Abstract
To develop transformational capabilities, which are synonymous to graduate employability and a summation of critical thinking and constructive collaboration in students, higher education institutions modify curricula and create internal work opportunities for students. However, while this has seen more graduates get employed, reports show that there are still graduates who lack transformational capabilities. We therefore use this chapter to draw the attention of higher education institutions to strategies that would assist academics in contributing to the development of transformational capabilities in students during the learning and teaching experience. Using Social Learning Theory, the Shaping and Growing Theories of Teaching and Learning, and the 3P Model of Teaching and Student Learning, we show that critical thinking and constructive collaborations, which are academics’ values, can be passed down from academics to their students as teaching and learning take place over the students’ years of study. In addition, drawing from the theories, we propose a conceptual framework for understanding the extent to which transformational capabilities are passed on to graduates. The expectation is that this chapter will give rise to empirical studies on this subject matter.