Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand

Abstract

Our research addressed two aims: to develop a systematic way to evaluate institutional engagement with graduate outcomes and to explore such engagement in higher education institutions in Aotearoa/New Zealand. An online survey was completed by 14/29 institutions with nine follow-up interviews to gather information on institutional engagement with graduate outcomes. Using a Maturity Modelling approach with indicators of planning, systems, delivery, assessment, evaluation and professional development support for graduate outcomes, we assessed the level of engagement in each institution. Results revealed patchy engagement across the polytechnic and university sectors. There was strong engagement with the planning, systems and delivery of graduate outcomes, particularly in the polytechnic sector, but much lower engagement with their assessment and evaluation, and overall, weak engagement with professional development support for graduate outcomes. Some mechanisms for promoting engagement with graduate outcomes were external drivers, a teaching-focused culture, strong leadership from the top and enabling structures. Our findings can inform institutional policies and practices in order to support not only compliance, but more importantly engagement with the graduate outcome agenda to improve the student learning experience.