Learning Outcomes in Professional Contexts in Higher Education

Autor/inn/en	Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian
Titel	Learning Outcomes in Professional Contexts in Higher Education
Quelle	In: European Journal of Education, 52 (2017) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12207
Schlagwörter	Outcomes of Education; Professional Education; Program Evaluation; Case Studies; Foreign Countries; Policy Formation; Curriculum; Comparative Education; Standards; Higher Education; Educational Policy; Competition; Norway; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Berufsausbildung; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study; Ausland; Politische Betätigung; Curricula; Lehrplan; Rahmenplan; Vergleichende Erziehungswissenschaft; Standard; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Wettkampf; Norwegen
Abstract	With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In contrast, detractors suggest that LOs cannot communicate precisely across programmes or national boundaries. With this as a backdrop, this article analyses how LOs are used to communicate what students are to learn and the extent to which their use drives standardisation. The analysis is based on a case study of how LOs are formulated in study programme documents in two professional education programmes in Norway and the UK. The findings indicate that LOs can be considered to drive standardisation through the same presentation using bullet points. The study also finds that LOs are framed in different ways in the two countries and within the different study programmes and in a web of interconnected documents. This "local" structural use of LOs disrupts their "foundation stone" role as a vehicle for standardisation and weakens the establishment of sameness across institutions and nations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01