Three major factors are seen to have an influence on the value placed on graduate attributes; the popular perspective that education is a life-long process; a greater focus on the relationship between education and employment outcomes of graduates; and the development of outcomes measures as part of the quality movement (Cummings 1998). Graduate attributes, as they are conceptualised in Australia, had their synthesis in the West Review in 1998, which provided a framework of generic attributes that ideally every graduate should have: