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Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 39
The Swinburne approach to the development of graduate attributes and the associated generic
skills does not require the provision of quantitative measures of attainment. Instead, the
University aims to:
w ensure that all undergraduate programs provide ample opportunities for students to
develop the graduate attributes
w provide constructive and timely feedback to students on their progress in the development
of key skills at unit level
Units within each program are designed to foster some of the generic skills identified for the
relevant discipline. In addition, learners often receive feedback on generic skill attainment via
particular assessment tasks. Where such feedback is provided, the relevant generic skills are
listed in the Unit of Study Outline.
In comparison with graduates of other universities, Swinburne graduates consistently rate
the University highly for generic skill development. Mean scores on the CEQ generic skills
scale have been invariably greater than 70 (and occasionally above 80) across all fields of
education, in comparison with national averages which remain in the mid-60s (Figure 4.3).
% satisfaction; generic skill
90
80
70
60
50
40
Creative Arts Engineering Information
Technology
Management
and Commerce
Society and
Culture
2004 71.2 72.7 71.6 78.5 75.7 74.5
2005 74.5 81.1 75.2 74.5 81.6 76.6
2006 71.3 70.4 71.9 74.4 74.3 72.8
2007 69.9 70.2 70.8 73.7 77.9 72.5
2004–2006 National average 61.1 69.1 61.8 63.3 68.0 64.8
Figure 4.3 – CEQ ‘generic skills’ scale performance by broad field of education at Swinburne, 2004 – 2007,
with the national mean for 2004 – 2006 for each field.
All fields