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The paper reports a seven-month project mapping generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research university. Two groups used a modified dialectical inquiry for forward and backward mapping with engineering and social sciences perspectives. Findings show UGAs may not fully capture profession-specific attributes and that UGAs require ongoing stakeholder-informed revisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intersecting-roadmaps-resolving-tension-between-profession-specific-and-university-wide-graduate-attributes/596905/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/intersecting-roadmaps-resolving-tension-between-profession-specific-and-university-wide-graduate-attributes/596905.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the project address regarding graduate attributes?","Question",{"text":112,"@type":113},"It explores whether university-wide graduate attributes (UGAs) can be mapped to engineering program requirements and whether both sets can be assessed through an integrated process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study structure the mapping work to maintain objectivity?",{"text":117,"@type":113},"Two groups performed mapping using a modified dialectical inquiry—one from engineering and one from social sciences (Education and Arts)—and both forward and backward mapping were carried out.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about UGAs and professional program attributes?",{"text":121,"@type":113},"Although UGAs are generic, they may not necessarily capture the specific professional program graduate attributes required by engineering.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596905,1792210080,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide  \nGraduate Attributes  \nSamira ElAtia  \nUniversity of Alberta  \nJason P. Carey  \nUniversity of Alberta  \nMarnie Jamieson  \nUniversity of Alberta  \nBashair AliBrahim University of Alberta  \nMarcus Ivey University of Alberta  \nAbstract  \nCan we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.  \nKeywords: graduate attributes, engineering education, professional attributes, mapping, learning outcomes  \nRésumé  \nPeut-on associer des compétences transversales universitaires, d’ordre général et générique, à des exigences et compétences essentielles propres à un programme de formation particulier? Peut-on mettre au point et gérer un processus cohérent et uni d’évaluation des deux types de compétences au sein du même établissement postsecondaire? Dans cet article, nous présentons un projet qui a duré sept mois et dans lequel nous avons tenté de mettre en correspondance les compétences transversales universitaires et les compétences essentielles requises dans le programme d’ingénierie d’un établissement canadien. Le but de ce projet était d’explorer l’intersection des compétences transversales et de celles requises des diplômésen génie et d’évaluer le processus d’agrément du programme de génie. En gardant en vue l’idée de garder le processusd’amélioration continue attrayant pour les étudiants, les enseignants et les administrateurs du programme, nous visions à mettre au point un processus de schématisation/modélisation pour déterminer des stratégies de gestion afin d’évaluer les deux ensembles de compétences. En utilisant une enquête dialectique, deux équipes se sont penchées sur le travail deschématisation/modélisation : l’une du domaine de l’ingénierie, l’autre de celui des sciences sociales (éducation et arts), afind’assurer l’objectivité de l’étude comparative. Une schématisation inversée a eu lieu. Les résultats démontrent que, bien que génériques, les compétences transversales universitaires ne capturent pas nécessairement les compétences essentielles particulières aux programmes professionnels. L’étude a également mis en évidence le besoin de réviser et de mettre à jour les compétences transversales universitaires en incluant des parties prenantes qui peuvent contribuer substantiellement à leur mise en œuvre et à leur évaluation.  \nMots-clés : compétences transversales, pédagogie du génie, compétences professionnelles, schématisation, résultats d’apprentissage  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 51:1 (2021)   \nIntroduction  \nAt higher education institutions in Canada, professional engineering programs are accredited by the Canadian Engineering Accreditation Board (CEAB) . The aim of the accre","cbCaiktE5Z1SqNhB","https://ap.wps.com/l/cbCaiktE5Z1SqNhB","pdf",378429,28,"English","# Abstract\n# Introduction\n## Accreditation and program requirements\n## University graduate attributes and implementation challenges\n# Résumé\n# Keywords","[{\"question\":\"What problem does the project address regarding graduate attributes?\",\"answer\":\"It explores whether university-wide graduate attributes (UGAs) can be mapped to engineering program requirements and whether both sets can be assessed through an integrated process.\"},{\"question\":\"How did the study structure the mapping work to maintain objectivity?\",\"answer\":\"Two groups performed mapping using a modified dialectical inquiry—one from engineering and one from social sciences (Education and Arts)—and both forward and backward mapping were carried out.\"},{\"question\":\"What do the results suggest about UGAs and professional program attributes?\",\"answer\":\"Although UGAs are generic, they may not necessarily capture the specific professional program graduate attributes required by engineering.\"}]","Intersecting Roadmaps - Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes | PDF",1792083976,71]