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Catalogue Information
Field name	Details
Nuova numerazione	77063
Collocazione	UPS BIBL CENTR 39-C-2021
Autore	PROITZ, T. S.
Titolo	Learning outcomes in professional contexts in higher education. Parte componente di periodico
Descrizione fisica	pp. 31-43
Nota generale	Estratto da: European Journal of Education 2017, 52, 1
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	CURRICOLO.
	EDUCAZIONE.
	LAVORO.
	FORMAZIONE.
	NORMA.
	STUDENTI.
	ADULTI.
	APPRENDIMENTO.
	NORVEGIA.
	REGNO UNITO.
Ambito	Pedagogico
Autore Secondario	HAVNES, A.
	BRIGGS, M.
	SCOTT, I.
Titolo correlato	European Journal of Education 2017, 52, 1
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121368210&lang=it&site=ehost-live

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Learning outcomes in professional contexts in higher education.