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Volume 47, No. 1, 2017, pages 61-79  \nGraduand Student Attributes: A Canadian Case  \nHeather Kanuka and Summer Cowley University of Alberta  \nAbstract  \nThe purpose of this qualitative case study was to gain insights into how academics understand undergraduate graduand attributes. The findings reveal some alignment in views about student attributes, including that they are engaged citizens, are self-directed, have imagination, are questioning, are flexible, display leadership, are problem solvers, and possess character. This consistency, however, does not include the spectrum of views on how these attributes are conceived and developed. The findings reveal a range of interpretations regarding the kinds and levels of understandings of how graduand student attributes are developed throughout an undergraduate program of study. The findings indicate that (i) a shared understanding does not exist on how academics construe student attributes,(ii) academics do not share common meanings about the core achievements of a higher education, or how these are developed through students’ undergraduate programs, and (iii) student attributes tend not to be perceived as developing from the usual process of an undergraduate education.  \nRésumé  \nL’objectif de cette étude de cas qualitative était de mieux comprendre comment les étudiants de premier cycle sont perçus par les universitaires.  \nLes résultats révèlent que les universitaires partagent certaines perceptions comme : l’engagement citoyen, l’autogestion, l’imagination, la curiosité, la flexibilité, le leadership, la résolution de problèmes et la grande force de caractère. Cependant, cette cohésion des perceptions exclut les points de vue  \nCJHE / RCES Volume 47, No. 1, 2017  \nGraduand Attributes: A Canadian Case / H. Kanuka & S. Cowley 62  \nquant à la conception et à la création de ces caractéristiques. En particulier, ces résultats révèlent des interprétations très différentes quant aux typeset aux niveaux de compréhension sur la façon dont les caractéristiques des étudiants sont développées pendant un programme de premier cycle. Les données de cette étude de cas indiquent : 1) qu’il n’y a pas de consensus quant à la façon dont les universitaires interprètent les caractéristiques des étudiants; 2) que les universitaires ne partagent pasla même signification des réalisations fondamentales del’enseignementsupérieur ni delafaçon dont cesréalisations sont obtenues lors du baccalauréat; et 3) que les caractéristiques des étudiants ne tendent pas à être perçues comme se développant pendant le processus habituel d’un enseignement de premier cycle.  \nIntroduction  \nSince at least the 1980s, Canadian institutions of higher education have been under increasing pressure to justify their existence to employers, the government of the day, and accreditation bodies—not dissimilar, in many respects, to universities in Britain, the United States, and Australia (see, e.g., Clanchy & Ballard, 1995; de la Harpe, Radloff, & Wyber, 2000; Drummond, Nixon, & Wiltshire; 1998; Leveson, 2000; Sumsion & Goodfellow, 2004)—with non-professional degrees experiencing the most intense pressure (e.g., in sectors of the natural sciences, social sciences, and humanities) . Past forms of pedagogical accomplishments continue tobe not only necessary but paramount in programme aims and goals, including scholarly thinking, problem solving, scientific reasoning, and critical thinking. However, Barnett (2004) argued that these are increasingly being understood as insufficient for a higher education. Barnett further asserted that knowledge, skills, abilities, and competencies can no longer provide a platform for dealing with today’s world. Indeed, under the current conditions, one goes forward because one has a self, character, disposition—i.e.,“attributes”—that are adequate to not only survive but thrive in an uncertain future.  \nSome u","cbCaifp65D6Jd9gm","https://ap.wps.com/l/cbCaifp65D6Jd9gm","pdf",226789,"English","# Introduction\n# Abstract\n# Résumé\n# Prior Research and Relevant Scholarly Literature","[{\"question\":\"What is the study’s main purpose regarding graduand student attributes?\",\"answer\":\"It investigates how academics understand undergraduate graduand attributes in a Canadian context through a qualitative case study.\"},{\"question\":\"Which student attributes do academics tend to agree on?\",\"answer\":\"Academics align on views that attributes include engaged citizenship, self-direction, imagination, curiosity, flexibility, leadership, problem solving, and strong character.\"},{\"question\":\"Why is there no consensus about student attributes in the findings?\",\"answer\":\"The study shows a range of interpretations about how attributes are conceived and developed, with no shared understanding of meanings for core higher-education achievements or how these emerge through undergraduate education.\"}]","Graduand Student Attributes - A Canadian Case | PDF",1792083574,48]