Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews, KE; Mercer-Mapstone, LD

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews, KE Mercer-Mapstone, LD

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Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2018, 43 (4), pp. 644 - 659
Issue Date:: 2018-04-03

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Field	Value	Language
dc.contributor.author	Matthews, KE	en_US
dc.contributor.author	Mercer-Mapstone, LD https://orcid.org/0000-0001-7441-6568	en_US
dc.date.issued	2018-04-03	en_US
dc.identifier.citation	Studies in Higher Education, 2018, 43 (4), pp. 644 - 659	en_US
dc.identifier.issn	0307-5079	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131713
dc.description.abstract	© 2016 Society for Research into Higher Education. Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.	en_US
dc.relation.ispartof	Studies in Higher Education	en_US
dc.relation.isbasedon	10.1080/03075079.2016.1190704	en_US
dc.subject.classification	Education	en_US
dc.title	Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	43	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

© 2016 Society for Research into Higher Education. Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/131713