Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the "planned-enacted-experienced" curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.