ABSTRACT We explored how academic departments, university teachers and students in one research-led university in New Zealand identified and addressed challenges in achieving three particular graduate attributes. These attributes (global perspective, environmental literacy and those aspect of ethics that involve personal social responsibility) are distinctive in that they may encompass values, attitudes and future behaviours, in addition to knowledge and skills. We documented formal processes in each participating department; interviewed university teachers to understand how they conceptualised these attributes and the processes of teaching them; explored student perspectives via individual and group interviews and written responses to verbal questions in groups; held project-based and departmental discussions to help us understand how the diversity of perspectives and processes extant in this institution were understood; and developed resources to explore and support future academic engagement with the issues that have arisen in this research. We discuss a potential mismatch between what this institution’s strategic documentation aspires to and how departments and their teachers are managing these expectations, and we link this concern to the academic discourse on roles, responsibilities and capabilities of higher education. Our research has implications for all higher education institutions that express their aspirations or intentions for the values that their students will learn and we propose a research agenda to address our concerns.

中文翻译：

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我们会教我们的学生分享和关心吗？

摘要我们探讨了新西兰一所研究型大学的学术部门，大学教师和学生如何确定并应对实现三个特定研究生特征的挑战。这些属性（全球视野，环境素养以及涉及个人社会责任的道德方面）具有独特性，因为它们除了知识和技能外，还可能包含价值观，态度和未来行为。我们记录了每个参与部门的正式流程；采访了大学教师，以了解他们如何概念化这些属性以及教授它们的过程；通过个人和小组访谈以及对小组口头问题的书面答复来探索学生的观点；进行了基于项目和部门的讨论，以帮助我们了解如何理解该机构现有的观点和流程的多样性；并开发了资源来探索和支持未来的学术界参与本研究中出现的问题。我们讨论了该机构的战略文件所追求的目标与各部门及其老师如何管理这些期望之间的潜在不匹配，并将这种关注与关于高等教育的角色，职责和能力的学术论述联系在一起。我们的研究对所有表达其对学生将学习的价值观的愿望或意图的高等教育机构都有影响，我们提出了一项研究议程来解决我们的关切。