This paper discusses the role of peer support groups (PSGs) in realising graduate attributes in the research degree. The literature indicates that top-down embedding of graduate attributes has met with only limited success. By taking a bottom-up approach, this paper shows that PSGs offer an opportunity to improve the graduate attribute outcomes of universities. This paper presents the experiences of research students in three PSGs in New Zealand, Australia and Malaysia, and the results of an exploratory opinion survey that required past and present PSG members to share their learning experiences about the development of graduate attributes. The participants favoured five attributes: communication, critical thinking, self-motivation, research organisation and teamwork. Viewing the development of graduate attributes through the lens of the students adds to our understanding of how PSGs help them to develop graduate attributes and contribute to university efforts to instil these attributes by taking into account experiential learning.
STRACKE, E., & Kumar, V. (2014). Realising graduate attributes in the research degree: the role of peer support groups. Teaching in Higher Education, 19(6), 616-629. https://doi.org/10.1080/13562517.2014.901955