3. A glance at initial student responses – some numbers


Changemaker Outcomes for Graduate Success (COGS)

Not at all true or Hardly True

20% of students indicated less confidence in ‘taking responsibility for a small-scale leadership role within a team; communicating ideas, project and delivery plans so that responsibilities can be agreed.’

16% reported that is was ‘less true’ that they could ‘communicate effectively using appropriate written, verbal, visual and digital formats to demonstrate understanding to an identified audience.’ 


Areas of confidence (Exactly True)

Over 60% of students reported to ‘recognise that compromise and negotiation is required when working with others, demonstrating an awareness of the need to listen and utilise different methods of communication; adapting my behaviour in response to feedback’ and over half of them felt that they could perform as an effective team member.

General Self-Efficacy Scale

Exactly True and Hardly True

60% of students reported a level of confidence in being able to solve most problems if they invested the necessary effort. Students were less confident in their ability to get what they want when some opposes them.

The range and variance on student responses for each sub-scale were similar.


What does this mean for individual students?

There is a significant positive relationship between students’ responses to the Changemaker outcomes for graduate success (COGS) and the general self-efficacy scale questions (GES), r(126)=.64, p=.000. 

In general then, students who felt that the self-efficacy questions were not true for them also reported more negatively on their ability in regards to the 10 outcomes for graduate success.  On the flip side, students with high scores for the self-efficacy subset tended to report more positively (Exactly True or Moderately True) on the COGS items. 


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