Graduate Profile

The EUB has developed statements that outline our expectations in terms of a Graduate Profile. Departments have also developed specific graduate profiles relevant to their own programmes (these amplify various aspects of the university profile).

Students graduating from EUB should have instilled in them the following values:
a) All people are entitled to be treated as equals, and should be free from discrimination based on their gender, race, ethnicity, educational background, age, religion, physical and mental abilities, and sexual orientation.
b) People should always treat one another with respect and tolerance. Violence is unacceptable in any form, and all disagreements should be resolved in a peaceful, cooperative manner.
c) Transparency, accountability, compliance, and ethical behaviour are fundamental requirements in the performance of social, community, and employment responsibilities.
d) Individuals are responsible for their own actions.
e) Truth and excellence should be pursued and encouraged in all activities, and it is inappropriate to besmirch the success of others out of jealousy or fear.
f) Life should be approached in a proactive manner, with a continuous search for improved solutions, and the initiation and participation in change by all individuals.
g) Material, energy, and human resources should be used responsibly, with careful regard for the environmental impacts of all activities.
h) Material and financial gains alone should never be the overriding life-goal of a human being, and their pursuit should not conflict with ethical, legal, and societal responsibilities.
i) Traditional cultures are important, and play a fundamental and valuable role in society.
j) Traditional knowledge is valuable, and can contribute to introduce knowledge.
k) National issues should be a personal priority for all citizens.

Students graduating from EUB should have gained the following abilities, skills, knowledge, and understanding:
a) Ability to communicate with others; with listening, speaking, reading, writing, and non-verbal communication skills sufficient to offer and receive complex information.
b) Ability to identify, deconstruct and solve complex problems; with skills sufficient to: obtain and analyse relevant information, including numerical information; use logical reasoning in constructing arguments; consider options and alternative viewpoints; and propose and implement holistic solutions.
c) Research skills sufficient to obtain information from diverse sources.
d) Ability to use contemporary information technology for communication, research, and analysis.
e) Specific skills sufficient to meet a specific national workforce need.
f) Life-skills sufficient to live and work in both urban and rural workplaces with international colleagues.
g) Knowledge of the requirements of ethical behaviour in the workplace.
h) Commitment to independent learning and the ability to self teach and adapt to change in careers and workplace.
i) Ability to cope with the continuous change of a rapidly evolving society.
j) Self-confidence and the ability to accept and provide constructive criticism.
k) Understanding of gender equity issues, and the processes for addressing gender based discrimination.
l) Understanding of the fundamentals of leadership, and the management of people, projects, time, and money.
m) Team-working and conflict resolution skills.
n) Appreciation and valuing of cultural and intellectual diversity and an ability to function in a multi-cultural or global environment.
o) Ability to interpret local issues and events within a global perspective.
p) Literacy in science, technology, environment, economics, and law sufficient to understand national issues.
q) Understanding of the needs of the general population in terms of health and education; including the impacts of alcohol and other drugs, violence and sexually transmitted infections.
r) Understanding of the needs of the general population in terms of livelihood maintenance and the requirements of sustainability in development.
s) Understanding of the social origin of crime and the processes for addressing it.
t) Familiarity with social and ethical responsibilities of citizenship, and the functions of representative democracy.