Graduate attributes for the public good : a case of a research-led university
CITATION: Van Schalkwyk, S., Herman, N. & Müller, A. 2012. Graduate attributes for the public good: a case of a research-led university, in B. Leibowitz (ed.). Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 87-99. doi:10.18820/9781928357056/07.
The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.za
Chapters in Books
ENGLISH SUMMARY : Hall (chapter two) and Walker (chapter six) stress the distinction between higher education as a private asset and as a public good. Previously, Walker (2002:43) argued strongly that universities have a role to play in the promotion of democracy and in inculcating the sort of ‘cultural capital, values and knowledge’ in its graduates that will contribute to a more just and equitable society. This debate is tightly linked to a growing focus on the nature of the attributes students leave university with, including how these attributes will equip graduates for future employment (Barrie, 2007:439). In South Africa the need for graduates who will be able to participate in growing the national economy was emphasised in the National Plan in Higher Education some ten years ago now (DoE, 2001). More recent mandates emanating from the Department of Higher Education and Training – for example the guidelines provided for aligning programmes with the Higher Education Qualifications Framework (HEQF) – have also included issues of citizenship and social justice (Government Gazette no 30353 2007).