Overview

Graduate competencies are defined as ‘similar to that of attributes and capabilities. All are broader than “skill” which refers to the relatively limited domains of cognitive and behavioural development and can broadly be understood to emerge from the complex interaction of the development of knowledge, applied skills, intrinsic characteristics and attitudes, and underlying values and ethical principles’ (Hager & Beckett, 1995; Hager and Holland, 2006).

Within HE, the set of competencies recognised as key for both academic and employability learner development has expanded over the years, as reflected in subject benchmarking guidelines (produced by the QAA and as evidenced in the changing elements of the Advance HE employability frameworks). In such a way a fuller range of competencies or capabilities are recognised as relevant for a range of work destinations, bearing in mind the changes in the world of work, the need for new social and environmental values and a lifespan of graduates and changing student demographics.

Graduate competencies may vary depending on the specific field of study, industry, or profession, but they generally reflect the broader skills and attributes needed to succeed in today’s changing and interconnected world. Educational institutions and employers often collaborate to ensure that graduates are equipped with the necessary competencies to excel in their chosen careers.

University of Bedfordshire Graduate competencies

Within the University of Bedfordshire, graduate competencies refer to the skills, knowledge, attributes, and abilities that individuals are expected to possess upon completing their education at the graduate level. Competencies are often considered essential for success in the workforce and in various professional contexts.

The university has agreed on a set of competencies where it is expected all students to graduate with. In addition, schools can choose course specific ‘professional’ competencies that industry would expect students to have.

As students gain competencies for their future careers, they will become more proficient in their abilities, which will naturally boost their confidence. Success and achievements in their study will validate their efforts, which leads to a positive feedback loop where self-confidence will grow with each new competency mastered . Additionally, receiving recognition and praise from their lecturers, each other, and employers in the workplace will further enhance their confidence.

The University expects that equality, diversity and inclusion (EDI) would be addressed across all of the graduate competencies

It is essential that, during their learning, your students know which competencies they will be developing, and why they are important. This way your students will be able to confidently articulate their learning to others in a way that is meaningful, and evidence based.

Each of the competencies listed here will support your students to develop their self efficacy and aspirations.

University of Bedfordshire graduate competencies were based on consultation with the University Community and a review of sector literature including Uni Temps, Target Jobs and the World Economic Forum

Embedding Graduate Competencies into courses

Graduate competencies gained should be developed and emphaised throughout each activity, unit and assessment. Provision of specific examples of how students have improved their skills and knowledge will be beneficial. Highlight instances where students have successfully applied their learning and encourage reflection on progress. Use constructive feedback to highlight areas of growth and ensure this is celebrated as it will improve confidence and self-efficacy. The Bedfordshire Graduate Pathway outlines how to map graduate competencies across a course.

Competencies can be assessed through:

• Unit rubrics and marking criteria: Develop clear rubrics and assessment criteria for each expected competency. Be transparent and consistent so that students understand.
  
  
• Capstone projects/dissertations: Implement activity that requires students to integrate knowledge and competencies so that they are able to demonstrate their ability to navigate and solve real work life challenges.
  
  
• Portfolios: Portfolios can showcase students work, projects, and achievement throughout their academic journey.
  
  
• Internship/ part time jobs evaluations: Gather feedback from internship/placement/part time job supervisors in a pre-agreed practical application of skills gained and mastered in a professional setting.
  
  
• Standardised assessments: Utilise standardised tests or industry specific certifications to measure proficiency in key areas.
  
  
• Peer and self-assessment: Encourage learners to reflect on their own competencies and engage in discussion with their peers to provide a well-rounded view.
  
  
• Interviews and presentations: Assess learning through structured interviews and presentations to evaluate pre agreed competency evaluation.
  
  
• Simulation exercise: Use realistic scenarios to observe how real-life work challenges are handled.