This project will re-concept Graduate Attributes within a global context for the GenAI era. Within the last ten years, we have seen a significant change in the skills needed for graduate jobs, with a larger focus on the need for soft skills and higher-level critical thinking skills, as graduates begin to work remotely and make use of new technologies. To foster the attributes required for human-AI collaborative intelligence and better prepare students for global job markets in this new era, Graduate Attributes need to be reconceptualised to reflect the new skills and attributes that are needed to succeed in an environment reshaped by Generative AI.  

Many institutions have their own version of Graduate Attributes. However, there is a lack of a universal framework that can be applied across institutions in a global context. The higher order cognition required for the new AI era is also rarely featured in the existing frameworks. Such a gap has been mentioned briefly in existing CEP projects, such as Artificial Intelligence in the workplace, and the learner-earner journey. Nevertheless, it needs to be explored and addressed in a more comprehensive manner. Building upon the projects above, this project aims to co-create an evidence-based Graduate Attributes framework, guidance and recommendations for use/adaptation by the wider QAA members.  

This project involves five institutions and aligns to the ‘good practice in strategic reform’ and ‘enhancing student outcomes’ themes of the CEP scheme. The international contexts are chosen because the countries and regions are viewed as leaders in their response to the changing demands of industry and the skills needed for the evolving business sector. The chosen universities also have an established history of embedding the development of graduate skills/transversal skills within their degree programmes. and comprise of diverse student populations. 

The intended project outputs are: 

• A universal Graduate Attributes framework that is driven by industry, informed academic knowledge, and students' own expectations. This framework will ensure a holistic and balanced engagement with different stakeholders, in a global context.  

• Strategic guidance and recommendations for industry driven curriculum design, based on the proposed framework. This includes learning and teaching approaches, and assessment strategies.  

The project will be implemented by core project teams based at each institution:

a) the project lead from each partner; b) student representatives; c) Academic development unit /library staff. Student partnership is integral throughout, giving students an authentic voice. Partners are required to assemble diverse core teams, including representation from all stakeholder groups.