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

Matthews, Kelly E. and Mercer-Mapstone, Lucy D. (2016) Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences. Studies in Higher Education, 1-16. doi:10.1080/03075079.2016.1190704

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Author Matthews, Kelly E.
Mercer-Mapstone, Lucy D.
Title Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences
Journal name Studies in Higher Education   Check publisher's open access policy
ISSN 0307-5079
1470-174X
Publication date 2016-06-28
Sub-type Article (original research)
DOI 10.1080/03075079.2016.1190704
Open Access Status Not Open Access
Start page 1
End page 16
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Formatted abstract
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.
Keyword Graduate learning outcomes
Curriculum development
Curriculum convergence
Undergraduate science
Student perceptions
Academic perceptions
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
Institute for Teaching and Learning Innovation Publications
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Created: Wed, 29 Jun 2016, 20:53:02 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation