches the student experience and recognises different ways of learning. A suite of short courses has been developed in response to government priorities that align with local labor market gaps and articulate with existing bachelor and masters degree offerings. Equity: We have a strong and vibrant pathway program that is one of the largest in the country, and a suite of outreach initiatives to reach students and community members in our regions experiencing disadvantage or barriers to education. In developing the appropriate learning support, we bring the student to the centre of the design process by using principles that focus on connecting students to the University, each other and their learning. Education Spaces: We will transform our digital and physical environments into spaces, places and platforms that inspire and attract and move to a green campus providing exemplar leadership in sustainable resource management. UNIVERSITY ADMISSIONS TRANSPARENCY how the University selects students for offers without an ATAR score, as part of its admissions process The University’s ‘Getting In’ website explains the options for university admission for students without an ATAR. The website outlines a number of admission pathways and specific advice for a range of student cohorts. Students without an ATAR are admitted on the basis of a selection rank that is calculated on the basis of assessable qualifications. The use of a selection rank ensures that there is a transparent process to assess eligibility for admission. In addition to our current pathways, the University is piloting a parallel admission scheme with Big Picture Education Australia and the Newcastle Waldorf School. Applicants through this pilot scheme present their high school portfolio to a university panel and undergo an interview for admission. what evaluation strategies are in place for ensuring that students ad...
Graduate Attributes. We strive for each graduate to be: ▪ Critical Thinkers ▪ Connectors ▪ Empathetic ▪ Global Citizens ▪ Independent ▪ Leaders ▪ Lifelong Learners
Graduate Attributes
