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 research
At 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 research
At 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/R
esearchTeaching/default.asp