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INTERSECTING ROADMAPS: RESOLVING TENSION BETWEEN PROFESSION-SPECIFIC AND UNIVERSITY-WIDE GRADUATE ATTRIBUTES.

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Title: INTERSECTING ROADMAPS: RESOLVING TENSION BETWEEN PROFESSION-SPECIFIC AND UNIVERSITY-WIDE GRADUATE ATTRIBUTES.
Authors: ELATIA, SAMIRA1 selatia@ualberta.ca, CAREY, JASON P.1, JAMIESON, MARNIE1, ALIBRAHIM, BASHAIR1, IVEY, MARCUS1
Source: Canadian Journal of Higher Education. 2021, Vol. 51 Issue 1, p71-98. 28p.
Subject Terms: *College graduates, *Teacher educators, *Engineering students, *Conflict management
Geographic Terms: Canada
Abstract (English): Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs. [ABSTRACT FROM AUTHOR]
Abstract (French): Peut-on associer des compétences transversales universitaires, d'ordre général et générique, à des exigences et compétences essentielles propres à un programme de formation particulier? Peut-on mettre au point et gérer un processus cohérent et uni d'évaluation des deux types de compétences au sein du même établissement postsecondaire? Dans cet article, nous présentons un projet qui a duré sept mois et dans lequel nous avons tenté de mettre en correspondance les compétences transversales universitaires et les compétences essentielles requises dans le programme d'ingénierie d'un établissement canadien. Le but de ce projet était d'explorer l'intersection des compétences transversales et de celles requises des diplômés en génie et d'évaluer le processus d'agrément du programme de génie. En gardant en vue l'idée de garder le processus d'amélioration continue attrayant pour les étudiants, les enseignants et les administrateurs du programme, nous visions à mettre au point un processus de schématisation/modélisation pour déterminer des stratégies de gestion afin d'évaluer les deux ensembles de compétences. En utilisant une enquête dialectique, deux équipes se sont penchées sur le travail de schématisation/modélisation: l'une du domaine de l'ingénierie, l'autre de celui des sciences sociales (éducation et arts), afin d'assurer l'objectivité de l'étude comparative. Une schématisation inversée a eu lieu. Les résultats démontrent que, bien que génériques, les compétences transversales universitaires ne capturent pas nécessairement les compétences essentielles particulières aux programmes professionnels. L'étude a également mis en évidence le besoin de réviser et de mettre à jour les compétences transversales universitaires en incluant des parties prenantes qui peuvent contribuer substantiellement à leur mise en oeuvre et à leur évaluation. [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22ELATIA%2C+SAMIRA%22">ELATIA, SAMIRA</searchLink><relatesTo>1</relatesTo><i> selatia@ualberta.ca</i><br /><searchLink fieldCode="AR" term="%22CAREY%2C+JASON+P%2E%22">CAREY, JASON P.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22JAMIESON%2C+MARNIE%22">JAMIESON, MARNIE</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22ALIBRAHIM%2C+BASHAIR%22">ALIBRAHIM, BASHAIR</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22IVEY%2C+MARCUS%22">IVEY, MARCUS</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Higher+Education%22">Canadian Journal of Higher Education</searchLink>. 2021, Vol. 51 Issue 1, p71-98. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22College+graduates%22">College graduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink>
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  Data: Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Peut-on associer des compétences transversales universitaires, d'ordre général et générique, à des exigences et compétences essentielles propres à un programme de formation particulier? Peut-on mettre au point et gérer un processus cohérent et uni d'évaluation des deux types de compétences au sein du même établissement postsecondaire? Dans cet article, nous présentons un projet qui a duré sept mois et dans lequel nous avons tenté de mettre en correspondance les compétences transversales universitaires et les compétences essentielles requises dans le programme d'ingénierie d'un établissement canadien. Le but de ce projet était d'explorer l'intersection des compétences transversales et de celles requises des diplômés en génie et d'évaluer le processus d'agrément du programme de génie. En gardant en vue l'idée de garder le processus d'amélioration continue attrayant pour les étudiants, les enseignants et les administrateurs du programme, nous visions à mettre au point un processus de schématisation/modélisation pour déterminer des stratégies de gestion afin d'évaluer les deux ensembles de compétences. En utilisant une enquête dialectique, deux équipes se sont penchées sur le travail de schématisation/modélisation: l'une du domaine de l'ingénierie, l'autre de celui des sciences sociales (éducation et arts), afin d'assurer l'objectivité de l'étude comparative. Une schématisation inversée a eu lieu. Les résultats démontrent que, bien que génériques, les compétences transversales universitaires ne capturent pas nécessairement les compétences essentielles particulières aux programmes professionnels. L'étude a également mis en évidence le besoin de réviser et de mettre à jour les compétences transversales universitaires en incluant des parties prenantes qui peuvent contribuer substantiellement à leur mise en oeuvre et à leur évaluation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
      – SubjectFull: Teacher educators
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      – SubjectFull: Engineering students
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      – TitleFull: INTERSECTING ROADMAPS: RESOLVING TENSION BETWEEN PROFESSION-SPECIFIC AND UNIVERSITY-WIDE GRADUATE ATTRIBUTES.
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