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Applying Barrie's Model to Effectively Develop Graduate Profile for the Defence University in Sri Lanka

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Title: Applying Barrie's Model to Effectively Develop Graduate Profile for the Defence University in Sri Lanka
Language: English
Authors: Marikar, F. M. M. T., Jayasinghe, V., Abeyawickrama, W.
Source: Educational Research: Theory and Practice. 2023 34(1):96-109.
Availability: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Graduates, Student Characteristics, Profiles, Employment Potential, Qualifications, Job Skills, Problem Solving, Communication Skills, Teamwork, Leadership, Entrepreneurship, Information Technology, Technological Literacy, Persistence, Professionalism, Lifelong Learning, Critical Thinking, Benchmarking
Geographic Terms: Sri Lanka
ISSN: 2637-8965
Abstract: A graduate profile shows the qualities of a graduate passing from a particular institution. However, it does not inform the specific attributes that a graduate develops through studies. As a result, universities tend to develop Graduate Attributes (GAs) which are Intended Learning Outcomes (ILOs), focusing on what the graduates of a university are capable of doing, which provide essential information for potential employers. Although General Sir John Kotelawala Defence University was established in 1981 and had offered degrees since then, it did not have properly documented GAs until recent. Hence, the specific attributes or capabilities of graduates were not properly documented/exhibited. Therefore, the possibility of applying Barrie's model for developing GAs for the General Sir John Kotelawala Defence University was assessed. Barrie's model was used as the framework and its three main components: Scholarship, Global Citizenship, and Lifelong Learning were mainly considered to maintain the holistic nature of the academic requirements. Input from syllabus documents and student/peer contributions were used in the process. In addition, Sri Lanka Qualification Framework (SLQF) published by the University Grants Commission (UGC) in Sri Lanka was also consulted. Eleven GAs were identified to include Discipline based knowledge, Problem solving skills, Communication skills, Team working ability, Management and entrepreneurship, Information technology skills, Leadership ability, Endurance, Professionalism, Lifelong learning skills, and Critical thinking. Under each GA, benchmarks were also developed with an evaluation framework (including measures to obtain employer/student feedback), in order to execute and also evaluate the level of achievement of the GAs by graduates. This study indicates that Barrie's model supported by SLQF can be successfully used to design/develop specific GAs while further facilitating its execution and evaluation.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1382125
Database: ERIC
FullText Text:
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  Data: Applying Barrie's Model to Effectively Develop Graduate Profile for the Defence University in Sri Lanka
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research%3A+Theory+and+Practice%22"><i>Educational Research: Theory and Practice</i></searchLink>. 2023 34(1):96-109.
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  Data: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Potential%22">Employment Potential</searchLink><br /><searchLink fieldCode="DE" term="%22Qualifications%22">Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Entrepreneurship%22">Entrepreneurship</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalism%22">Professionalism</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sri+Lanka%22">Sri Lanka</searchLink>
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  Data: 2637-8965
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  Data: A graduate profile shows the qualities of a graduate passing from a particular institution. However, it does not inform the specific attributes that a graduate develops through studies. As a result, universities tend to develop Graduate Attributes (GAs) which are Intended Learning Outcomes (ILOs), focusing on what the graduates of a university are capable of doing, which provide essential information for potential employers. Although General Sir John Kotelawala Defence University was established in 1981 and had offered degrees since then, it did not have properly documented GAs until recent. Hence, the specific attributes or capabilities of graduates were not properly documented/exhibited. Therefore, the possibility of applying Barrie's model for developing GAs for the General Sir John Kotelawala Defence University was assessed. Barrie's model was used as the framework and its three main components: Scholarship, Global Citizenship, and Lifelong Learning were mainly considered to maintain the holistic nature of the academic requirements. Input from syllabus documents and student/peer contributions were used in the process. In addition, Sri Lanka Qualification Framework (SLQF) published by the University Grants Commission (UGC) in Sri Lanka was also consulted. Eleven GAs were identified to include Discipline based knowledge, Problem solving skills, Communication skills, Team working ability, Management and entrepreneurship, Information technology skills, Leadership ability, Endurance, Professionalism, Lifelong learning skills, and Critical thinking. Under each GA, benchmarks were also developed with an evaluation framework (including measures to obtain employer/student feedback), in order to execute and also evaluate the level of achievement of the GAs by graduates. This study indicates that Barrie's model supported by SLQF can be successfully used to design/develop specific GAs while further facilitating its execution and evaluation.
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    Languages:
      – Text: English
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        PageCount: 14
        StartPage: 96
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Employment Potential
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      – SubjectFull: Qualifications
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      – SubjectFull: Job Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Communication Skills
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      – SubjectFull: Entrepreneurship
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      – SubjectFull: Persistence
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      – SubjectFull: Professionalism
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      – SubjectFull: Lifelong Learning
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Benchmarking
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      – SubjectFull: Sri Lanka
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    Titles:
      – TitleFull: Applying Barrie's Model to Effectively Develop Graduate Profile for the Defence University in Sri Lanka
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