Learning Outcomes in European Higher Education

2017 ◽  
pp. 1-5 ◽  
Author(s):  
Diana Dias
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
European Higher Education

scholarly journals Universities and standardization instruments: the willingness to put an end to the organized anarchy

2017 ◽  
Author(s):  
Jean Emile Charlier ◽  
Sarah Croché
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Coupled Systems ◽  
Loosely Coupled Systems ◽  
Loosely Coupled ◽  
European Universities ◽  
Long Time ◽  
European Higher Education ◽  
The University ◽  
Empirical Material

Many sociologists have for a long time based their research on the work published in the 1970s, in which universities were regarded as organisations that operate in a particular way. They were approximated to “organised anarchies” (Cohen et al., 1972) or to “loosely coupled systems” (Weick, 1976 ; Orton & Weick, 1990) which were considered host to “unclear technologies” (Cohen & March, 1974). This article call into question these concepts and confront them with the evolution of the piloting way of contemporary establishments of European higher education. The empirical material for this paper comes from the analysis of texts and reforms initiated in European universities. The paper will show the effects of standardization instruments on academic profession and how these instruments (and notably the learning outcomes approach) transform each segment of the university and generate a deep interdependence between all of them.

scholarly journals Qualifications frameworks for the European Higher Education Area: a new instrumentalism or 'Much Ado about Nothing'?

2008 ◽  
Vol 1 (2) ◽  
pp. 77-101 ◽  
Author(s):  
Berit Karseth
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Curriculum Theory ◽  
Traditional Curriculum ◽  
European Higher Education Area ◽  
Much Ado About Nothing ◽  
Institutional Responses ◽  
European Higher Education ◽  
The Bologna Process

The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna Process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes.With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.

scholarly journals Koncept in umestitev učnega izida v slovenski visokošolski prostor

2020 ◽  
Vol 13 (Spec. Iss.) ◽  
pp. 105-128
Author(s):  
Klara Skubic Ermenc ◽  
Borut Mikulec
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Impact Analysis ◽  
Learning Outcome ◽  
Curriculum Planning ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The Impact

Learning outcomes and their integration into the Slovenian higher education area. The authors discuss the concept of learning outcome and critically evaluate its definition, translation into the Slovenian language and its implications for curriculum planning in (higher) education. Methodologically, the article is the impact analysis of the process of Europeanisation on the conceptualisation of learning outcomes in European (higher) education. More precisely, it evaluates the impact of the European Qualifications Framework and A Framework for Qualifications of the European Higher Education Area on the contemporary understanding of learning outcomes.

scholarly journals Sociology teaching improvement possibilities: Analysis of the relation between qualifications frameworks at the secondary and tertiary level of education in Serbia

Sociologija ◽  
2019 ◽  
Vol 61 (Suppl. 1) ◽  
pp. 742-757
Author(s):  
Jelena Ceriman ◽  
Violeta Bogdanovic-Sutkovic
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
General Framework ◽  
System Reform ◽  
Teaching Sociology ◽  
Teaching Improvement ◽  
Level Of Education ◽  
National Qualifications Framework ◽  
European Higher Education ◽  
Different Levels

The qualifications system reform in Serbia began in 2001, influenced primarily by the establishment of the European Higher Education Area, which created the preconditions for the development of a general framework for higher education qualifications. The reform of the existing qualifications system in Serbia required a response to the needs of the labor market, which was developing under new socio-economic circumstances. Since the beginning of the process, the development of a new system of qualifications has been implemented through two separate activities - the development of qualifications frameworks for secondary and higher education which remained non-harmonized. Although the development of individual qualifications frameworks for different levels of education is necessary for the development of a national qualifications framework, we argue that the separate frameworks remain incoherent to this day, that they do not precisely define the qualifications required to move from one level of education to another, when it comes to sociology as a subject, and that this situation affects the profiling of future sociologists. In this paper, we intend to problematize such an approach to the development of a general qualifications framework through the analysis of the contents of a domestic normative framework related to the general learning outcomes of teaching sociology at secondary and tertiary levels of education.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

Model for Identifying Competencies and Learning Outcomes (MICRA)

2016 ◽  
pp. 154-169
Author(s):  
Maria José Angélico Gonçalves ◽  
Álvaro Rocha ◽  
Manuel Pérez Cota ◽  
Pedro Pimenta
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Learning Outcomes ◽  
Business Administration ◽  
European Higher Education Area ◽  
Systematic Analysis ◽  
Innovative Model ◽  
Teachers And Students ◽  
European Higher Education

This chapter introduces and describes an innovative model for a thorough, organized and systematic analysis of the educational context – the MICRA model (model for identifying and classifying Competencies and Learning Outcomes), based on the official documents of the Course Units (syllabus and assessment components). The MICRA model was validated by means of a case study. Competencies and Learning Outcomes were identified in the Computer Science Course Units of the Accounting and Business Administration degree at the Institute of Accounting and Administration of Porto (ISCAP/IPP).We are aware that the adoption of this model by different institutions will contribute to the interoperability of learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.

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