Abstract
This paper sets out to examine the situated nature of graduate attributes through using activity systems theory to explore their contextual nature. It builds on earlier work into graduate attributes by examining the reasons behind the significant variation in their interpretation, thus providing an analysis of the contextual nature of teaching and the implications this has for research and policy.
Original language | English |
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Pages (from-to) | 591-605 |
Number of pages | 15 |
Journal | Journal of Further and Higher Education |
Volume | 37 |
Issue number | 5 |
Early online date | 7 Feb 2012 |
DOIs | |
Publication status | Published - 2013 |
Keywords
- graduate attributes
- teaching
- higher education