Exploring the embedding of UWC graduate attributes in BSc programmes: a case study in the Faculty of Natural Sciences.

Abstract

The Faculty of Natural Sciences at the University of Western Cape (UWC) currently only offers named degree programmes, where most of the electives are offered at first year level. The Faculty has embarked on a project to integrate the Physical Sciences stream of degrees (Chemical Sciences, Physical Science, Mathematics & Statistical Sciences, Computer Science) into one general Bachelor of Science (BSc) degree with majors in the various areas of study. The new degree must be compliant with DHET standards, and must align with the Graduate Attribute (GA) Charter of the University thus fitting into the Institutional Operating Plan (IOP) of the University. The purpose of this study is to examine the extent to which the modules in these programmes ascribe to the UWC Graduate Attributes Charter. The study is framed using Bigg’s concept of constructive alignment as a conceptual framework (Biggs, 1999; Biggs, 2003), as well as Barrie’s framework of perceptions of graduate attribute development (Barrie, 2004; 2007). The study explores the perceived relevance of graduate attributes, and how graduate attributes are developed in modules, through alignment with teaching and learning activities and assessment. This study employs a mixed methods design, incorporating both qualitative and quantitative data. Firstly, module descriptors in the yearbook were scrutinised to check whether the modules do indeed fulfil what the UWC Graduate Attribute Charter espouses to do.