Learning outcomes - a useful tool in quality assurance? Views from academic staff
Bibliographic Data
| ID | 4096595 |
|---|---|
| Authors | Per Olaf Aamodt (NIFU – Nordic Institute for Studies in Innovation, Research and Education, Postboks 2815 Tøyen, 0608 Oslo, Norway), Nicoline Frølich (0000-0002-8531-7669, NIFU – Nordic Institute for Studies in Innovation, Research and Education, Postboks 2815 Tøyen, 0608 Oslo, Norway, corresponding author), Bjørn Stensaker (0000-0002-2109-4902, University of Oslo), Xilu Dong (0000-0002-8465-8955, University of Oslo) |
| Year | 2018 |
| Volume | 43 |
| Issue | 4 |
| Pages | 614-624 |
| Publication date | 2018-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1185776 |
| OpenAlex | W2465541143 |
| Language | EN |
| Citations received | 6 |
| References cited | 16 |
While the establishment of quality assurance has been seen for decades as the most significant instrument to secure and enhance the quality of teaching and learning in higher education, the concept of developing more specific learning outcomes has in recent years attracted much interest, not least due to the creation of national qualification frameworks. In this article, we compare the perceived relevance of the traditional quality assurance approach with the new learning outcomes approach – as seen from the view of the academic staff. Using data from a representative survey among Norwegian academic staff, the study indicates that learning outcomes are perceived as more useful and relevant than traditional quality assurance approaches. The article discusses this finding in light of the current ways quality assurance procedures are functioning in higher education, and points to possible implications for the enhancement of quality in universities and colleges
Higher education · Medical education · Norwegian · Political science · Quality assurance · Evaluation of Teaching Practices · Higher Education Governance and Development · Higher Education Practises and Engagement · Medicine · Psychology
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| Unique citing works | 6 |
|---|---|
| Citations per year | 0,86 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |