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Graduate outcomes: A generative curriculum model for international students

Budd, Yoshi, Kell, Marilyn and Humphry, Nicoli (2015). Graduate outcomes: A generative curriculum model for international students. In: Thomas, T., Levin, E., Dawson, P., Fraser, K. and Hadgraft, R. 38th HERDSA Annual International Conference, Melbourne, Australia, 6-9 July 2015.

Document type: Conference Paper
Citation counts: Google Scholar Search Google Scholar

IRMA ID 84279116xPUB398
Author Budd, Yoshi
Kell, Marilyn
Humphry, Nicoli
Title Graduate outcomes: A generative curriculum model for international students
Conference Name 38th HERDSA Annual International Conference
Conference Location Melbourne, Australia
Conference Dates 6-9 July 2015
Conference Publication Title Research and Development in Higher Education: Learning for Life and Work in a Complex World
Editor Thomas, T.
Levin, E.
Dawson, P.
Fraser, K.
Hadgraft, R.
Place of Publication Milperra, NSW, Australia
Publisher Higher Education Research and Development Society of Australasia, Inc. (HERDSA)
Publication Year 2015
Volume Number 38
ISBN 978-0-908557-96-7   (check CDU catalogue open catalogue search in new window)
ISSN 1441 001X   (check CDU catalogue open catalogue search in new window)
Start Page 21
End Page 30
Total Pages 10
HERDC Category E1 - Conference Publication (DIISR)
Abstract The move into a competitive, international market place is changing the function and character of higher education in Australia. The mandating and mapping of generic graduate outcomes in Australian universities demonstrate the high stakes nature of higher education and the powerful influence of industry alliances. Increased competition for funding, globalisation, new technologies, and quality assurance processes have resulted in expanded operational models that include recruiting and catering for students from a wide range of social, cultural and academic backgrounds. The result is an increased concern for ways in which universities can effectively support such diverse student cohorts to ensure both equity and quality graduate outcomes. This paper describes and evaluates the effectiveness of a generative curriculum model which was designed to address the needs and expectations of a diverse group of international students studying in Masters programs in an Australian university. The findings identify a number of challenges and benefits of the generative curriculum model, including concerns about the additional demands placed on teachers and students, and also positive reports about improved graduate outcomes and improvements to students’ sense of autonomy and agency.
Keyword Generative curriculum
Graduate outcomes
Description for Link Link to conference proceedings
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Created: Tue, 26 Jul 2016, 12:12:21 CST