Presentation on theme: "Learning Outcomes in quality enhancement"— Presentation transcript:
1 Learning Outcomes in quality enhancement PresentersDr David BottomleyQAA ScotlandDr Alan DavidsonThe Robert Gordon University, and Bologna ExpertOverviewScottish Quality Enhancement Themes initiativeTheme: Research-Teaching linkagesExample of an approach to promoting and supporting enhancement:national, institutional and discipline levelsfocuses on learning outcomes, graduate attributes
2 National policy context Scottish Credit & Qualifications FrameworkAligned to EHEA three cyclesOutcomes based, includes Level Descriptors -indicative generic learning outcomes for each level of studyScottish Quality Enhancement Framework (QEF)Subject level reviews within universitiesEnhancement-Led Institutional Review (ELIR)Public information about qualityGreater voice for studentsQuality Enhancement Themes
3 Scottish Quality Enhancement Themes What they areNational initiativeDevelopment support for enhancement in universitiesTopics proposed by universitiesActivities include: workshops, information resources, projects, consultancy, conferencesInternational perspectiveTopicsAssessmentResponding to student needsEmployabilityFlexible learningIntegrative AssessmentThe First YearResearch-Teaching linkages: enhancing graduate attributes associated with research
4 QE Theme Research-Teaching Linkages Focus on Learning Outcomesgraduate attributes associated with research2 strands of work:InstitutionDiscipline (subject)
5 Graduate attributes associated with research At Undergraduate Level (1st cycle) Critical understanding informed by current developments in the subjectAn awareness of the provisional nature of knowledge, how knowledge is created, advanced and renewed, and the excitement of changing knowledgeThe ability to identify and analyse problems and issues and to formulate, evaluate and apply evidence based solutions and argumentsAn ability to apply a systematic and critical assessment of complex problems and issuesAn ability to deploy techniques of analysis and enquiryFamiliarity with advanced techniques and skillsOriginality and creativity in formulating, evaluating and applying evidence-based solutions and argumentsAn understanding of the need for a high level of ethical, social, cultural, environmental and wider professional conduct.
6 Graduate attributes associated with research At Master’s Level, (2nd cycle) Conceptual understanding that enables critical evaluation of current research and advanced scholarshipOriginality in the application of knowledgeThe ability to deal with complex issues and make sound judgments in the absence of complete data.
7 Institutional strand Levels Institution Faculty / department Course / curriculumFrameworks, polices and programmes to:Link research and teaching activitiesTo develop graduate attributes
8 Discipline strand: 9 discipline groups and projects Physical sciencesInformation and Mathematical SciencesArts and Social SciencesHealth and Social CareBusiness and ManagementLife SciencesCreative and Cultural PracticeMedicine, Dentistry & Veterinary MedicineEngineering & Built Environment9 Projects, based in 9 universitiesIdentify, share, build on good practiceLinking research to teaching in the disciplineTo enhance graduate achievement
9 Effective practice & lesssons learned Thematic ways of working have evolvedFROM events and reportsTO project-based working with institutions and groups of academic staff (+ dissemination events and reports)Focus on learning outcomes –is powerfulStudent-centredMakes thematic work more meaningful and relevantFocus for alignment and linking: policies, curricula, teaching activities, research activities
10 QuestionsFor clarificationFor discussionWhat 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?