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Teaching and Learning

Graduate Attribute 2: Creativity


Creativity is defined as "an ability to develop creative and effective responses to intellectual, professional and social challenges (SCU Graduate Attribute 2)".

Creativity is a skill that underpins most activities, although this may be less obvious in some disciplines. A student is supported to develop creativity when they are required to apply imaginative and reflective thinking to their studies. Students are encouraged to look at the design or issue through differing and novel perspectives. Creativity allows the possibility of a powerful shift in outlook, and enables students to be open to thinking about different concepts and ideas.

Strategies and Approaches

An example of encouraging creativity is highlighted in the Bachelor of Business in Tourism and Hospitality Management course. Students engage with this Graduate Attribute in a first year unit as a topic, where they create a marketing plan designed to highlight their creativity in both thinking and application. To help students to develop a self-awareness of their creative process, reflective practice is embedded in the assessment. This requires students to write initial ideas pre-assessment, and then reflect on those ideas and how they may have changed at the end of the task. Students can then see how their creative problem solving skills have developed.

The table below highlights how this Graduate Attribute relates to unit learning outcomes, and demonstrates relevant learning strategies.

Learning Outcome and Creativity (GA2)Assessment Task Examples

Learning Outcome: employ critical judgement and critical thinking in creating new understanding

Oral presentation:

  • Apply critical thinking skills to develop a valid argument to convince the audience. You will need to demonstrate your understanding of marketing theoretical concepts to do so.

Learning Outcome: develop creative and effective responses to Human Resource problems in a broad range of contexts

Wiki case study:

  • Engage with key principles and theories of the unit to stimulate your thinking. Create realistic solutions for the case study situation.

Further Reading

There have been several projects investigating graduate attributes, their integration and applicability in university curricula and teaching practice.


Understanding academic staff beliefs about graduate attributes project (B Factor) 2009

This study found that staff acknowledged the importance of Graduate Attributes but had a lack of confidence about how to integrate them into teaching practice in a meaningful way.

Increasing institutional success in the integration and assessment of graduate attributes across the disciplines by identifying academic staff beliefs about graduate attributes

The National Graduate Attributes Project (GAP) 2009

This project reported on the critical role of academic understanding of graduate attributes, and how this is essential to effective incorporation.

Integration and assessment of graduate attributes in curriculum

A National Teaching Fellowship on Assuring Graduate Capabilities: Evidencing levels of achievement for graduate employability fellowship 2011

This fellowship, led by Bev Oliver, looked at capabilities (attributes) and developed a range of resources to ensure graduate capability. This was followed by Good practice Report: Assuring Graduate Outcomes (2011).

Assuring Graduate Capabilities