The citizen of the new century

Internationally, the debate about the attributes we should expect university graduates to demonstrate is building. Many universities are seeking to define the particular attributes they wish their graduates to display and are beginning a fundamental overhaul of the undergraduate curriculum. They recognise that the almost exclusive concern in the formal curriculum with the organisation, transmission and assessment of individual students’ mastery of subject content is not enough. Rather, learners must engage actively in problem solving and must develop and use a repertoire of information gathering and information sifting skills if formal education is to prepare them for an uncertain future.

Some are going further. They assert that graduates, as future leaders in their society, must practise ethical and social responsibility when they graduate. The University of South Australia has identified ethical and social responsibility as one of the seven qualities we wish our graduates to demonstrate.

While we aim to inculcate in our graduates characteristics and skills that will equip them for a world where ‘modular careers’ may become the norm, we want them to be more than personal survivors. The qualities we seek to engender are crucial to their role as professionals and future leaders who will further reshape this changing world. They are:

• ethical and social responsibility
• appropriate professional knowledge
• capacity for lifelong learning
• logical, critical and creative thinking capacities
• ability to work both autonomously and collaboratively
• effective communication skills
• international perspectives.

They are, in essence, the 21st century version of the best elements of a 19th century liberal education—qualities that make for a humane and tolerant society, prepared to address inequities in education and elsewhere through a commitment to excellence in all facets of professional behaviour. Since 1998 we have begun to revise every course to ensure that these qualities are inculcated, can be demonstrated and are assessed.

Conclusion

The citizen of the new century is more likely to have been educated in a university than the twentieth century citizen, if current trends in participation continue. Everywhere people seek higher levels of education to equip them for the knowledge economy of the twenty-first century. However, government response at present to this need—of both individuals and the wider society—must concern us. Increasing and broadening participation has social and economic benefits but undoubtedly will require additional public investment. Late twentieth century responses in developed countries suggest that governments lack the will to support such investment. Curriculum reform in universities may well prove the most effective way of ensuring that tomorrow's leaders-citizens of the new century-are more conscious of their responsibilities for equality in the whole society than have been today's leaders.