ABSTRACT
This chapter explores conceptualisations of graduate attributes (GA) that focus on the affective domain, though still incorporating cognition and practice, and examines the construct of empathy as a graduate attribute for the 21st century. In addition to conceptualisations of empathy as a GA, the chapter also explores how to recognize and foster empathy within the curriculum and the role that higher education (HE) institutions can play in the alchemy of empathy. The chapter explains the changes in HE and the curriculum as well as characterisations of design thinking from a historical overview. Analysis of the responses in the Cultural Probe Activity shows that participants felt comfortable with mapping their learning journey. Analysis of the Empathy Cultural Probe illuminated how participants conceptualised empathy, how they developed empathy, how they use empathy in their life and work and how they value empathy as a graduate and lifelong attribute.
