Kyriazi, M.; Jung, J. F.; Wilkinson, S.; Brown, A.; Panti, K.; Armstrong, V. L.

Over the past two decades, Higher Education Institutions have increasingly prioritised transferrable skills to enhance graduate employability. Graduate Attributes (GAs) now act as key indicators of student competencies for both learners and employers. Final-year research projects, typically high in credit value, represent capstone experiences that promote subject expertise and GA development through research, written work, and oral presentations. This study analyses pre- and post-project survey data from RQF Level 6 biomedical and biomolecular science students at a Russell Group University over four years (2019 to 2023). Most projects were laboratory-based, though the 2020 to 2021 cohort completed theirs remotely due to COVID19. Students reflected on expectations and experiences of GA development, subject knowledge, and employability. Initial responses revealed anxiety and uncertainty, particularly among the 2020 to 2021 cohort, but most anticipated gains in skills and employability. Post-project feedback confirmed this, identifying critical thinking, confidence, resilience, collaboration, and future focus as key outcomes. Digital capability was notably strengthened, especially during remote delivery. The findings emphasise the importance of a shared understanding of GAs in bioscience education and the value of embedding structured reflection and preparatory support to help students recognise and articulate their evolving skills.