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ERIC Number: EJ1099818
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0307-5079
Understanding and Enacting Learning Outcomes: The Academic's Perspective
Dobbins, Kerry; Brooks, Sara; Scott, Jon J. A.; Rawlinson, Mark; Norman, Robert I.
Studies in Higher Education, v41 n7 p1217-1235 2016
Despite a detailed literature exploring the advancement of a learning outcomes approach in higher education, limited evidence exists concerning academics' use of them. This study employed a questionnaire survey and interviews with academic staff in three schools in one institution to explore their views and uses of learning outcomes. Whilst differences between the Schools were apparent, participants appeared primarily to use learning outcomes to focus their thinking around module design or delivery. Opinions about the purposes of learning outcomes varied between student-centred learning and tick-box accountability, but were not always polarised between the two. The data suggested that these two purposes cannot be disassociated from each other, particularly in a consumerist framework of higher education. Academic staff should be empowered to understand and engage with learning outcomes from student-centred learning "and" accountability perspectives. Further research is also required to investigate the multiple factors that influence academics' enactments of learning outcomes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A