Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students

Dvorakova, Lucie S. and Matthews, Kelly (2016) Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students. Assessment and Evaluation in Higher Education, 1-14. doi:10.1080/02602938.2016.1208804


Author Dvorakova, Lucie S.
Matthews, Kelly
Title Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
1469-297X
Publication date 2016-07-14
Year available 2016
Sub-type Article (original research)
DOI 10.1080/02602938.2016.1208804
Open Access Status Not Open Access
Start page 1
End page 14
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Formatted abstract
The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.
Keyword Dual degrees
Curriculum development
Graduate learning outcomes
Student perspectives
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

 
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Created: Mon, 18 Jul 2016, 09:29:26 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation