• Section 1 - Preamble
• Section 2 - Purpose
• Section 3 - Scope
• Section 4 - Policy
• Graduate attributes
• Evidencing graduate attributes
• Section 5 - Non-Compliance

Section 1 - Preamble

(1) Charles Darwin University (‘the University’, ‘CDU’) seeks to be Australia’s most connected university, courageously making a difference in the Northern Territory, Australia and beyond. Through connections and relationships, CDU students can realise the benefits of learning, undertaking research and working together to grow our communities.

Section 2 - Purpose

(2) This policy outlines the University’s Graduate Attributes, which inform curriculum design, delivery and assessment, extra-curricular activities, and students’ critical self-reflection of their learning journey. 

Section 3 - Scope

(3) The Graduate Attributes apply to students enrolled in higher education and vocational education and training (VET) courses at AQF Level 5 and above, inclusive of coursework and research. Graduate Attributes are aligned with, and should be fulfilled by, attainment of the course learning outcomes or competency requirements.    

(4) Graduate Attributes do not replace professional attributes but are distinct in themselves. Professional attributes associated with professional bodies will be adhered to and aligned in the curriculum.

(5) Graduate attributes are fully realised within the entirety of degree programs and VET qualifications AQF Level 5 to 9.

Section 4 - Policy

Graduate attributes

(6) Graduate Attributes manifest in both physical and digital forms. They are steeped in deep discipline-specific knowledge that follows globally-acknowledged sustainability practices.

(7) Our students will be:

1. information literate;
2. imaginative and enduring innovators;
3. culturally responsive in their engagement with First Nations communities  and issues;
4. impactful and influential leaders;
5. ethically and socially just; and
6. creative and courageous communicators.

Evidencing graduate attributes

Information literate

(8) Students are information literate when they can:

1. find, analyse, and critically evaluate arguments and use evidence from a full range of sources;
2. apply interdisciplinary knowledge to solve real world problems;
3. apply professional knowledge and skills in a workplace related to the discipline;
4. demonstrate a knowledge of research methodologies appropriate to their disciplines and use these as a tool to make evidence-based decisions; and
5. critically and ethically use generative artificial intelligence and related technologies to support information discovery, analysis, and knowledge creation, including evaluating outputs for accuracy, bias, and appropriate attribution.

Imaginative and enduring innovators

(9) Students are imaginative and enduring innovators when they can:

1. discover learning opportunities when seeking to find new solutions to old problems;
2. demonstrate thought leadership through the synthesis of emerging disciplinary trends and technology; and
3. generate creative works and perspectives across new and emerging fields.

Culturally responsive in their engagement with First Nations communities and issues

(10) Students are culturally responsive when they can:

1. privilege First Nations standpoints when working with First Nations communities;
2. engage in issues associated with  First Nations communities;
3. engage with new forms of First Nations knowledge sharing; and
4. demonstrate a respect for the values and knowledge of First Nations peoples through academic rigour within the discipline.

Impactful and influential leaders

(11) Students are impactful and influential leaders when they can:

1. independently manage and plan their careers, identifying and pursuing diverse and evolving pathways within and beyond their discipline;
2. seek and apply global knowledge and perspectives into their industry;
3. develop and demonstrate professional characteristics that reflect authentic leadership, integrating their personal values with their professional identity; and
4. engage transparently and respectfully in culturally and/or linguistically diverse contexts to contribute to meaningful, sustainable, and contextually appropriate change.

Ethically and socially just

(12) Students are ethically and socially just when they can:

1. sustain the principles of academic integrity in their professional practice;
2. consistently apply the principles of digital equity;
3. promote and advocate for social and civic responsibilities, human rights, and sustainability associated with their industry; and
4. critically evaluate and apply generative artificial intelligence in ways that uphold ethical standards, minimise bias, and promote equity and social justice.

Creative and courageous communicators

(13) Students are creative and courageous communicators when they can:

1. creatively communicate with others with courage, curiosity, and discernment; and
2. employ sophisticated electronic and creative media use in workplace communications and collaborations, with transparency and critical awareness.

(14) Teaching and Learning Connect provides information on how units and courses may align their learning outcomes to the Graduate Attributes.

Section 5 - Non-Compliance

(15) Non-compliance with governance documents is considered a breach of the Code of Conduct - Employees or the Code of Conduct - Students, as applicable, and is treated seriously by the University. Reports of concerns about non-compliance will be managed in accordance with the applicable disciplinary procedures outlined in the Charles Darwin University and Union Enterprise Agreement 2025 and the Code of Conduct - Students.

(16) Complaints may be raised in accordance with the Complaints and Grievance Policy and Procedure - Employees and Complaints Policy - Students.

(17) All staff members have an individual responsibility to raise any suspicion, allegation or report of fraud or corruption in accordance with the Fraud and Corruption Control Policy and Whistleblower Reporting (Improper Conduct) Procedure.