Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Graduate Attributes
Our university has three interlinking Graduate Attributes, which have been embedded throughout all our undergraduate courses: these attributes are Enterprise, Digital Literacy and Global Outlook.
Our university has three interlinking Graduate Attributes, which have been embedded throughout all our undergraduate courses: these attributes are Enterprise, Digital Literacy and Global Outlook.
Collectively, these attributes define the distinctiveness of our graduates, and were selected for their alignment with our institutional identity and strengths, and their relevance as our graduates continue to make their way in a rapidly changing, globalising world.
All our students should be aware of how our Graduate Attributes are shaped through their course and how they add value to their degree and to them becoming effective citizens in society. They need to be able to reflect upon and articulate them to others, including prospective employers.
Our students’ futures are likely to be increasingly shaped by the changing nature of the workplace and society, requiring them to:
Able to problem solve, plan and evaluate, be creative and an effective communicator.
Enterprising individuals tend to exhibit particular sets of behaviours, attributes and skills that have value beyond the traditional view of business entrepreneurship (Gibb, 2005). At our university, ‘enterprise’ encompasses a broad range of skills and is holistically defined as a behaviour expressed by starting your own business, operating as an intrapreneur within an organisation setting up or working on projects and community ventures, seizing an opportunity and developing it and creative problem solving.
Able to confidently and critically identify and use information and digital technologies to enhance academic, personal, and professional development.
Digital literacy involves confident and critical use of information and digital technologies to enhance academic, personal, and professional development:
- Computer literacy: the ability to identify, adopt and use digital devices, applications and services in the fulfilment of activities and tasks whether study, employment or leisure related
- Information literacy: the ability to find, access, evaluate, manipulate, re-use, synthesise and record information whilst understanding issues of authority, reliability, provenance, citation and relevance in digitised resources
- Media literacy: including, for example, visual literacy, multimedia literacy - the ability to critically read and creatively produce professional communications in the most appropriate media
- Communication and collaboration: the ability to develop and engage in digital networks appropriate to the needs of the participants and context, using a range of digital communication tools and showing awareness of identity and reputation management
- Digital scholarship: the ability to participate in academic and professional practices that depend on digital systems, including the use of virtual learning environments, open access repositories, resource discovery tools and emergent technologies whilst demonstrating an awareness of the issues around content discovery, authority, reliability, provenance, licence restrictions, adaption and re purposing of sources
- Academic practice: the ability to study and learn effectively in formal and informal technology-rich environments which may include the use of digital tools to support critical thinking, academic writing, note taking, reference management, time and task management, being assessed, attending to feedback in digital/digitised formats and independent study using digital resources and learning materials
- Professional development planning: the ability to make informed decisions and achieve goals, through the effective use of digital tools and media, which may include e-portfolios, professional online communication and collaboration tools, and networking facilities, demonstrating an awareness of identity and reputation management. The above definitions have been developed with reference to Sterigoulas, L.K. (2006)
Able to engage effectively, inclusively, and responsibly in a multicultural world.
A student’s global outlook is concerned with enabling their effective and responsible engagement with the multicultural and globalising world. It involves them demonstrating inclusive behaviours, cross cultural awareness and capability, and international perspectives.
