The framework of graduate attributes and ABL

[Post published on behalf of Ale Armellini]

The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes aligned to Active Blended Learning (ABL), Northampton’s approach to learning and teaching. An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. There is tangible benefit in adopting an integrated framework aligned to the principles of ABL, which enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objectives. Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

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Keywords: Active blended learning, ChANGE, COGS, Employability and entrepreneurship, Graduate identity, Personal literacy, Active Blended Learning, ABL.