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One way in which universities have sought to articulate the outcomes of a university education is through a description of the attributes of their graduates. Recent calls for universities to demonstrate the quality of their outcomes and processes have prompted a re-examination of the generic graduate attribute outcomes many Australian universities have espoused for the past decade. As university communities struggle to identify what combination of skills, attributes and knowledge to include in these statements of graduate outcomes, and begin to come to terms with how to develop curricula to effectively achieve such outcomes, the fundamental nature of these is a vital preliminary question to address. What are these things that universities call generic graduate attributes? This is a more fundamental question than what combination of skills, attributes and knowledge should be included on the graduate ‘shopping-list’, it is about the nature of the things on the list, and the nature of the list itself. In seeking to further our understanding of the meaning of generic graduate attributes, the research described in this paper used phenomenographic analysis to explore academics’ conceptions of generic graduate attributes in the context of contemporary teaching and learning practices at one Australian university. A way of describing the key aspects of the variation in academics’ understandings of the concept of graduate attributes is presented. The contribution of discipline background to conceptions of generic attributes is considered and the implications of the observed variation for universities’ current curriculum reform initiatives discussed. [ABSTRACT FROM AUTHOR]

e-Health is steadily integrating into modern health services, making significant changes in the way health services are traditionally delivered. To work in this new environment, healthcare workers are required to have new knowledge, skills and competencies specific to e-Health. The aim of this study was to understand the self-reported perceptions of graduates regarding the influence of an e-Health postgraduate program on their professional careers. In addition, this paper will provide an overview of the e-Health postgraduate program. All graduates from 2005 to 2015 were surveyed using an online questionnaire that consisted of a mixture of closed and open-ended questions. The number of participants in the study was 32. Response rate was 62%. The main motivating factors for studying e-Health were ‘relevance to current practice’ and ‘e-Health is the future’. The participants noted that the opportunity to ‘acquiring relevant knowledge’ and ‘having exposure’ were key benefits offered by the e-Health education program. The majority of graduates (n = 23, 72%) thought that the postgraduate e-Health program had an influence on their professional practice. A similar number of participants (n = 23, 72%) mentioned that they had worked in the field of e-Health since their graduation. Their professional roles mainly involved ‘implementation of e-Health in health service settings’ and the ‘use of e-Health in clinical practice’. While e-Health may be steadily integrating into modern health services, e-Health specific job opportunities are still relatively limited. e-Health workforce development must be given priority. [ABSTRACT FROM AUTHOR]