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Quality Hazards in the Learning Outcome Model
University of Borås, Faculty of Librarianship, Information, Education and IT.ORCID iD: 0000-0003-4005-310X
Förvaltningshögskolan, Göteborgs universitet.ORCID iD: 0000-0003-0787-1880
2016 (English)Conference paper (Refereed)
Abstract [en]

Core academic principles and purposes of higher education can be expressed in such terms as students’ personal development or academic identity. These are important in the Bologna process, for example in relation to life-long learning. At the same time, policies about learning outcomes regulate much of the teachers’ everyday practice. The paper analyse the extent to which this combination of perspectives can be a quality hazard, and it is argued that two particular areas can be problematic. The first is that desirable effects of higher education that cannot be expressed as learning outcomes are at risk of being neglected. The second is that learning outcomes can become a roof, restricting students’ ambitions and their entire outlook on what higher education is supposed to be. How these risks can be taken into account when formulating quality criteria is discussed in relation to the responsibilities of students, teachers and institutional management.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:hb:diva-11188OAI: diva2:1050591
11th European Quality Assurance Forum, Ljubljana, Slovenia, November 17–19, 2016,
Available from: 2016-11-29 Created: 2016-11-29 Last updated: 2016-11-30Bibliographically approved

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Erikson, Martin G.Erikson, Malgorzata
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