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Tertiary Education and Management Volume 20, 2014 - Issue 3
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Articles

Learning outcomes across disciplinary divides and contrasting national higher education traditions

Rachel SweetmanDepartment of Education, The University of Oslo, Oslo, Norway;Nordic Institute for Studies in Innovation, Research and Education (NIFU), Oslo, NorwayCorrespondence[email protected]
,
Elisabeth HovdhaugenNordic Institute for Studies in Innovation, Research and Education (NIFU), Oslo, Norway
&
Hilde KarlsenNordic Institute for Studies in Innovation, Research and Education (NIFU), Oslo, Norway
Pages 179-192 | Received 08 Jul 2013, Accepted 21 Feb 2014, Published online: 04 Apr 2014

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Cecilia K. Y. Chan & Lillian Y. Y. Luk. (2021) Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies. Assessment & Evaluation in Higher Education 46:3, pages 467-482.
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Mari Elken & Silje Maria Tellmann. (2019) Linking higher education and the world of work: learning outcomes and intermediary organisations. Journal of Education and Work 32:8, pages 678-692.
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Cecilia K. Y. Chan & Emily T. Y. Fong. (2018) Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills. European Journal of Engineering Education 43:6, pages 927-949.
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Vicente Coll-Serrano, Cristina Pardo-García & Pedro J. Pérez. (2018) Teaching-learning methods and their effect on professional development and the development of graduates’ competencies / Métodos de enseñanza-aprendizaje y su efecto en el desarrollo profesional y competencial de los egresados. Culture and Education 30:3, pages 556-583.
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Joakim Caspersen & Jens-Christian Smeby. (2018) The relationship among learning outcome measures used in higher education. Quality in Higher Education 24:2, pages 117-135.
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Articles from other publishers (10)

Mohammad Zahir Raihan & Md. Abul Kalam Azad. (2021) A Bibliometric Review on Outcome-Based Learning for Graduate Employability: Mapping the Research Front. Journal of Education 203:1, pages 73-91.
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Cecilia K.Y. Chan & Lillian Y.Y. Luk. (2022) Eight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong. Studies in Educational Evaluation 74, pages 101168.
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Malcolm Tight. 2021. Learning Gain in Higher Education. Learning Gain in Higher Education 1 16 .
Mari Elken & Silje-Maria Tellmann. 2021. Trusting in Higher Education. Trusting in Higher Education 69 87 .
Odd B Ure. (2018) Learning outcomes between learner centredness and institutionalisation of qualification frameworks. Policy Futures in Education 17:2, pages 172-188.
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Jennifer Olson, Hilde Wågsås Afdal & Mari Elken. 2018. Reconfiguring Knowledge in Higher Education. Reconfiguring Knowledge in Higher Education 65 81 .
Mari Murtonen, Hans Gruber & Erno Lehtinen. (2017) The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review 22, pages 114-128.
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Joakim Caspersen, Nicoline Frølich & Johan Muller. (2017) Higher education learning outcomes - Ambiguity and change in higher education. European Journal of Education 52:1, pages 8-19.
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Tine S. Prøitz, Anton Havnes, Mary Briggs & Ian Scott. (2017) Learning outcomes in professional contexts in higher education. European Journal of Education 52:1, pages 31-43.
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Joakim Caspersen, Jens-Christian Smeby & Per Olaf Aamodt. (2017) Measuring learning outcomes. European Journal of Education 52:1, pages 20-30.
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