How to write a Program Graduate Statement and Learning Outcomes

Purpose

The Program Graduate Statement interprets the UQ Graduate Statement in particular program and disciplinary contexts. It connects the broad qualities of the UQ graduate to discipline-specific expectations, skills and experiences.

All elements of the UQ Graduate Statement should be included in some form within the Program Graduate Statement. Additional elements may be added which reflect the specific program context and requirements.

Writing tips

When writing your Program Graduate Statement: 

• Start with "Graduates". Start the program graduate statement with “Graduates have” or [Discipline] “Graduates have” e.g. Physiotherapy graduates… or Engineering Graduates... ​ 
• Maintain present tense. Use present tense throughout the statement (e.g., "Graduates of the Bachelor of Information Technology demonstrate..." rather than "will demonstrate"). ​
• Align with UQ Graduate Statement​. Ensure that program-specific statements are informed by and contextualises UQ’s Graduate statement: ​ 

A graduate of The University of Queensland is knowledgeable, curious and connected with the world. They value the perspectives and cultures of all peoples, acting with integrity, empathy, creativity, and courage. They understand complexity and challenge expectations to make positive change.​ 

• Avoid acronyms. Always spell out the complete name of the program (e.g., Bachelor of Information Technology instead of Bachelor of IT, B. Info Tech, etc). 
• Use active voice ​. Employ active voice to make statements more direct and engaging.  ​E.g., ”Graduates are critical thinkers" rather than "Critical thinking skills were developed by graduates". ​
• Be specific​. Avoid general or vague statements that do not say anything meaningful.​ E.g. "Graduates can design and implement complex software systems" rather than "Graduates are good at programming". ​ 
• Be distinct​. What will a graduate of your program have gained that no other graduates will? Distinct features set us apart from other universities. They should be specific, verifiable and beneficial to prospective students. (Think, Australia’s  only/first/largest/best/leading)​.
• Be concise. Describe only the core characteristics of graduates. Program Graduate Statements should be around 100 words and kept to under 700 characters. ​ 

This advice was developed with support from M+C and the Graduate Attributes Reference Group.

Example: The MBA Graduate Statement 

UQ MBA Graduates are knowledgeable, adaptable, curious and connected leaders. They demonstrate respect for others’ perspectives and cultures, leading with integrity, empathy, creativity and courage. They embrace ambiguity, understand complexity and confidently execute ideas to create business and social value. 

The section of this statement that match the advice are coded below with matching highlights between the advice and the relevant sections of the statement. 

1. Start with Graduates: this helps focus the statement. The program name is optional as the program graduate statement will be used in the context of the program.  

2. Maintain present tense: ensuring consistency across our statements and making these statements more useful for students to use in talking about their programs with potential employers. 

UQ MBA Graduates are knowledgeable, adaptable, curious and connected leaders. They demonstrate respect for others’ perspectives and cultures, leading with integrity, empathy, creativity and courage. They embrace ambiguity, understand complexity and confidently execute ideas to create business and social value. 

3. Align with UQ Graduate Statement: adapt the generic UQ statement to more specifically describe your graduates. 

UQ Graduate Statement: A graduate of The University of Queensland is knowledgeable, curious and connected with the world. They value the perspectives and cultures of all peoples, acting with integrity, empathy, creativity, and courage. They understand complexity and challenge expectations to make positive change. 

MBA Program Graduate Statement: UQ MBA Graduates are knowledgeable, adaptable, curious and connected leaders. They demonstrate respect for others’ perspectives and cultures, leading with integrity, empathy, creativity and courage. They embrace ambiguity, understand complexity and confidently execute ideas to create business and social value. 

4. Avoid acronyms: The MBA acronym is better known than the “Master of Business Administration” making this one of the times to use an acronym because it better suits the audience.  

5. Use active voice: Employ active voice to make statements more direct and engaging.    

UQ MBA Graduates are knowledgeable, adaptable, curious and connected leaders. They demonstrate respect for others’ perspectives and cultures, leading with integrity, empathy, creativity and courage. They embrace ambiguity, understand complexity and confidently execute ideas to create business and social value. 

6. Be specific: MBA students embrace ambiguity, lead and create. 

7. Be distinct: think about what is valuable and different about this program for your students. 

UQ MBA Graduates are knowledgeable, adaptable, curious and connected leaders. They demonstrate respect for others’ perspectives and cultures, leading with integrity, empathy, creativity and courage. They embrace ambiguity, understand complexity and confidently execute ideas to create business and social value. 

8. Be concise: the MBA graduate statement is 40 words 312 Characters 

Purpose

Program Learning Outcomes align to the UQ Graduate Attributes and are informed by the Program Graduate Statement.

Program Learning Outcomes articulate the specific and contextually relevant learning that graduates of the program will achieve. Program Learning Outcomes should, wherever possible, incorporate all UQ Graduate Attributes alongside any discipline-specific learning requirements. 

Writing tips

When developing your program learning outcomes (PLOs): 

Align with graduate attributes but reflect program specifics 

• Programs at UQ typically have 6 to 8 PLOs, but the number and specificity can vary due to factors like accreditation requirements. Generalist degrees may have more generic outcomes aligned closely with UQ Graduate Attributes, while specialist degrees may have specific outcomes aligned with accreditation standards. 

• Recognise that program learning outcomes are generally broad to encompass the goals of all of the courses in the program. 

• Match your PLOs to the Australian Qualification Framework (AQF) level of your program. 

• In the Jac system, PLOs are numbered. You can create sub-outcomes (e.g., 1.1, 1.2) to further refine and clarify your outcomes. 

Ensure program leanring outcomes are measurable

• Write outcomes that can be assessed through observable student actions or products. Our Graduate Attributes are aspirational and are life-long journeys, while PLOs are measured through our programs and achieved by program graduates. 

Be focused, intentional, and concise 

• Keep PLOs clear and to the point to ensure they are easily understood by students and staff. 

• Where required include sub-PLOs to break down the components for better clarity. 

Use Present Tense 

• Begin each PLO with a present-tense action verb (e.g., "apply," "evaluate," "create") to maintain a consistent and professional tone. 
• Remember that the Jac system introduces PLOs with “After successfully completing this program, students should be able to,” so your PLOs should follow naturally in the present tense. 

Ensure Relevance to Discipline, Staff, and Students 

• Use terminology and language appropriate for your specific discipline and audience. Consider students at all stages of your program, staff teaching the program and any accreditation bodies when writing your program learning outcomes. 

Plan for Mapping to Inform Program and Assessment Design 

• Develop PLOs that will assist in designing and managing the program effectively, ensuring alignment with courses and assessments. 

By following these guidelines, you can create effective and meaningful Program Learning Outcomes that support student learning and align with institutional goals. 

UQ offers a broad range of nested postgraduate coursework suites (Graduate Certificate, Graduate Diploma, and Master). We are required to ensure the integrity, coherency, and overall level of study for any nested program as an entire program as well as a component of the larger program(s). 

The Committee for Academic Programs Policy endorsed guidance for writing program learning outcomes for nested Posgraduate Coursework programs.