Lecturer and Director of Employability
The programme aims to provide career support and guidance and is committed to the academic success of students. It provides a suite of personal development opportunities, designed to help students gain experience and skills that are highly relevant to academic study.
Student-centred, inclusive, and flexible, the EECS Graduate Attributes Programme (GAP) provides opportunities for engagement at all levels. It is a professional development programme for planning, promoting, and supporting the personal, professional, and career development of students. It articulates the knowledge, behaviours, and attributes of successful graduates and encourages them to realise their potential.
The programme has been designed to meet a baseline standard of quality that is benchmarked against the QM core values, namely: Inclusive, Proud, Ambitious, Collegial, and Ethical. The programme also integrates EAST, the Queen Mary student career journey, designed to help students prepare for life after graduation, which consists of four stages: Explore career options, Acquire experience, Showcase your skills and experience, and Transition towards your next steps.
Each of the four domains has sub-dimensions which link to the different graduate attributes. The GAP also maps attributes to potential interview questions to aid students' transitions and bridge the academic/education-career gap, as demonstrated
in the diagram above.
The EECS Graduate Attributes Programme visually articulates the attributes of successful graduates and links these to available opportunities for students to develop themselves - this makes it highly valuable for students as they transition to the workplace.
A focus group was initially conducted with student representatives in which data was collected on their current awareness and understanding of graduate attributes and what opportunities they had to achieve these. The data collection demonstrated severe lack of awareness, and this visual wheel was created as a response. Students in their third year of studies were then asked to use the wheel to help them reflect on the opportunities and activities they have engaged in during their time at Queen Mary. They used this reflection to underpin their description for a LinkedIn profile. The feedback received was very positive and the framework was highly regarded among the student group.
To further enhance this initiative, a coursework component has been developed to integrate structured reflection on graduate attributes within the Professional and Research Practice module for first-year students. This eight-week reflective plan provides a step-by-step approach for students to connect their academic and personal experiences with the QMUL Graduate Attributes, fostering self-awareness, personal growth, and alignment with these essential competencies.
The coursework is designed to guide students through a series of targeted reflection exercises that align with key graduate attributes such as Engagement in Learning, Critical Thinking, Global Awareness, Communication, Collaboration, Innovation, Resilience, and Adaptability. Each week, students focus on specific attributes and use a set of carefully crafted prompt questions to reflect on how their academic work, personal experiences, and interactions contribute to their development in these areas.
For instance, during Weeks 3–4, students concentrate on "Engagement in Learning" and "Critical Thinking and Problem Solving," exploring how their curiosity and participation enhance their learning. They also reflect on problem-solving scenarios and critically evaluate information they encounter. Similarly, in Weeks 5–6, students examine "Global Awareness and Communication," reflecting on cultural perspectives, global challenges, and their communication skills in group settings.
The plan incorporates bi-weekly reflections, where students produce concise written or verbal entries of 150–200 words. These reflections are assessed in workshops, where demonstrators review and provide feedback to support student growth. An additional element incorporated, to meet with academic advisors, encourage students to discuss their progress and align their goals with the graduate attributes. These one-on-one sessions provide an invaluable opportunity for students to receive tailored feedback, reflect on their academic and personal development, and refine their strategies for growth. The structured arrangement of these meetings, incorporated into the reflective plan, has significantly enhanced student engagement and ensured higher uptake. By embedding this activity into the overall framework, students are motivated to actively participate, fostering a deeper connection with their advisors and maximizing the impact of their reflective practice.
The coursework culminates in a final goal-setting activity during Weeks 10–12, which encourages students to synthesise their reflections and create a personal development plan. This activity challenges students to identify their top three goals for the next semester, focusing on specific skills or behaviours they wish to develop further. Students are guided to outline actionable steps for achieving these goals, ensuring alignment with the QMUL Graduate Attributes. By incorporating measurable milestones, this activity empowers students to take ownership of their growth and equips them with a framework for continuous self-improvement throughout their university journey and beyond.
In addition to this, a comprehensive mapping of all remaining modules in the programme has been conducted to align with the Accreditation of Higher Education Programmes (AHEP) standards by the Engineering Council. This mapping exercise demonstrates which modules address specific graduate attributes, showcasing the skills developed across the curriculum and aligning with the accreditation process undertaken by all colleagues.