Analysis of Communication Skills and Graduate Attributes in Australia

This report provides a literature review focusing on the importance of graduate attributes, specifically communication skills, within the Australian higher education system. It examines the need for skill development and the effective embedding of these skills within curricula. The report delves into the development of graduate skills, explores strategies for enhancing skills like critical thinking and teamwork, and discusses the integration of these skills into the learning process. It highlights key practices for embedding graduate skills, including disciplinary curricula and enquiry-based approaches. The report also addresses the challenges and barriers to effective skill development and suggests strategies for overcoming them. The analysis includes discussions on critical thinking, teamwork, and the importance of learner-centered approaches. Finally, the report emphasizes the need for a holistic approach to skill development that considers various aspects of the higher education system.

Running head: COMMUNICATION SKILLS
Communication Skills
Name of the Student:
Name of the University:
Author note:

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Executive Summary
In this report, the literature review is explained on the attribution of the graduates that needs to
be explained in the higher education system in Australia. Various peer articles has been reviewed
in order to understand the needs about the attribution level in the higher education system. In
vivid details the skill development and then the embedment of those skills has been explained.

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Table of Contents
Introduction......................................................................................................................................3
Graduate attributes in the higher education in Australia.................................................................3
Graduate skills development............................................................................................................4
Embedding of the graduate skills....................................................................................................4
Strategies and activities for enhancing the development.................................................................6
Critical thinking...........................................................................................................................6
Teamwork....................................................................................................................................7
Conclusion.......................................................................................................................................8
Reference.........................................................................................................................................9

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Introduction
The higher education in Australian system consists of the various private, independent
and self governing public Universities that also includes the institutions that has an award for
higher educational qualifications. The graduate attributes has received attention in the recent
years that seeks the university to articulate and renew the various purposes. It may be claimed
that with respect of the implementation in the attributes in the graduation there is a need for
growing acceptance that will help in the proposition. It is considered the strongest evidence in
their achievement for the explicit embedding in this assessment. In this report, the various needs
for the business in order to make specific graduate attributes in the higher education system in
Australia.
Graduate attributes in the higher education in Australia
The development in the graduate skills is required on a specific provision that appeals
help them to foster in the context of the disciplinary learning that has to go beyond the
curriculum. Going beyond the curriculum mapping and embedding the design that has an
implementation on the various effective teachings that includes the strategic learning. The
learning will help in the promotion and enhancement in the attribution of the graduates. The
recent researches have been reoriented with the direction of the various researches that will help
in moving beyond the curriculum mapping and its embeddiment (Kraut, 2017). It can be argued
that there is a level of more emphasis that will be placed on the level of the graduation that has
eventually developed and the acquired through the role of the learning strategies and the
teachings that might be used by the instructors. There is a need to hold the qualitatively different
views that needs to be learnt in terms of the customer outcomes and their achievement.

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The learner centered approach has been eventually located in various constructivist
pedagogy that is considered as the best practices that is situated in the goals and the experience
values of the students that needs to be at the center of the various learning process. As stated by
Mulyana & Yuningsih, (2017), through enhancement of the various cognitive and the affective
development for the different procedures of the reconstruction and the construction. Some stated
that the graduate assessment skills have no clue about the different causes that needs to be the
outcomes of being measured (Kurtz, Silverman & Draper, 2016).
Graduate skills development
The Australian University is one of those academic board statement that is based on the
concerns of the graduate skills that demonstrates a varied and a wide range of capability and
skills that needs to be articulated and embedded with the various courses of the business. With
respect to the different assessments, there is a need to measure the different achievements of the
students that has their learning skills attached to the attributes of the graduates that may
affectively help in the teachings of the various leaning strategies (Neuner-Jehle, Grüninger &
Schmid, 2016). There is a need for the normative framework that may reflect a shared rhetoric in
the graduation skills that is clear from the reviews of the extant literature hat has been shared as
the lack of the understanding of it. There is a need to include the various embediment of the
enquiry-based approaches and their learning that has the structure of the effective learning.
Embedding of the graduate skills
The key practices of the embiddement on the graduate skills are based on the disciplinary
curricula. There is a need for consistent identification in the research of the high level graduate
skills that is mostly developed in the context of the knowledge of the disciplinary (Sabee, 2016).

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There is a need to be embedded within the disciplinary curricula that needs to be addressed rather
than the separation of the various strategies that can be easily divorced from the context of the
discipline. The report that is of the different academic staff protest that has almost need for the
creation of the different academic results that has a wide range of the different ability that needs
the separation with the workshops. This debate can be found in the extant literature that is based
on the pertaining powers of the specific graduate skills that has a critical thinking along with the
ethical practice as to whether such skills can be embedded in the course or not. Song & Lee,
(2016) mentioned that the strategies ranged from the acknowledgement that is regarded as the
token in the form of the course outline that requires the inclusion of the accessibility in various
tasks. These tasks can be in various forms that is made in the inclusion of the various
accessibility in the group assignments that has their oral presentations that needs to be taking a
call for the skills of the different students (Winoto, Chen & Tang, 2016).
There is a need to implement the gap between the parties linked with the various
conflicting and the divergent ways of the conceptualization, that is based on the skills that are
alos found in the academic staffs. There is also a need to state the notion of the graduation that is
a very weak one that is based on the conceptualization and the theoretical base. As per Harris et
al.(2014), it can be stated that the research work highlights the various inherent difficulties that is
based on the implementation of the various good practice models that can be used for the
development of the skills. But Hagemeier et al. (2014) stated that there is a need to identify the
various institutional, the individual, and the departmental barriers that disseminated the
information regarding what constitutes the good practices that may not be sufficient in ensuring
the meaningful development. There will be no evidence about the embedding and the integration
skills and their development that has been difficult to operate effectively.

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Strategies and activities for enhancing the development
As per the problematic analysis it can be identified that it is the best practice that helps in
the designing the promotion and the enhancement of the various graduate skills that is in general.
In particular there are the four skills that needs to be captured in the achievement process in case
of the students that will help in generalization of the results and the practices of the assignment.
There are various identifiable principles that can be shown in the activity design that may be
included in the contested ideas of the pedagogy of the students that may be active and
experimental. In case of the problem based learning that has a reflection authentication and the
collaboration that has no sign of the best in the practice (Chaharsoughi, Ahrari & Alikhah, 2014).
Critical thinking
As per Chua & Chua (2017), it can be seen that there is a need for critical thinking that
can be purposeful, self regulations on the judgment that helps in interpretation of the results that
might have an inference and the evaluation. Divan & Mason (2016) argued that the reviews of
the critical thinking and their essentiality in the sectors of the critical thinking review in the
literature form that may be termed as the usage of the critical thinking. The definition also
attempts to exclude the creative thinking to describe the reflective and the description in the
reasonable rate that helps to focus on the task and the people with their beliefs also. The critical
thinking as per some stated that there is a need to highlight the attributes of the different
incremental process that has their cognitive competencies as well as their ability. Brown (2016)
defined that the critical thinking is not based on the involvement of the evaluation of the
information but on the various concepts, that includes their analysis, conceptualization and the
synthesis (Zhang eta l. 2017).

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Some of the researchers, academic staffs, and the high educational industry and the
institutions that helps in the agreement in the critical thoughts that has the instruction that needs
to be stated in terms of the societal consequences and the various learning of the individuals.
Often it is stated that the critical thinking is based on the correct assessments of the statements
(Abdullah et al., 2016). Later a modified definition is based on the reasonable effectiveness of
the reflective thinking that is based on the corrections there is a need to elaborate on the various
general statements that needs to be decided what to be believed and what not to. The critical
thinking of the teachings is based on the different involvements of the perspectives that is based
on the involvement of the students and their ability and their skills that is based on the pedagogic
goal that needs to be transformed in the training period (Zentner, 2016).
Teamwork
The framework is designed in the form of the promotional activities that is situated in the
co operative theory of learning and the pedagogy. Zhang et al., (2017) stated that the co
operative learning is the instructor that needs to be carried as a careful structure as a part of the
learning experience that needs to be made on the specific decisions that is relatable to the goals
of the assignment that has the structure and the size and the structure of the group . A note must
be made on the different co operative and the collaborative learning that highlights the notion of
the collaboration that is the underpinned one by the approach of the construction that needs to be
learnt and should have a reflection (Divan & Mason, 2016). There is a need to build the
knowledge that has a co operative of the various ideas that needs to be shared but both the
notions do not imply the attainment of the goals (Abdullah et al. 2016).

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Assumptions are made that is based on the unanimous consent of the various literature of
the teamwork that has to be embedded in the curriculum that has to have a capability and
competence power to also co operate with the various settings of the group (Chaharsoughi,
Ahrari & Alikhah, 2014). The assignments of the students are based on specially addressing the
various developments of the team that has their goals that is unclear and has a mismanagement in
the various inequalities and the conflicts.
Conclusion
In this report, the literature review has been explained that is based on the various needs
of the business that can be considered as a specific graduate attribute in the higher education
system of Australia. The various aspects of the higher education system have been mentioned
that might affect the needs of the candidates in the business of their long term.

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Reference
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workshop on communication skill.
Brown, C. E., Back, A. L., Ford, D. W., Kross, E. K., Downey, L., Shannon, S. E., ... &
Engelberg, R. A. (2016). Self-Assessment Scores Improve After Simulation-Based
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Chaharsoughi, N. T., Ahrari, S., & Alikhah, S. (2014). Comparison the effect of teaching of
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Chua, Y. P., & Chua, Y. P. (2017). Do computer-mediated communication skill, knowledge and
motivation mediate the relationships between personality traits and attitude toward
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Hagemeier, N. E., Hess Jr, R., Hagen, K. S., & Sorah, E. L. (2014). Impact of an
interprofessional communication course on nursing, medical, and pharmacy students’
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Harris, D., Bellew, C., Asmar, A., Cendan, J., Gonzalez, L., & Johnson, T. (2014). The effect of
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