抄録
The outcomes of university education have become a central focus in quality assurance. This study examines 'graduate attributes* as such outcomes and aims to identify the characteristics of post-1992 universities by comparing them to Russell Group universities, which are traditionally research-oriented institutions.
Graduate attributes encompass skills, knowledge, and attitudes that extend beyond the disciplin ary knowledge students are expected to acquire upon completing an undergraduate degree. Profes sional expertise is also considered an important graduate attribute. Given that university education must prepare graduates to adapt to a fast-changing world and communicate across national borders, global competence can be identified as key graduate attributes.
Using quantitative text analysis (KH Coder), a method suited for identifying patterns in text con tent, a co-occurrence network of frequent words in the graduate attributes of post-1992 universities was constructed as the first analysis. The themes that emerged were then explored, and a compari son was made with those of Russell Group universities to determine whether these attributes are characteristic of post-1992 universities. In the second phase, coding rules related to global compe tence were developed, and a code analysis was conducted.
These analyses covered a total of 181 items of graduate attributes, with 108 items from 18 post- 1992 universities and 73 items from 8 Russell Group universities, all sourced from their official web sites between July and September 2023.
The first analysis revealed a strong emphasis on digital literacy and the use of digital technology. Fourteen of the 18 post-1992 universities (78%) referenced digital literacy, highlighting its significant focus among these institutions. The low level of digital literacy among adults in the UK, often dis cussed in the media, may explain the heightened awareness among post-1992 universities regarding societal needs.
Additionally, post-1992 universities showed a greater emphasis on professional development and practices compared to Russell Group universities. While traditional universities in the UK are regarded to have focused on the pursuit of knowledge itself, post-1992 universities, with their voca tional education roots, have aimed to apply knowledge in the real world. However, the comparison of graduate attributes suggests that the distinction between knowledge pursuit and application is becoming less pronounced across these institutions.
The second analysis found a greater number of codes related to global competence in post-1992 universities than in Russell Group universities. This finding may suggest that the concept of global competence serves as a unique differentiating factor for post-1992 universities, either as a strategy to distinguish themselves or as an integral part of their academic identity.
This study analysed the graduate attributes that universities expect their students to have ac quired by the time they complete their courses. These attributes are not the actual knowledge and skills acquired by their graduates. Analysis of the latter requires a different approach, utilising na tionwide surveys targeting individual students.
This study also explored the graduate attributes at the university level, aiming to identify general trends. Given the potential variation across different academic disciplines and fields of study, a future comparative study within the same disciplines would provide valuable insights.
https://ror.org/05bx1gz93 
