Learning Outcomes across Disciplinary Divides and Contrasting National Higher Education Traditions

Autor/inn/en	Sweetman, Rachel; Hovdhaugen, Elisabeth; Karlsen, Hilde
Titel	Learning Outcomes across Disciplinary Divides and Contrasting National Higher Education Traditions
Quelle	In: Tertiary Education and Management, 20 (2014) 3, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2014.902096
Schlagwörter	Foreign Countries; Higher Education; Outcomes of Education; Interdisciplinary Approach; College Graduates; Employment Potential; Measures (Individuals); Competence; Comparative Analysis; Educational Policy; General Education; Intellectual Disciplines; Graduate Surveys; Education Work Relationship; Factor Analysis; Norway; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Messdaten; Kompetenz; Politics of education; Bildungspolitik; Allgemein bildendes Schulwesen; Allgemeinbildung; Geisteswissenschaften; Faktorenanalyse; Norwegen
Abstract	In many quarters, attempts are underway to identify learning outcomes in higher education which are context-neutral or "generic"; such measures could provide new ways to assess and compare outputs from higher education. This paper considers potential challenges in using such broad learning outcomes across contrasting disciplinary and national settings. An empirical contribution is provided by an analysis of data from the international REFLEX survey for Norwegian and English bachelor's degree graduates. This sheds some light on the relationships between graduates' broad learning outcomes (general competencies), their national contexts and their disciplinary area. It finds variations in competencies across subjects and countries, suggesting that general competencies of the type often suggested as generic learning outcomes may be unstable and problematic to compare across contrasting settings. It highlights the need for comparative research into variations in learning outcomes and graduate competencies considering disciplinary and national factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10