In this paper, we discuss ongoing challenges in defining and assessing generic competencies in Australian universities. The paper begins with a discussion of factors that led to, and later fuelled, the focus on generic competencies in Australian higher education. Broad constructs that have underpinned research and practice in the field are then discussed. We next consider obstacles that have been confronted in efforts to identify the particular competencies that are most important both within and across given discipline areas. The paper concludes with a consideration of the practical issues that emerge in designing tasks to assess generic competencies within specific contexts.