Curriculum alignment with international graduate attribute standards in engineering education: The CPUT experience

This paper presents a qualitative case study of how the Mechanical Engineering Diploma programme at Cape Peninsula University of Technology (CPUT) systematically aligned its curriculum with both national and international graduate attribute (GA) standards. The study examines the intentional integration of GAs across all 3 years of the programme in line with the Engineering Council of South Africa (ECSA) framework and the International Engineering Alliance (IEA) accords for engineering education. Drawing on curriculum documents, review feedback and aggregated student performance data, the paper explores how Outcome‐Based Education (OBE) and constructive alignment principles underpin curriculum design, teaching strategies and assessment practices. Key institutional mechanisms, including GA mapping matrices, sub‐minimum assessment policies, and evidence‐based moderation processes, are analysed to show how CPUT ensures that every graduate attains competence in all twelve prescribed attributes. Findings indicate a high level of GA attainment among students, supported by continuous quality improvement cycles informed by stakeholder feedback and external accreditation evaluations. The study identifies challenges in assessing professional attributes consistently and managing the associated administrative workload. It also highlights adaptive strategies, including workplace‐integrated learning, rubric refinement and reflective assessment, that help strengthen these attributes while preserving assurance standards. By providing a detailed account of the implementation and impact of GA‐based education in a resource‐constrained context, this study offers valuable insights for engineering programmes aiming to enhance curriculum relevance, meet accreditation standards and prepare graduates for global professional environments. Notably, enforcing GA sub‐minima can initially depress first‐attempt pass rates but preserves assurance of competence; structured reassessment subsequently restores completion rates without diluting standards. This case contributes practical guidance for GA‐aligned continuous improvement in resource‐constrained engineering programmes.