Understanding undergraduate attributes: A survey of student self-reported interest in and acceptance of diversity at the start of academic year 2014
journal contributionposted on 10.10.2017 by Gavin Brown, Makayla Grays
Any type of content formally published in an academic journal, usually following a peer-review process.
In addition to graduating students with significant disciplinary knowledge and skill, universities often seek to inculcate a range of generic cognitive and communicative skills and valued attitudes and dispositions. In New Zealand and Australia, these ambitions are referred to as graduate attributes.
This report examines student self‐reported endorsement of one attribute drawn from The University of Auckland’s Graduate Profile and contrasts mean scores according to
degree programme and progress. Specifically, students in the Faculty of Education were surveyed in the first half of the 2014 academic year as to their self‐rated respect for the
values of other individuals and groups, and appreciation of human and cultural diversity.
A 30‐item survey was completed by 342 students, and factor analyses resulted in a 7‐item, 1‐factor (unidimensional) model with adequate fit. There were no statistically significant differences in the mean scores of first‐year undergraduates, final‐year undergraduates, and Graduate Diploma students (who had already completed a bachelor’s degree in a non‐education discipline).