Learning Outcomes in quality enhancement

Presenters• Dr David Bottomley

– QAA Scotland• Dr Alan Davidson

– The Robert Gordon University, and Bologna Expert

Overview• Scottish Quality Enhancement

Themes initiative• Theme: Research-Teaching

linkages• Example of an approach to

promoting and supporting enhancement:

– national, institutional and discipline levels

– focuses on learning outcomes, graduate attributes

National policy context

Scottish Credit & Qualifications Framework

• Aligned to EHEA three cycles • Outcomes based, includes

Level Descriptors -indicative generic learning outcomes for each level of study

Scottish Quality Enhancement Framework (QEF)

• Subject level reviews within universities

• Enhancement-Led Institutional Review (ELIR)

• Public information about quality

• Greater voice for students• Quality Enhancement

Themes

Scottish Quality Enhancement Themes

What they are• National initiative• Development support for

enhancement in universities• Topics proposed by

universities• Activities include: workshops,

information resources, projects, consultancy, conferences

• International perspective

Topics• Assessment• Responding to student needs• Employability• Flexible learning• Integrative Assessment• The First Year• Research-Teaching

linkages: enhancing graduate attributes associated with research

QE Theme Research-Teaching Linkages

Focus on Learning Outcomes• graduate attributes associated with research

2 strands of work:• Institution• Discipline (subject)

Graduate attributes associated with researchAt Undergraduate Level (1st cycle)

• Critical understanding informed by current developments in the subject

• An awareness of the provisional nature of knowledge, how knowledge is created, advanced and renewed, and the excitement of changing knowledge

• The ability to identify and analyse problems and issues and to formulate, evaluate and apply evidence based solutions and arguments

• An ability to apply a systematic and critical assessment of complex problems and issues

• An ability to deploy techniques of analysis and enquiry

• Familiarity with advanced techniques and skills

• Originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments

• An understanding of the need for a high level of ethical, social, cultural, environmental and wider professional conduct.

Graduate attributes associated with researchAt Master’s Level, (2nd cycle)

• Conceptual understanding that enables critical evaluation of current research and advanced scholarship

• Originality in the application of knowledge

• The ability to deal with complex issues and make sound judgments in the absence of complete data.

Institutional strand

Levels• Institution• Faculty / department• Course / curriculum

Frameworks, polices and programmes to:

• Link research and teaching activities

• To develop graduate attributes

Discipline strand: 9 discipline groups and projects

9 Discipline Groups• Physical sciences• Information and Mathematical

Sciences• Arts and Social Sciences• Health and Social Care• Business and Management• Life Sciences• Creative and Cultural Practice• Medicine, Dentistry &

Veterinary Medicine• Engineering & Built

Environment

9 Projects, based in 9 universities

• Identify, share, build on good practice

• Linking research to teaching in the discipline

• To enhance graduate achievement

Effective practice & lesssons learned

Thematic ways of working have evolved

• FROM events and reports

• TO project-based working with institutions and groups of academic staff(+ dissemination events and reports)

Focus on learning outcomes –is powerful

• Student-centred• Makes thematic work

more meaningful and relevant

• Focus for alignment and linking: policies, curricula, teaching activities, research activities

Questions

For clarification

For discussion• What parts of this Scottish approach could be adopted for your country?

• How could Scotland enhance its approach based on your country’s approach to similar work?

• How might we collaborate within Europe on this type of quality enhancement activity? What are the enablers and barriers?

References

Scottish Credit & Qualifications Framework• http://www.scqf.org.uk/

Scottish Quality Enhancement Framework• http://www.qaa.ac.uk/scotland/qualityframework/default.asp

QE Themes• http://www.enhancementthemes.ac.uk/

QE Theme: Research-Teaching Linkages• http://www.enhancementthemes.ac.uk/themes/ResearchTeaching/default.asp