Embedding reflection on graduate attributes in the psychology curriculum: The impact on self-efficacy and the perceived value of graduate attributes

Swingler, M. V. and Hendry, G. (2021) Embedding reflection on graduate attributes in the psychology curriculum: The impact on self-efficacy and the perceived value of graduate attributes. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 15(1), pp. 3-33.

Abstract

Psychology graduates face a volatile job market: promotion of their skills is increasingly important, yet they often lack awareness of and engagement with their Graduate Attributes (GAs); the employability skills developed throughout university in order to prepare them for the world of work. To address this, we designed, implemented and evaluated a GA reflective activity in a UK university. Undergraduate psychology students completed a measure of their self-efficacy in GAs (GASE) before and after taking part in a GA reflective activity. Students were asked to provide qualitative feedback on the value of the activity. GASE was higher after the activity but this effect was relatively small. A thematic analysis indicated that the activity was valued, but students wanted clearer guidance on the development and application of GAs. In summary, the GA activity had a marginal impact on GA self-efficacy and appeared to raise awareness of GAs and career goals. This reflective activity can be embedded in the curriculum as a stand-alone workshop or as part of personal development planning. Further work is needed to support students in identifying opportunities for skill development.

• Item Type: Articles
• Keywords: Graduate attributes, self-efficacy, employability.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Hendry, Dr Gillian and Swingler, Dr Maxine
• Authors: Swingler, M. V., and Hendry, G.
• Subjects: B Philosophy. Psychology. Religion > BF Psychology; L Education > LB Theory and practice of education; L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Medical Veterinary and Life Sciences > School of Psychology & Neuroscience; College of Social Sciences > School of Education; College of Science and Engineering > School of Psychology
• Journal Name: Practice and Evidence of Scholarship of Teaching and Learning in Higher Education
• Journal Abbr.: PESTLHE
• Publisher: Practice and Evidence of Scholarship of Teaching and Learning in Higher Education
• ISSN: 1750-8428
• Published Online: 22 December 2021
• Copyright Holders: Copyright © The Author(s) 2021
• First Published: First published in Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 15(1): 3-33
• Publisher Policy: Reproduced in accordance with the publisher copyright policy

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