Graduate attributes and their development

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Influences on the assessment of graduate attributes in higher education (2010, background): “2005 ) or ‘integrative’ (Huber and Hutchings 2004 ) do provide examples of alternatives to traditional forms of learning and assessment, which are well suited to being used effectively in conjunction with tools such as paper‐based or electronic portfolios (Yorke and Harvey 2005 ).”
Major influences on the teaching and assessment of graduate attributes (2012, background): “…all reinforcing the need for universities to produce graduates with the attributes required for work and life (ACNielsen, 2000; Auger, 1998; Barrie, 2006; Candy & Crebert, 1991; Candy, Crebert, & O’Leary, 1994; Harvey, 2005; Medlin, Graves, & McGowan, 2003; Rosenman, 1996; Yorke & Harvey, 2005).”
Is graduate employability the ‘whole-of-higher-education-issue’? (2015, background): “Graduate employability is indeed a slow crop (Yorke and Harvey 2005; Yorke 2010).”
Employability: a contemporary review for higher education stakeholders (2018, background): “Graduates cannot expect a job for life, so they must be able to respond to opportunity (Yorke and Harvey 2005).”
Hospitality Students' Competencies: Are They Work Ready? (2011, background): “They should also be aware of the needs and be able to relate their abilities to those required by employers (Yorke & Harvey, 2005).”