Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education

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Abstract
This article describes the ways in which learning outcomes have been, or will be, investigated within the TLRP projects in higher education. It introduces the term ways of thinking and practising which has been used in one of the projects to describe the intentions of staff in higher education. This term covers what staff see as the essential nature of their discipline and so defines learning outcomes more broadly than is typical in the current specification of intended learning outcomes. The article considers the wide range of differences in learning outcomes that exist across higher education, reflecting different institutional missions and priorities, as well as the fundamental differences that exist between subject areas in the nature of learning outcomes, and considers some of the problems encountered in how to conceptualize and assess them.

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