Page 15 - FSTE A5 Handbook

experiences as senior year students. The discussion is based on focus group interviews and
questionnaires among these senior year students. It covers perception and the experience
of application for credit transfer, students’ evaluation of the benefits of GE courses at AD
level, students’ evaluation of the benefits of GE courses enrolled in senior years, duplication
of course work and characteristics of student learning. The final chapter explores the way
forward. Graduate attributes are quite similar across institutions, albeit they are often
named differently. The challenge is how to ensure the GE courses facilitate students in the
development of these attributes, which are broad and open to different interpretations.
There is a need to further define them in more universally acceptable and measurable terms,
which would be very useful for guiding the development of new GE courses and considering
an individual student’s application for credit transfer. Institutions in the sub-degree sector
need to further strengthen their strategies to maximize articulation opportunities of their
graduates. These include customizing GE courses to fit into the degree programmes offered
by their preferred universities, helping students find a clear goal of their sub-degree education
and providing a high quality learning environment. It is only learning that finally counts, not
the form of activities; therefore, we should not be too pedantic when considering credit
transfer for GE in outcome-based education.

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