Design of the Graduate Readiness Score

The Graduate Readiness Score is a proposed, self-reported index of institutional practice. It comprises 20 structured items in five domains, with four items per domain. Each item is scored from 0 to 5, giving a maximum of 100. Completion takes approximately 5 to 10 minutes. The programme, rather than the institution as a whole, is the principal unit of analysis.

Conceptual model

The framework proposes a staged pathway: realistic expectations, essential foundations, transition into practice, timely post-qualification support and outcomes-informed improvement. This sequence is a design hypothesis and an organising device. It is not a claim that every learner follows the same trajectory.

Scoring

Each item uses question-specific, behaviourally anchored response options describing observable practice. The provisional maturity ladder is: 0 no provision; 1 informal or ad hoc; 2 defined but inconsistently delivered; 3 systematic and accessible; 4 monitored and reviewed; 5 systematically improved using relevant evidence. The ladder is not applied mechanically where it would reward bureaucracy over effectiveness.

"I do not know" is retained as an uncertain response and scores no points. Programmes with more than two unknown responses are not ranked until clarified. Domain scores are always reported alongside the total.

Weighting

Equal weighting of the five domains is a provisional design convenience, not an empirically estimated importance weighting. Weights may be revised prospectively after validation. Scores produced under earlier versions are never silently revised.

Comparison safeguards

• Rankings use a declared comparator group, such as modality and programme level, and only assessments scored under a compatible methodology version.
• Ranks are not displayed for groups of fewer than ten eligible programmes. This is a provisional privacy safeguard.
• Comparator size, scoring version and date are reported with every result.

Supplier neutrality

Provision is assessed on its quality and accessibility, regardless of who delivers it. Identical evidence standards apply to internal and external provision, and no item rewards the use of GROW services.

Interpretation

The score describes reported practices for a defined programme at a defined point in time. It does not directly measure graduate success, and it is not an accreditation, certification, professional endorsement or demonstration of educational causality. The instrument will not be described as validated until evaluation is complete.