Universal Journal of Educational Research Vol. 7(3), pp. 766 - 771
DOI: 10.13189/ujer.2019.070316
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Beyond the Technical Skills: A Case for Internationalization of Graduate Attributes in PhD Programs

Rajaraman Eri 1,*, Prasad Gudimetla 2, Ravichandra Vemuri 1
1 School of Health Sciences, College of Health and Medicine, University of Tasmania, Australia
2 School of Engineering and Technology, Bundaberg Campus, CQ University, Australia


Internationalization of curriculum (IoC) has garnered momentum, with many universities around the world now viewing graduate students as global citizens. One aspect of IoC that lacks clarity is the students' perception of internationalization of graduate attributes. In this study, we explored graduate student's perceptions of the graduate attributes that need to be included in the curriculum to become internationalized. Advanced stage PhD students (n=6) were interviewed about the relevance of internationalization of specific graduate attributes. A set of six specific questions were posed in the interview that was conducted as a group discussion and was recorded and transcribed. 5 out of 6 students observed that schools, faculties, and universities need to sponsor workshops and seminars regularly which will help students absorb attributes such as cultural and religious tolerance, societal awareness, stress management, building resilience which will help them fit well into any work environment. Another important factor was the need for more exchange programs and conference participation that will expose them to different work environments worldwide and help them recognize how their peers approach similar endeavors. Our study offers insights into what aspects of graduate attributes need to be addressed at the faculty and university levels to promote the IoC.

Internationalization, Graduate Attributes, Soft Skills, Exchange Programs

Cite this paper
Rajaraman Eri , Prasad Gudimetla , Ravichandra Vemuri . "Beyond the Technical Skills: A Case for Internationalization of Graduate Attributes in PhD Programs." Universal Journal of Educational Research 7.3 (2019) 766 - 771. doi: 10.13189/ujer.2019.070316.