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ERIC Number: EJ1130838
Record Type: Journal
Publication Date: 2017-Mar
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-8211
Learning Outcomes in Professional Contexts in Higher Education
Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian
European Journal of Education, v52 n1 p31-43 Mar 2017
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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: Norway; United Kingdom (England)