2.50
Hdl Handle:
http://hdl.handle.net/2436/11377
Title:
Curriculum planning with 'learning outcomes': a theoretical analysis
Authors:
Kemp, Brian
Abstract:
The use of learning outcomes for curriculum planning is widely advocated in higher education, it is supported by an imposing set of claims, and it has official sanction, for example from the Quality Assurance Agency (QAA). In opposition, there are fierce criticisms, mainly on theoretical grounds. The debate between opposing parties can be sterile, unless conducted in relation to an actual application of learning outcomes. The intention here is to examine such a scheme. This paper considers theoretical arguments in relation to the scheme. There will be a subsequent paper which looks at empirical evidence, and a final paper will offer an alternative framework for planning curriculum content. The motive for this project is the author’s belief that there is much in ‘learning outcomes’ that is inimical to any warranted conception of higher education.
Publisher:
University of Wolverhampton
Issue Date:
Jun-1999
URI:
http://hdl.handle.net/2436/11377
Additional Links:
http://www.wlv.ac.uk/PDF/uwbs_WP004-99%20Kemp.pdf
Submitted date:
2007-04-26
Type:
Working Paper
Language:
en
Series/Report no.:
Working paper; WP004/99
ISSN:
1363-6839
Appears in Collections:
Management Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorKemp, Brian-
dc.date.accessioned2007-04-26T11:21:57Z-
dc.date.available2007-04-26T11:21:57Z-
dc.date.issued1999-06-
dc.date.submitted2007-04-26-
dc.identifier.issn1363-6839-
dc.identifier.urihttp://hdl.handle.net/2436/11377-
dc.description.abstractThe use of learning outcomes for curriculum planning is widely advocated in higher education, it is supported by an imposing set of claims, and it has official sanction, for example from the Quality Assurance Agency (QAA). In opposition, there are fierce criticisms, mainly on theoretical grounds. The debate between opposing parties can be sterile, unless conducted in relation to an actual application of learning outcomes. The intention here is to examine such a scheme. This paper considers theoretical arguments in relation to the scheme. There will be a subsequent paper which looks at empirical evidence, and a final paper will offer an alternative framework for planning curriculum content. The motive for this project is the author’s belief that there is much in ‘learning outcomes’ that is inimical to any warranted conception of higher education.en
dc.format.extent117175 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.ispartofseriesWorking paperen
dc.relation.ispartofseriesWP004/99en
dc.relation.urlhttp://www.wlv.ac.uk/PDF/uwbs_WP004-99%20Kemp.pdfen
dc.subjectCurriculum planningen
dc.subjectLearning outcomesen
dc.subjectHigher educationen
dc.titleCurriculum planning with 'learning outcomes': a theoretical analysisen
dc.typeWorking Paperen
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