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Arguments for the articulation of graduate attributes before trying to see where these match or diverge from the concepts of research-teaching linkages currently under discussion.

(1) Raising awareness of the value of research amongst the student body: recognizing explicitly the inherent connections between graduate attributes and research-type processes may be one way of developing student awareness of the relevance of research both to their experience as students and to the wider impact research has in society;
(2) Focusing institutional, faculty, and departmental debates on the needs of the undergraduate curriculum: where debates about definitions of disciplinary research processes and practices have become contentious, focusing on graduate attributes may enable a refocusing of the debate on to needs of the undergraduate curriculum. The discussion can then move to the perspective of learning and teaching approaches most likely to inculcate some of the dispositions and approaches the disciplines would like to encourage by the time a student graduates from a programme. This is particularly useful for academics who feel that the research-model in their discipline as currently configured is broken or problematic. (Elaborate what this might look like in Arts and Social Sciences)
(3) Developing sustainable approaches to curriculum change rather than focusing on short-term initiatives (cf Simon Barrie)