Fazal Rizvi, Daniela Acquaro, John Quay, Richard Sallis, Glenn Savage and Nima Sobhani—The University of Melbourne
This study investigates how the International Baccalaureate (IB) learner profile (LP) has been implemented in the Diploma Programme (DP) across three sites with significantly different cultural traditions—India, Hong Kong and Australia. Using student and teacher surveys, qualitative interviews and focus groups as well as document analysis, the researchers examined how the LP, and its ten attributes, are interpreted and adapted to cultural contexts and contribute to outcomes in nine IB World Schools. The data collected for this study points to a wide variety of student and teacher perspectives on the LP. Students generally perceived the LP to be an important aspect of their studies, yet some expressed the view that the LP is not strongly embedded within the DP. Moreover, survey and interview findings suggest that a number of students were unfamiliar with the LP. On the whole, teachers were supportive of the LP but expressed uncertainty on how LP attributes should be scoped and implemented in subjects, particularly given the focus on content knowledge and examinations in the DP. The researchers recommend that teacher collaboration and professional development could improve the integration of the LP into the DP curriculum, and that it is critical for school leadership and the IB to encourage discussion of the LP within schools.