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This paper reports on progress with an electronic portfolio initiative underway at Curtin University of Technology in Perth, Western Australia. The electronic portfolio, branded the iPortfolio, has been piloted during 2009. This paper explains the features of the iPortfolio in its current stage of development, but more particularly how the iPortfolio meshes with and enhances the university's teaching and learning philosophy and strategic direction as it is articulated through Curtin's Curriculum 2010 project, a three-year institution-wide flagship initiative. In particular, the iPortfolio advances the curriculum renewal spearheaded through the Comprehensive Course Review process (using tools such as the Curriculum Map and the Needs Analysis). Central to Curtin's strategic direction is the embedding and assessing of course and unit learning outcomes which are derived from Curtin's nine Graduate Attributes.

This paper emphasises how the Web 2.0 and social networking features of the iPortfolio, are designed to facilitate reflective and collaborative learning in both formal and non-traditional learning contexts such as volunteer organisations, student clubs, peer mentoring groups, and similar communities. Self- and peer assessment and feedback are focal in the iPortfolio, particularly in relation to the attainment of the University's Graduate Attributes. Beyond the planned formal curriculum (that is, what is detailed in the course curriculum map), the iPortfolio enables students to support claims of learning achievements by creating critical reflections, adding digital evidence, and drawing on invited feedback from and collaboration with peers, employers and learning facilitators. Students collate their overall achievement of the Graduate Attributes in a specific iPortfolio tab (the My Ratings tab), then rate their achievement using a five point scale. It is envisioned that these student self-rating data will in the future be triangulated with existing unit survey instruments and Curriculum Maps as part of the Comprehensive Course Review as a quality assurance process around student attainment of learning outcomes.

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Disruptive technologies, emerging global markets, and uncertain workforce requirements are driving the need for skilled graduates. This research developed a framework for collaboration between stakeholders to ensure work-ready graduates and sustained economic growth. A mixed-methods, multiple case study research design was deployed to gather data from graduates, employers, staff, students, and professional body representatives across three disciplines. The Australian course experience questionnaire generated 476 graduate responses and 1,175 comments. The graduate employability surveys collected responses from 88 graduates, 51 employers and 34 teaching staff. SPSS and Excel functions were used for quantitative data analysis and Nvivo for thematic analysis. A cross-case analysis of the three case studies revealed consistency in stakeholder perceptions of domains perceived as important for graduate employability with collaborative partnerships emerging as integral to actualizing the domains. Findings from this research challenge conventional university approaches to brokering and maintaining partnerships and suggests a holistic engagement framework for stakeholders.

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