Generic Graduate Attributes meet Threshold Learning Outcomes and Minimum Qualification Standards … or Why being generic is so last century

The Dawkins revolution in 1987–88 fundamentally altered the Australian university sector towards commercialisation, managerialism, and corporatisation (Saunders 2006). Since this time, Australian universities have been made to become more accountable to students and external stakeholders. This includes the Federal government, which has progressively sought to increase accountability in the sector by requiring each Australian university to annually produce Quality Assurance and Improvement Plans (Al-Mahmood and Gruba 2007; Candy et al. 1994). These requirements have also been accompanied by other pressures, including increasing competition within the sector (for example, to create ‘distinctive’ learning experiences and degree programs), declines in federal funding, increased corporatisation of public universities, increased student enrolment, broader participation and a diverse student cohort