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Measuring what matters: implementing the personal and professional development pulse to capture holistic educational gain in higher education.

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Title: Measuring what matters: implementing the personal and professional development pulse to capture holistic educational gain in higher education.
Authors: Timmis, Matthew A.1 (AUTHOR) Matthew.Timmis@aru.ac.uk, Pike, Claire V. S.2 (AUTHOR), Latham, Keziah1 (AUTHOR)
Source: Frontiers in Education. 2026, p1-12. 12p.
Subject Terms: *Holistic education, *Educational evaluation, *Employability, *Higher education, *Career development, *Student development, Psychometrics, Introspection
Abstract: Introduction: Universities play a central role in preparing students with the essential skills they need to thrive in their future careers and broader life experiences. As society and the labour market continues to evolve, the expectations placed on graduates also change. Consequently, higher education institutions must ensure students develop broad and diverse capabilities required for long-term employability and sustained professional success. Method: This study reports the development and psychometric validation of the Personal and Professional Development Pulse , an institutionally aligned instrument designed to capture a broad, holistic measure of students' educational gain throughout their university degree. The Pulse comprises 22 self-reflective statements, grouped into one of 5 domains of educational development, with statements answered on a rating scale of strongly disagree (1), to strongly agree (7). The Pulse was completed by 5180 new entrants. Responses were Rasch analyzed to determine the psychometric properties of the questionnaire. Results: Results indicated ordered category functioning (i.e., each response category becomes most likely at a progressively higher level of ability/confidence), a strong item hierarchy (item separation = 14.95; reliability = 1.00—Items are consistently ordered from easiest to hardest, and that ordering is reliable and meaningful), and good discrimination between respondents (person separation = 3.00; reliability = 0.90—distinguishing between responders with different levels of confidence/ability), alongside acceptable fit statistics (statements are valid and coherent in what they intent to measure). Principal component analysis supported acceptable unidimensionality, with all items aligning to a single underlying construct. Discussion: The validated Pulse provides a robust, holistic measure of students' educational gain across their degree, capturing key graduate capabilities. Findings identified relative strengths in collaboration , application and empathy. Employability and networking items required higher ability/confidence, indicating that these items take longer to develop. Institutional recommendations include implementing e mployability and networking related opportunities consistently within curricular and co-curricular delivery. Maximising the impact of the Pulse should be considered as a complementary component of a broader, holistic approach to student development, incorporating reflective dialogue, co-curricular engagement, and opportunities to evidence capability development over time. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Introduction: Universities play a central role in preparing students with the essential skills they need to thrive in their future careers and broader life experiences. As society and the labour market continues to evolve, the expectations placed on graduates also change. Consequently, higher education institutions must ensure students develop broad and diverse capabilities required for long-term employability and sustained professional success. Method: This study reports the development and psychometric validation of the Personal and Professional Development Pulse , an institutionally aligned instrument designed to capture a broad, holistic measure of students' educational gain throughout their university degree. The Pulse comprises 22 self-reflective statements, grouped into one of 5 domains of educational development, with statements answered on a rating scale of strongly disagree (1), to strongly agree (7). The Pulse was completed by 5180 new entrants. Responses were Rasch analyzed to determine the psychometric properties of the questionnaire. Results: Results indicated ordered category functioning (i.e., each response category becomes most likely at a progressively higher level of ability/confidence), a strong item hierarchy (item separation = 14.95; reliability = 1.00—Items are consistently ordered from easiest to hardest, and that ordering is reliable and meaningful), and good discrimination between respondents (person separation = 3.00; reliability = 0.90—distinguishing between responders with different levels of confidence/ability), alongside acceptable fit statistics (statements are valid and coherent in what they intent to measure). Principal component analysis supported acceptable unidimensionality, with all items aligning to a single underlying construct. Discussion: The validated Pulse provides a robust, holistic measure of students' educational gain across their degree, capturing key graduate capabilities. Findings identified relative strengths in collaboration , application and empathy. Employability and networking items required higher ability/confidence, indicating that these items take longer to develop. Institutional recommendations include implementing e mployability and networking related opportunities consistently within curricular and co-curricular delivery. Maximising the impact of the Pulse should be considered as a complementary component of a broader, holistic approach to student development, incorporating reflective dialogue, co-curricular engagement, and opportunities to evidence capability development over time. [ABSTRACT FROM AUTHOR]
ISSN:2504284X
DOI:10.3389/feduc.2026.1831859