Creator of New Knowledge

Creators of new knowledge possess the research and innovation skills to make active contributions to fields of learning. They creatively generate new ideas to solve problems, which they rigorously analyse and test. They recognise it is important to share and disseminate their results.

  1. Why is this graduate attribute important?
  2. Ideas for incorporating into module or programme

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Why is this graduate attribute important?

Graduates possess knowledge, skills and competences for their discipline, but also need to be aware of their responsibility as a practitioner to create and share knowledge among others, as part of a community of practice. Creating new knowledge stretches beyond the generation of ideas and requires the application of academic and professional rigour to ensure the durability of the knowledge, and the active engagement with others to ensure the impact of the knowledge.

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Ideas for incorporating into module or programme

Project work

Students carrying out project work will often generate new knowledge which they can share with other members of the project group, with other members of their class, and with others outside their class. Building into projects opportunities for students to recognise where they have generated new knowledge, and how they can share that new knowledge with others, will help further develop this graduate attribute.

RAFT Case Study: Problem Based Learning

Sample learning outcomes

  1. Solve real problems and generate knowledge through their problem solving
  2. Reflect on their learning
  3. Relate their learning to the edge of their field and what is already known
  4. Communicate and share their learning with others


Presentations can provide opportunities for students to reflect on how they generated knowledge and how it relates to current knowledge. In particular, group or poster presentations where students are asked to refer to literature in their discipline or to defend their ideas represent excellent opportunities for developing this graduate attribute.

RAFT Case Study: Group debate, Poster presentation

RAFT Case Study: Group debate, Poster presentation

Sample learning outcomes

  1. Communicate effectively regarding their own knowledge and the knowledge of others
  2. Ensure others generate an appropriate understanding of the effect of their work
  3. Enhance the impact of their learning on others


An ePortfolio developed throughout the entire duration of a given programme, with students contributing to the ePortfolio at all years and in all modules, represents an excellent opportunity for students to both reflect on their knowledge over time, and consider how their knowledge relates to what is already known. Where students are asked to share their ePortfolios with their classmates, they are enabled to relate their knowledge to what is known by their classmates. This also provides a way for their learning to be considered at the programme rather than module level, and for their creation of knowledge to be related directly to their disciplines rather than atomised at module level.

RAFT Case Study: Reflective journals

Sample learning outcomes

  1. Relate the outcome of their work to the work of others
  2. Recognise where new knowledge is generated
  3. Generate knowledge directly related to their discipline, and understand this relationship

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