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Presenters Dr David Bottomley QAA Scotland Dr Alan Davidson The Robert Gordon University, and Bologna Expert. Overview Scottish Quality Enhancement Themes initiative Theme: Research-Teaching linkages Example of an approach to promoting and supporting enhancement: - PowerPoint PPT Presentation
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Learning Outcomes in quality enhancement
Presenters• Dr David Bottomley
– QAA Scotland• Dr Alan Davidson
– The Robert Gordon University, and Bologna Expert
Overview• Scottish Quality Enhancement
Themes initiative• Theme: Research-Teaching
linkages• Example of an approach to
promoting and supporting enhancement:
– national, institutional and discipline levels
– focuses on learning outcomes, graduate attributes
National policy context
Scottish Credit & Qualifications Framework
• Aligned to EHEA three cycles • Outcomes based, includes
Level Descriptors -indicative generic learning outcomes for each level of study
Scottish Quality Enhancement Framework (QEF)
• Subject level reviews within universities
• Enhancement-Led Institutional Review (ELIR)
• Public information about quality
• Greater voice for students• Quality Enhancement
Themes
Scottish Quality Enhancement Themes
What they are• National initiative• Development support for
enhancement in universities• Topics proposed by
universities• Activities include: workshops,
information resources, projects, consultancy, conferences
• International perspective
Topics• Assessment• Responding to student needs• Employability• Flexible learning• Integrative Assessment• The First Year• Research-Teaching
linkages: enhancing graduate attributes associated with research
QE Theme Research-Teaching Linkages
Focus on Learning Outcomes• graduate attributes associated with research
2 strands of work:• Institution• Discipline (subject)
Graduate attributes associated with researchAt Undergraduate Level (1st cycle)
• Critical understanding informed by current developments in the subject
• An awareness of the provisional nature of knowledge, how knowledge is created, advanced and renewed, and the excitement of changing knowledge
• The ability to identify and analyse problems and issues and to formulate, evaluate and apply evidence based solutions and arguments
• An ability to apply a systematic and critical assessment of complex problems and issues
• An ability to deploy techniques of analysis and enquiry
• Familiarity with advanced techniques and skills
• Originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments
• An understanding of the need for a high level of ethical, social, cultural, environmental and wider professional conduct.
Graduate attributes associated with researchAt Master’s Level, (2nd cycle)
• Conceptual understanding that enables critical evaluation of current research and advanced scholarship
• Originality in the application of knowledge
• The ability to deal with complex issues and make sound judgments in the absence of complete data.
Institutional strand
Levels• Institution• Faculty / department• Course / curriculum
Frameworks, polices and programmes to:
• Link research and teaching activities
• To develop graduate attributes
Discipline strand: 9 discipline groups and projects
9 Discipline Groups• Physical sciences• Information and Mathematical
Sciences• Arts and Social Sciences• Health and Social Care• Business and Management• Life Sciences• Creative and Cultural Practice• Medicine, Dentistry &
Veterinary Medicine• Engineering & Built
Environment
9 Projects, based in 9 universities
• Identify, share, build on good practice
• Linking research to teaching in the discipline
• To enhance graduate achievement
Effective practice & lesssons learned
Thematic ways of working have evolved
• FROM events and reports
• TO project-based working with institutions and groups of academic staff(+ dissemination events and reports)
Focus on learning outcomes –is powerful
• Student-centred• Makes thematic work
more meaningful and relevant
• Focus for alignment and linking: policies, curricula, teaching activities, research activities
Questions
For clarification
For discussion• What parts of this Scottish approach could be adopted for your country?
• How could Scotland enhance its approach based on your country’s approach to similar work?
• How might we collaborate within Europe on this type of quality enhancement activity? What are the enablers and barriers?
References
Scottish Credit & Qualifications Framework• http://www.scqf.org.uk/
Scottish Quality Enhancement Framework• http://www.qaa.ac.uk/scotland/qualityframework/default.asp
QE Themes• http://www.enhancementthemes.ac.uk/
QE Theme: Research-Teaching Linkages• http://www.enhancementthemes.ac.uk/themes/ResearchTeaching/default.asp