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Results show graduate skills rated very good or excellent, including self-directed lifelong learning, critical and creative thinking, problem-solving, organisational teamwork, communication, entrepreneurship, and ICT knowledge and skills. The study supports project-based learning as a means to meet labour-market needs and prompts educator reflection on project selection.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University of Botswana  \nRESEARCH  \n30  \nAbstract  \nNowadays universities are required not only to impart knowledge of specific disciplines but also generic graduate attributes such as communication, problem-solving, teamwork, creative thinking, research and inquiry skills. For students to attain these generic skills, educators are encouraged to use learner-centred approaches in teaching. Project-based learning is one such an approach which promotes self-directed and lifelong learning capabilities, equips students with transferrable knowledge and skills that are essential to the work environment, intertwines theory and practice, gives students the opportunity to gain a deep understanding of concepts and potentially allows them to solve the society’s problems. A case study was conducted at the University of Botswana with Design students to assess the attainment of the graduate attributes after designing packages for a small entrepreneur producing frozen vegetables. The results indicate that the following graduate skills were either rated very good or excellent: self-directed, lifelong learning, critical and creative thinking, problem-solving, organisational and teamwork, communication, entrepreneurship, information and communication technology knowledge and skills. This shows that project-based learning can impart the skills and knowledge that the labour market needs. The results also provide an opportunity for educators to critically reflect on the type of projects given to students in relation to the attainment of graduate attributes.  \nKey words  \nattainment, design, graduate attributes, project-based learning, University of Botswana  \nIntroduction  \nGraduate attributes or generic skills have received some attention in higher education in the past decade because it was realised that there is a mismatch between the skills students develop during their studies and the skills that employers need (Job Outlook 2012 report, 2011) . Furthermore, universities have attempted to articulate the generic outcomes ofthe educational experiences they provide beyond the content knowledge that is taught.  \nThese attributes have become the core outcomes of higher education of which every graduate should possess (Barrie, 2006). This ensures that students develop attributes that will better equip them for the world of work as responsible members of the society. Higher learning institutions seek torenew and articulate their purpose and demonstrate the efficient achievement to generate attributes in response to calls of accountability and quality assurance processes.  \nThere is a correlation between graduate attributes and quality assurance measures because they are the touchstone against which the university academic programmes are compared and against which, the university’s effectiveness can be measured (Yorke, 2006) . Graduate attributes are:  \nThe qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future (Bowden et al. , 2000) .  \nGraduate attributes are the skills and knowledge that all labour market participants should possess to ensure that they have the capability of being effective in the workplace – to the benefit of themselves, their employer, community and the wider economy (Hogarth, 2007) . Graduate attributes address disciplinary knowledge, values and attitudes as well as skills for lifelong learning which potential employers might find desirable. These generic skills have attracted other names over the years such as transferable skills, essential skills, core skills, key competencies, and key","cbCaisLuezNBGDSb","https://ap.wps.com/l/cbCaisLuezNBGDSb","pdf",198052,14,"English","# Abstract\n# Key words\n# Introduction","[{\"question\":\"Why are graduate attributes important in higher education?\",\"answer\":\"Universities focus on graduate attributes because employers often need skills that differ from what students develop through disciplinary study alone, and because universities must articulate outcomes beyond content knowledge.\"},{\"question\":\"How does the study assess graduate attribute attainment?\",\"answer\":\"A case study at the University of Botswana uses Design students who designed packages for a small entrepreneur producing frozen vegetables, then evaluates which graduate skills are attained.\"},{\"question\":\"What graduate skills were reported as very good or excellent?\",\"answer\":\"The results indicate very good or excellent ratings for self-directed lifelong learning, critical and creative thinking, problem-solving, organisational and teamwork, communication, entrepreneurship, and ICT knowledge and skills.\"}]","Using a Design-orientated Project to Attain Graduate Attributes | PDF",1792092952,35]