The tide has turned on graduate attributes from faculty level imposition to program level definition. Changes in awareness in the scholarship of teaching mean that graduate attributes, alignment and assessment are required by faculties. The aim of alignment is a positive effect on curriculum renewal. The result of such changes ultimately benefits the student experience. This paper discusses a particular process, a method for gathering domain experts’ opinions on a predetermined list of graduate attributes in order for the attributes to be meaningful within diverse disciplinary contexts in a faculty of Humanities and Social Sciences (HUSS).

Keywords: graduate attributes, teacher centred leadership, alignment.