Graduate outcomes: A generative curriculum model for international students

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Research and Development in Higher Education Vol. 38: Learning for Life and Work in a Complex World

July, 2015, 528 pages
Published by
T. Thomas, E. Levin, P. Dawson, K. Fraser & R. Hadgraft

The move into a competitive, international market place is rapidly changing the function and character of higher education in Australia. Increased competition for funding, globalisation, new technologies and quality assurance processes have resulted in expanded operational models that include recruiting and catering for students from a wide range of social, cultural and academic backgrounds. The mandating and mapping of graduate outcomes in Australian universities further demonstrate the high stakes nature of higher education, with the demands of administrative and regulatory bodies and marketing discourses exerting a powerful influence over academics’ and students’ understanding of the role of higher education in the 21st century. This paper discusses and evaluates the effectiveness of a generative curriculum model as it was implemented at one Australian university to address the learning needs and expectations of a diverse group of international students studying in masters programs and facilitate the development of graduate outcomes. The findings discuss the challenges and benefits of the generative curriculum model in terms of the additional demands placed on teachers and the significance of students’ increased sense of autonomy and agency.

Keywords: Generative curriculum, graduate outcomes, internationalisation