The relationship of graduate attributes and academic ability: A case study of Foundation Certificate students

Abstract

There is an expectation that students graduate from university with a collection of attributes they have acquired and/or developed during their university journey. It is possible that more academically able students have these attributes prior to enrolment. A repeated-measure analysis of 70 foreign, 89% from People’s Republic of China, students at Taylors College enrolled in a pre-degree University of Auckland (UoA) Foundation Certificate was conducted. Students self-rated themselves, early and late in the academic year, for six graduate attributes. Confirmatory factor analysis established adequate fit for all six attributes. Mean scores were consistently higher for the highest-performing group, but all students decreased in self-reported attributes by the end of the year. Attribute scores were weakly related to academic achievement; mid-year exam scores were correlated with intellectual factors, while final exam scores were correlated with openness factors.