The concept that students develop generic attributes through education and that these should be measured and reported has become a world wide phenomenon in the past ten years. The interrelated influence of these three trends has led to a search for measurable generic attributes which can demonstrate the acquisition of interdisciplinary knowledge, skills and attitudes important to the individual, society and employment. The review found that there are a common core of attributes identified by universities and these overlap the Mayer Key Competencies used in secondary schools and TAFE, although the former have a greater focus on attitudes and values. Table 1 compares the most common attribute areas used by Australian universities and the Mayer Key Competencies. These attributes are summarised in a few words to identify attribute areas.
Most universities describe their generic attributes in more detailed behavioural terms.
Employer views on generic qualities As mentioned earlier, improving the employability of graduates is one of the reasons supporting the development of generic attributes. A major difference is that attitudes are included in the generic attributes defined by universities and employers. Finally, employers were found to have clear and fairly consistent views about how generic attributes should be assessed and how best to report the assessment evidence to assist in staff recruitment. Five essential questions relating to assessing and reporting generic attributes There has been little research into the process of assessing and reporting on generic attributes and even less experience in practice. This is the next big issue to be addressed by organisations wishing to pursue generic attributes as measurable outcomes of education and training.