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Wolverhampton Intellectual Repository and E-Theses > Business School > Management Research Centre  > Curriculum planning with 'learning outcomes': a theoretical analysis

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/11377
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Title: Curriculum planning with 'learning outcomes': a theoretical analysis
Authors: Kemp, Brian
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
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.
Type: Working Paper
Language: en
Keywords: Curriculum planning
Learning outcomes
Higher education
Series/Report no.: Working paper
WP004/99
ISSN: 1363-6839
Appears in Collections: Management Research Centre

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