Abstract
Graduateness in higher education research forms part of the discourse on the readiness of graduates to take their rightful place as productive citizen in the professional world. The link between graduateness and employability is characterized by a collection of attributes and professional skills that makes a graduate employable. Although the task of developing graduateness is regarded as a critical outcome to enable students to obtain employment it is not directly addressed in the modules that comprise a degree. Academics find it difficult to incorporate the noncognitive attributes of graduateness in teaching partly because of a lack of clear definitions. As a result of this lack in an ODL context, it may be even more difficult to develop students’ graduateness than in a residential setup. By analyzing approaches to develop graduateness through a Role Theory lenses it is possible to come to an understanding of the roles, behaviors and expectations evident in the key participants in developing graduateness. These aspects are expressed and captured in a model that serves as the foundation for creating approaches to the development of graduateness in an ODL context.
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Mentz, J.C., Schoeman, M.A., Loock, M. (2019). The Roles, Behaviors and Expectations of the Participants in the Development of Student Graduateness. In: Rønningsbakk, L., Wu, TT., Sandnes, F., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2019. Lecture Notes in Computer Science(), vol 11937. Springer, Cham. https://doi.org/10.1007/978-3-030-35343-8_47
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