Learning outcomes in higher education

Assumptions, positions and the views of early-career staff in the UK system

Dados Bibliográficos

ID4096797
AutoresMarios Hadjianastasis (0000-0002-3660-1030, University of Birmingham, autor correspondente)
Ano2017
Volume42
Fascículo12
Páginas2250-2266
Data de publicação2017-12-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2016.1141402
OpenAlexW2330896408
IdiomaEN
Citações recebidas8
Referências citadas25

According to the UK Quality Assurance Agency, the adoption and use of learning outcomes has been complete across UK higher education since 2007, when it declared that ‘most departments and institutions have fully adopted the principles of learning outcomes’. And yet, the evidence from the ground to support this statement is currently lacking. The issue of learning outcomes has been a topic of debate, which runs far deeper than the most recent criticisms. So far there have only been sporadic and limited attempts at researching exactly how learning outcomes are used by both teaching staff and students. Whether they indeed support student learning through the constructive alignment model put forward by Biggs, or whether they are simply another bureaucratic hoop to jump through which has no impact on the learning process. This paper aims to add to the increasing evidence base by presenting the findings of research carried out amongst early career, probationary staff at a research-led institution in the UK, and hopes to contribute to wider debates which will eventually influence policy

Bureaucracy · Constructive · Higher education · Institution · Pedagogy · Political science · Public relations · Social science · Sociology · Evaluation of Teaching Practices · Higher Education and Employability · Higher Education Learning Practices · Psychology