The concept “graduate capability” has been created to respond to the trend that tertiary education graduates routinely encounter uncertainty and complexity. Adopting a multiple-site action research design, this study explored ways to address graduate capability across five disciplines in a New Zealand vocational education institution. Participants were 215 students and 21 teaching staff. Data collection included interviews, team meetings, and a variety of pedagogical documentation. Ethnographic content analysis was used for data analysis which generated five discipline-specific approaches to graduate capability intervention. Each approach included five dimensions: selection of focus capability items (FCIs) for intervention, composition of FCIs, strategies to address FCIs, impact of the intervention, and relationship between the intervention and the academic programme. This study not only helps the sampled programmes address graduate capability in an intentional and systematic way, but also offers an operational framework for designing capability intervention programmes in similar settings.

中文翻译：

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通过行动研究解决研究生能力问题：新西兰背景下的跨学科视角

“毕业生能力”的概念是为了应对高等教育毕业生经常遇到的不确定性和复杂性的趋势。本研究采用多站点行动研究设计，探索了在新西兰职业教育机构中解决五个学科的毕业生能力问题的方法。参加者为215名学生和21名教职员工。数据收集包括访谈、团队会议和各种教学文件。人种学内容分析用于数据分析，产生了五种特定学科的研究生能力干预方法。每种方法都包括五个维度：干预的重点能力项目 (FCI) 的选择、FCI 的组成、解决 FCI 的策略、干预的影响、以及干预与学术课程之间的关系。这项研究不仅有助于抽样计划以有意识和系统的方式解决研究生的能力问题，而且还为在类似环境中设计能力干预计划提供了一个操作框架。