Developing graduate attributes through multiple intelligence theory

Education today means more to acquiring the requisite competencies and skills so that the students are capable latter to work in different cultures and contexts. Mere knowledge and grades are not going to be sufficient for success and impact. Higher education, in particular, must ensure that the students acquire the right attributes. Further, linear approaches to developing nor measuring attributes may also not be enough for long-term success. This is where the theory of multiple intelligence (MI) is relevant as at its historical origin, intelligence tests described and predicted those who would be successful. This theory explains and deals with nine different kinds of intelligence, each independent of the other. Yet, until now, a better understanding of MI theory and its relationship between the acquisition of graduate and professional attributes is missing including how this can facilitate students to develop the right attributes. Hence, through critical analysis of extant literature, focusing on university students in Namibia, the aim of this paper is to explore the development of graduate attributes through MI theory.