Volume 14, Number 1, 2012 © WIETE 2012 Global Journal of Engineering Education 40 INTRODUCTION Graduate attributes are important factors in planning the curriculum of any university undergraduate programme. The attributes demanded by industry are twofold: technical knowledge and skills, and generic attributes. Generic attributes cover soft skills, personal attributes and values, which graduates should acquire irrespective of their area of study. Some studies have revealed that there is a mismatch between the skills students develop during their studies and the skills that employers need [1]. Graduate attributes have now become one of the core sets of higher education outcomes that every graduate should possess [2]. Integration of generic attributes in the curriculum ensures that students develop skills that will better equip them for the work environment and self-employment. Higher learning institutions put an increasing value on developing graduate attributes, seeking to renew and articulate their purpose in response to calls for accountability and quality assurance processes. Yorke argues that there is a correlation between graduate attributes and quality assurance measures because they are both used to compare and measure university academic programmes and their effectiveness [3]. Graduate attributes are: The qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future [4]. Many universities have redefined their curriculum to incorporate graduate attributes in teaching programmes and students with appropriate graduate skills demand a new approach to teaching and learning, which promotes integration and flexibility in working in multi-disciplinary projects [5]. This article presents a case study developed to assess the attainment of graduate attributes in fifth year industrial design students at the University of Botswana. The industrial design programme at the University of Botswana has adopted a project-based learning approach to address the rapidly changing workplace and societal environments. The literature shows that project-based learning approach provides graduates with conventional technical knowledge, as well as with suitable generic skills [6-8]. GRADUATE ATTRIBUTES IN THE CURRICULUM When developing a curriculum, traditionally, more emphasis is placed on technical skills, which cover discipline knowledge and skills. Of late, the emphasis also includes the development of generic attributes, called transferable Students’ perspective on the attainment of graduate attributes through a design project Richie Moalosi, M. Tunde Oladiran & Jacek Uziak University of Botswana Gaborone, Botswana ABSTRACT: Employers are demanding graduates who are competent in specific discipline knowledge and have the generic skills to cope with the ever-changing work environment. In response to this challenge, there is a growing trend in higher education with regard to the integration of graduate attributes in undergraduate programmes. Graduates must be able to solve problems, communicate effectively, work in teams and think creatively, and possess sound information technology skills. Integration of these skills in the curriculum demands a new approach to learning, teaching and assessment methods. This article presents a case study that was conducted at the University of Botswana with industrial design students to determine the effectiveness of a major design project in delivering graduate attributes. The study confirmed that project-based learning was an effective teaching approach in attaining graduate attributes. The study also revealed that students seemed to have attained most of the graduate attributes, such as creative thinking skills, accountability and ethical standards, and critical thinking skills. Keywords: Case study, graduate attributes, project-based learning, industrial design, design project