Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes

Autor/inn/en	Lawson, Romy; Taylor, Tracy; French, Erica; Fallshaw, Eveline; Hall, Cathy; Kinash, Shelley; Summers, Jane
Titel	Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes
Quelle	In: Higher Education Research and Development, 34 (2015) 3, S.581-595 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2014.911249
Schlagwörter	Foreign Countries; Educational Quality; Quality Assurance; Higher Education; Student Educational Objectives; Outcomes of Education; Measures (Individuals); Student Evaluation; Curriculum Development; Student Improvement; Accreditation (Institutions); Business Administration Education; Concept Mapping; Interviews; Content Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Qualitätssicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Messdaten; Schulnote; Studentische Bewertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Concept Map; Interviewing; Interviewtechnik; Inhaltsanalyse; Australien
Abstract	Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01