Understanding and enacting learning outcomes: the academic's perspective

• Published in: Studies in higher education (Dorchester-on-Thames) Vol. 41; no. 7; pp. 1217 - 1235
• Main Authors: Dobbins, Kerry, Brooks, Sara, Scott, Jon J.A., Rawlinson, Mark, Norman, Robert I.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.07.2016; Taylor & Francis Ltd
• Subjects: Accountability; Biology; College Faculty; consumerism; Educational Quality; England; English; Foreign Countries; Higher Education; Intellectual Disciplines; Interviews; Learning; learning outcomes; Medicine; Outcomes of Education; Quality Assurance; Questionnaires; Student Centered Learning; student-centred learning; Teacher Attitudes; teaching activities; Teaching Methods; teaching practices; United Kingdom (England)
• ISSN: 0307-5079; 1470-174X
• DOI: 10.1080/03075079.2014.966668

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.