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With increasing complexity in the world, universities continue to face pressure to demonstrate that graduates have acquired skills beyond discipline-based knowledge. These are generic skills like critical thinking, intellectual curiosity, problem-solving and so forth. In order to demonstrate this, universities have to show how their teaching contributes to the fostering of these skills. This can be a challenge for many reasons. [The authors'] mapping approach overcomes most of the obstacles by developing multiple indicators for each generic skill, making it easy to involve the lecturers-in-charge, summarising all their evaluations into important dimensions and, finally, representing the data in a three-dimensional visual map. This allows all the marketing subjects to be simultaneously evaluated in their ability to foster different generic skills, generating useful insights for effective curriculum development in a Marketing program. [The authors] illustrate this methodology using eight generic skills and 18 marketing subjects from a major Australian university.

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