It makes you think, or does it? Exploring graduateness in university education

Steur, J. M., 2016, [Groningen]: Rijksuniversiteit Groningen. 137 p.

Research output: ThesisThesis fully internal (DIV)

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  • Title and contents

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  • Chapter 1

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  • Chapter 2

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  • Chapter 3

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  • Chapter 4

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  • Chapter 5

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  • Chapter 6

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  • Chapter 7

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  • Chapter 8

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  • Chapter 9

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  • Chapter 10

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  • Chapter 11

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  • Complete thesis

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  • Propositions

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Graduates from university degree programmes are expected to have achieved graduateness. Research in this domain is complicated by the variety of interpretations of graduateness (e.g. Barrie, 2004; Stoof et al., 2002) because the import of the used interpretation is often limited to the specific study. The interpretation is most often a mix of skills and attitudes for which the acquired level is rarely specified (Holmes, 2013). This thesis proposes a developmental approach to graduateness. The proposed model specifies four domains of graduateness: reflective thinking, scholarship, moral citizenship and lifelong learning. The model prescribes that graduateness occurs when the graduateness level is achieved for the reflective thinking domain and at least one of the other domains. This approach is in line with the idea that graduateness is interpreted differently in various disciplines because these disciplines attributed different values to the various graduateness domains (e.g. Jones, 2013). The graduateness level is determined by means of developmental theories for each domain. This developmental approach can provide guidelines for departments that aspire to include graduateness development as an integrated part of the university degree programme.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
Award date19-May-2016
Place of Publication[Groningen]
Print ISBNs978-90-367-8763-5
Electronic ISBNs978-90-367-8762-8
Publication statusPublished - 2016

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