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Course Design Blueprint: Employability, Enterprise & Entrepreneurship

Graduate Attributes

Graduate Attributes

The University has a set of eight identified Graduate Attributes that all students will develop through their academic journey with us. Students will be able to recognise and articulate these attributes to succeed in the increasingly complex graduate labour market. The University’s Course Design Framework explains the process of embedding the Graduate Attributes into the curriculum, through the development of content to support Employability, Enterprise and Entrepreneurship (EEE). It demonstrates how attributes can be developed through learning activities, and assessed through learning outcomes and innovative assessment. 

 

Through effective course design and implementation, course teams can help students to identify where they are developing the Graduate Attributes throughout their degree, and provide spaces for students to reflect on their personal progress in developing these essential attributes. Course Teams must consider how these Attributes are embedded into course and module (re)design and development.

 

Bringing the Graduate Attributes to life

Each of the 8 Graduate Attributes have a number of underpinning key skills, and can help you to consider how they can be effectively embedded and better understood by students. However, this is not a prescriptive list as we recognise that there may be additional interpretations and, thus, suitable skills, based on sector and course specialisms.

Bringing the Graduate Attributes to life

Self-organised

 

 

An individual's ability to manage their tasks, time, and goals effectively without requiring constant supervision. It is often a key attribute in professional and personal growth. Developing self-organisation skills often leads to greater efficiency, productivity, and satisfaction in both personal and professional environments.

Key skills might include:

  • Decision making: Evaluating information and making choices confidently without excessive guidance or supervision. 
  • Time-management: Prioritising and allocating time effectively to balance multiple tasks or projects.
  • Initiative: Taking proactive steps to start tasks and find solutions without waiting for direction.  
  • Accountability: Taking responsibility for one’s actions and outcomes, including acknowledging mistakes and learning from them.
  • Prioritising workload: Identifying the most important tasks and organising work priorities around them. 

Lecturer perspectives on where students develop self-organisation within their course

"Our course aligns with the Bologna Convention, European Union Agreement, and higher education qualifications framework. Key attributes such as self-organisation, planning, and proactivity are integral throughout the program, culminating in the dissertation or independent project where students must demonstrate these skills to pass."       
David James, Head of Law and Social Sciences, Course Leader for Criminology and Sociology
 

“Self-organisation is essential for healthcare practitioners, given the balance between academic studies and placements. The course includes a module called Personal and Professional Development in year one, focusing on time management and organisation. Students receive guidance and support from both faculty and student services throughout the three-year program." 
Professor Ruth Strudwick, Professor in Diagnostic Radiography, Head of Allied Health Professionals
 
“We set deadlines for our students early on to help them adjust to larger workloads. In the first year, they may feel overwhelmed, but we guide and support them in structuring their assignments. For instance, in my introduction to programming course, I provide weekly tasks that lead up to the final assignment submission. As students’ progress through the years, we gradually notice that they require less handholding and observe significant improvement in time management and assignment completion between the first and third years." 
Dr Kakia Chatsiou, Lecturer in Computing
Creative and critical

 

 

Combines the ability to generate innovative ideas with the skill to evaluate and refine them thoughtfully. Key attributes might include the student being open-minded, curious and imaginative, able to consider multiple perspectives to develop logical decisions or arguments.

Key skills might include:

  • Innovation: Creating unique approaches, methods, or solutions that add value. 
  • Evaluating / Critical analysis: Assessing ideas or solutions based on their strengths, weaknesses, and relevance. 
  • Flexibility: Adapting ideas to new contexts and thinking outside the box. 
  • Problem Solving: Identifying issues and generating, testing, and implementing solutions.  
  • Decision Making: Weighing up the pros and cons to make choices that are both informed and rational. 

Lecturer perspectives on where students develop creativity and critical thinking within their course

“In Creative and Critical Writing, we emphasise the importance of backing up creative work with a rationale supported by critical thinking and research. We encourage students to read critically, making the academic aspect rigorous yet accessible. The goal is to show that critical writing can be achievable, interesting, and beneficial for creative efforts. Workshops, lectures, and conferences cover this extensively." 
Dr Ashley Hickson-Lovence, Lecturer in English and Creative Writing
 

“Creativity is an integral part of our assessments and teaching methods. We ensure that assignments involve critical thinking and require students to generate their own ideas. Even traditional essays encourage creative approaches to questions and solutions. Additionally, we have dedicated modules focused on creative art in childhood studies, exploring methods like arts, music, and drama to work with children and families." 
Dr Ivana Lessner Listiakova, Associate Professor in Childhood and Education
 
“We always encourage our students to be critical of what they're reading and seeing in practice, but on a professional basis. We teach them the gold standard or textbook standards, but when they go out into practice, they're going to see patients who don't fit into that gold standard category. They need to adapt to the individual needs of those patients, and that's where we build those skills to be able to adapt and be critical in their observations." 
Deana Hazeldine, Senior Lecturer, Diagnostic Radiography
Resilient and adaptable
 

 

Students can handle challenges, recover from setbacks, and adjust effectively to change. 
 

Key skills might include:

  • Open-minded: Embracing new ideas, situations, or challenges rather than resisting them. 
  • Perseverance: Staying committed to goals and continuing efforts despite obstacles or setbacks. 
  • Stress Management: Using techniques to cope with stress effectively. 
  • Growth Mindset: Open to exploring new concepts and ideas. 
  • Resourcefulness: Using available resources creatively to solve problems or achieve goals. 
  • Self-Reflection: Analysing experiences and feedback to improve resilience and adaptability over time.  

Lecturer perspectives on where students develop resilience and adaptability within their course:

“These skills are developed throughout the university career, especially at the postgraduate level. As students’ progress through the courses, they become more independent thinkers, and projects like the final dissertation help them become more adaptable and resilient." 
Dr Ross Kemble, Senior Lecturer in Business, Programme Leader for IBM and SEMBA Course
 
“We conduct workshops where students discuss their own work, with the lecturer facilitating the discussions. Students can use PowerPoint or give speeches to build confidence in addressing others in person. After the challenges of learning at home during COVID, we focus on rebuilding students' confidence through workshops and placements. In two modules, students develop work experience as writers in residence in places like schools, prisons, or old people's homes, encouraging creative writing about their experiences." 
Dr Ashley Hickson-Lovence, Lecturer in English and Creative Writing
 
“Resilience and self-discovery are crucial aspects of our university experience. By reinventing ourselves and understanding who we are, we develop the ability to overcome challenges. Learning isn't always easy, and that's okay because it builds resilience. Our supportive lectures recognise when challenges become overwhelming and guide us in developing necessary skills." 
Dr Ivana Lessner Listiakova, Associate Professor in Childhood and Education
Self-aware

 

 

Developing self-awareness allows students to understand their emotions, motivations and values, and be clear about what this means for them and their future. It helps them identify personal strengths and areas for development. Learning to reflect is important in helping to understand themselves, and identify and evolve goals.

Key skills might include:

  • Self-reflection: Ability to accurately reflect helping to recognise their personal motivations and values. 
  • Emotional Intelligence: Ability to deal with own emotion and the emotion of others. 
  • Self-confidence: Effective self-assessment of feelings and actions helps to improve confidence and self-esteem. 
  • Motivation to achieve goals: Ability to identify and develop an action plan to achieve future career plans and goals.

Lecturer perspectives on where students develop self-awareness within their course

“At the University of Suffolk, students can seek additional feedback and support from pack and academic staff after receiving grades. I, as a personal academic coach, am always available to help students as and when needed. While Level 7 students may be more independent learners, we still encourage them to utilise our services, which they often do."               
Dr Ross Kemble, Senior Lecturer in Business, Programme Leader for IBM and SEMBA
 
Reflection is embedded across the program, both academically and during placement. We have various assignments linked to reflective accounts, and students have opportunities to do reflective models in practice." 
Deana Hazeldine, Senior Lecturer, Diagnostic Radiography
 
“At our university, we offer personal academic coaches who provide individual support and guidance. Additionally, the approach of each lecturer varies, and I personally believe in relational pedagogies, understanding and supporting students on an individual level. I see students as future colleagues and aim to tailor my support to their unique situations and needs. Feedback can come from various sources, including online tests, which help students learn about themselves in different ways. It's essential to match the lecturer's approach with each student's personality and learning style to ensure effective support and guidance throughout their academic journey." 
Dr Ivana Lessner Listiakova, Associate Professor in Childhood and Education
Globally and socially informed

 

The ability for students to have an understanding of their world and their place in it. Students will demonstrate that they are receptive to new ideas, perspectives and the appreciation for difference in views, individuals, social and cultural backgrounds and experiences.

Key skills might include:

  • Listening: Effectively receive and understand information received from other viewpoints. 
  • Open-minded and curious: Willingness to explore complexity of global issues and make informed opinions. 
  • Evaluating / Critical analysis: Assessing ideas or solutions based on their strengths, weaknesses, and relevance. 
  • Communication: The willingness to challenge ignorance or intolerance, through well-researched and informed debate.  

Lecturer perspectives on where students develop resilience and adaptability within their course

“To promote global and social awareness, we include diverse literature and texts from various cultural backgrounds, we organise conferences with diverse speakers and encourage students to think beyond their own perspectives. We aim to be more diverse and inclusive as a university." 
Dr Ashley Hickson-Lovence, Lecturer in English and Creative Writing
 
“In international cohorts, diversity of views is valued and encouraged in the learning and teaching process. Examples from various cultural backgrounds are used to broaden perspectives and understand different environments and experiences. Guest speakers and case studies are incorporated to enhance learning in less diverse cohorts." 
Dr Fran Hyde, Lecturer in Marketing
 
“We have a designated module in the second year called the service user module, where we focus on different service user groups that students are likely to encounter. In practice, students meet different people from various backgrounds and experiences, which helps build these skills." 
Deana Hazeldine, Senior Lecturer, Diagnostic Radiography
Confident to share and lead

 

Combines strong communication, interpersonal, team building and leadership skills, allowing students to effectively express their ideas and guide others. Able to express viewpoints supported by evidence and reasoning.

Key skills might include:

  • Teamwork: Working in collaboration, demonstrating active listening to establish trust and mutual respect.
  • Presentations: Comfortably and effectively addressing groups, conveying ideas clearly and persuasively. 
  • Clear and Concise Communication: Communicating ideas in a straightforward, understandable manner to avoid misunderstandings.  
  • Conflict Resolution: Mediating disagreements and finding common ground to maintain a cohesive, positive environment. 
  • Accountability: Taking responsibility for their own actions and decisions, actively pursuing and providing feedback to develop self-awareness and self-management.
  • Leadership: The ability to inspire and lead a group

Lecturer perspectives on where students develop confidence and the ability to share and lead within their course

“To foster teamwork and diverse collaboration, implementing group-based assessments and practice exercises with mixed groups is effective. It simulates real work experiences where students cannot choose their group members. In student groups with many international students, additional support should be provided for those for whom English is a second language." 
Dr Fran Hyde, Lecturer in Marketing
 
“Our students do quite a lot of group work and course and great presentations and single presentations as well where they give feedback to each other. We are very much promoting leadership. They do some work on leadership in year three, but once again in practice placement, all these things are key really to being a good healthcare professional." 
Professor Ruth Strudwick, Professor in Diagnostic Radiography, Head of Allied Health Professionals
 
“We promote a safe and inclusive environment where students feel confident to share their ideas and lead discussions. In group work, students take turns leading and collaborating, which helps build their confidence in their abilities. We also organise events and conferences where students can present their work and showcase their leadership skills." 
Dr Ashley Hickson-Lovence, Lecturer in English and Creative Writing
Collaborative

 

An individual’s ability to work well with others to achieve shared goals, and build healthy relationships. This requires strong interpersonal skills, open communication, and a willingness to contribute to and support team efforts. 

Key skills might include:

  • Empowering Others: Help team members when needed, celebrate their successes, and encourage a supportive team dynamic. 
  • Reliability and Accountability: Following through on commitments and taking responsibility for one’s role within the team. 
  • Active Listening: Paying full attention to others’ ideas, questions, and feedback to build understanding and trust. 
  • Empathy: Understanding and valuing the perspectives and feelings of teammates, developing of emotional intelligence.
  • Conflict Resolution: Addressing disagreements constructively, and finding solutions that satisfy all parties involved. 

Lecturer perspectives on where students develop collaborative skills within their course

“Group work offers valuable soft skills that are essential for team collaboration in the industry context. Inviting industry experts to give lectures provides students with real-life insights into their topics." 
Dr Kakia Chatsiou, Lecturer in Computing
 
“Collaboration is crucial in our programme, and we actively promote it through group projects, workshops, and interdisciplinary collaborations. We also encourage students to collaborate with other departments and organisations to foster a sense of teamwork and networking." 
Dr Ashley Hickson-Lovence, Lecturer in English and Creative Writing
 
“Teamwork and integration into the health service are emphasised during placement, while integrated care days provide opportunities for students from different courses to collaborate. In-class group work also fosters teamwork skills, but the practical experience in the health service allows for working with other professionals, making it a key component of our programme." 
Professor Ruth Strudwick, Professor in Diagnostic Radiography, Head of Allied Health Professionals
 
"Throughout their studies, students engage in group work and communicate within their cohorts, fostering their collaborative attributes. We extend this approach beyond the university by involving outside stakeholders, organizing events with organizations to create networking opportunities for students. Encouraging networking and collaboration prepares students for a successful start beyond their academic journey." 
Dr Ivana Lessner Listiakova, Associate Professor in Childhood and Education
Research and digitally literate 

 

Encompasses skills related to finding, evaluating, and utilising information effectively, especially through digital platforms. Students with this attribute can navigate online resources and digital tools to gather reliable data, solve problems, and communicate their findings effectively.

Key skills might include:

  • Digital Tool Proficiency: Utilising technology to research, analyse, assess, handle, and disseminate information and data.. 
  • Cybersecurity Awareness: Recognising risks and maintaining safe online practices, including password security, data privacy, and recognising phishing attempts. 
  • Collaboration in Digital Spaces: Working effectively with others through digital collaboration platforms such as Microsoft Teams. 
  • Online Learning and Self-Education: Using online courses, webinars, and digital resources to enhance knowledge continuously.

Lecturer perspectives on where students develop research and digital literacy skills within their course

“We have research as a key part of the first year, second year, and students do quite a lot in their final year. Using technology and different applications to analyse data is also present throughout the curriculum." 
David James, Head of Law and Social Sciences, Course Leader for Criminology and Sociology
 
“We place significant emphasis on developing research and information search skills throughout the three years of the undergraduate degree. The library plays a crucial role in supporting students, and we actively encourage them to seek assistance there… I believe we're doing a good job in building students' research capacity."
Dr Kakia Chatsiou, Lecturer in Computing
 
“Research is an integral part of our programme, and from the beginning, students are encouraged to understand the importance of using high-quality resources and primary research in their academic work. We gradually develop their research skills throughout the degree, starting with analysing existing published research. In the second year, they explore different research methods through workshops, engaging in mini research projects within the class. In the final year, students undertake their independent projects, focusing on topics they are passionate about and selecting their preferred research methodologies, with support from supervisors." 
Dr Ivana Lessner Listiakova, Associate Professor in Childhood and Education

Examples - Helping students identify where they are developing the Graduate Attributes