40,924
Views
56
CrossRef citations to date
0
Altmetric
Articles

Learning outcomes and critical thinking – good intentions in conflict

ORCID Icon & ORCID Icon

References

  • Aamodt, P. O., N. Frølich, and B. Stensaker. 2018. “Learning Outcomes – a Useful Tool in Quality Assurance?” Studies in Higher Education 43 (4): 614–24. doi:10.1080/03075079.2016.1185776.
  • Allais, S. 2012. “Claims vs. Practicalities: Lessons About Using Learning Outcomes.” Journal of Education and Work 25 (3): 331–54. doi:10.1080/13639080.2012.687570.
  • Allan, J. 1996. “Learning Outcomes in Higher Education.” Studies in Higher Education 21 (1): 93–108. doi:10.1080/03075079612331381487.
  • Andrews, R. 2015. “Critical Thinking and/or Argumentation in Higher Education.” In The Palgrave Handbook of Critical Thinking in Higher Education, edited by M. Davies and R. Barnett, 49–62. New York: Palgrave Macmillan.
  • Avis, J. 2000. “Policing the Subject: Learning Outcomes, Managerialism and Research in PCET.” British Journal of Educational Studies 48 (1): 38–57. doi: 10.1111/1467-8527.00132
  • Barnett, R. 2011. Being a University. Abingdon: Routledge.
  • Barnett, R. 2015. “A Curriculum for Critical Being.” In The Palgrave Handbook of Critical Thinking in Higher Education, edited by M. Davies and R. Barnett, 63–76. New York: Palgrave Macmillan.
  • Berg, J. 2017. “March for Science.” Science 356: 7. doi: 10.1126/science.aan3466
  • Biesta, G. 2009. “Good Education in an Age of Measurement: on the Need to Reconnect with the Question of Purpose in Education.” Educational Assessment, Evaluation and Accountability 21 (1): 33–46. doi:10.1007/s11092-008-9064-9.
  • Biggs, J., and C. Tang. 2011. Teaching for Quality Learning at University. 4th ed. Maidenhead: Open University Press.
  • Bowell, T. 2017. “Response to the Editorial ‘Education in a Post-Truth World’.” Educational Philosophy and Theory 49 (6): 582–85. doi:10.1080/00131857.2017.1288805.
  • Caspersen, J., and N. Frølich. 2015. “Managing Learning Outcomes.” In The Transformation of University Institutional and Organizational Boundaries, edited by E. Reale and E. Primeri, 187–202. Rotterdam: Sense.
  • Clegg, S., and P. Ashworth. 2004. “Contested Practices: Learning Outcomes and Disciplinary Understandings.” In The Disciplining of Education; New Languages of Power and Resistance, edited by J. Satterthwaite, E. Atkinson, and W. Martin, 53–68. Stoke-on-Trent: Trentham Books.
  • Council of Europe Committee of Ministers. 2007. Recommendation on the public responsibility for higher education and research. Strasbourg: Council of Europe Committee of Ministers. https://www.coe.int/t/dg4/highereducation/News/Pub_res_EN.pdf.
  • Davies, M. 2013. “Critical Thinking and the Disciplines Reconsidered.” Higher Education Research and Development 32 (4): 529–44. doi:10.1080/07294360.2012.697878.
  • Dobbins, K., S. Brooks, J. J. A. Scott, M. Rawlinson, and R. I. Norman. 2016. “Understanding and Enacting Learning Outcomes: The Academic’s Perspective.” Studies in Higher Education 41 (7): 1217–35. doi:10.1080/03075079.2014.966668.
  • Dumitru, D., D. Bigu, J. Elen, L. Jiang, A. Railienė, D. Penkauskienė, I. V. Papathanasiou, et al. 2018. A European Review on Critical Thinking Educational Practices in Higher Education Institutions. Vila Real: UTAD. http://repositorio.utad.pt/handle/10348/8320.
  • Ennis, R. H. 2015. “Critical Thinking: A Streamlined Conception.” In The Palgrave Handbook of Critical Thinking in Higher Education, edited by M. Davies and R. Barnett, 49–62. New York: Palgrave Macmillan.
  • Entwistle, N. 2005. “Learning Outcomes and Ways of Thinking Across Contrasting Disciplines and Settings in Higher Education.” Curriculum Journal 16 (1): 67–82. doi:10.1080/0958517042000336818.
  • Erikson, M. G., and P. Erlandson. 2015. “Theories as Maps: Teaching Psychology Beyond Mind and Behavior.” Scholarship of Teaching and Learning in Psychology 1 (1): 92–99. doi:10.1037/stl0000016.
  • Facione, P. A. 2000. “The Disposition Toward Critical Thinking: Its Character, Measurement, and Relation to Critical Thinking Skill.” Informal Logic 20 (1): 61–84. doi: 10.22329/il.v20i1.2254
  • Frederiksen, L. 2017. “Fake News.” Public Services Quarterly 13 (2): 103–7. doi:10.1080/15228959.2017.1301231.
  • Froment, E., J. Kohler, L. Purser, and L. Wilson. 2006. EUA Bologna Handbook, Making Bologna Work. Berlin: European University Association (EUA)/Raabe.
  • Furendi, F. 2012. “The Unhappiness Principle.” Times Higher Education, November 29. https://www.timeshighereducation.com/the-unhappiness-principle/421958.article.
  • Giancarlo, C. A., and P. A. Facione. 2001. “A Look Across Four Years at the Disposition Toward Critical Thinking Disposition among Undergraduate Students.” The Journal of General Education 50 (1): 29–55. doi: 10.1353/jge.2001.0004
  • Gosling, D., and J. Moon. 2002. How to use Learning Outcomes and Assessment Criteria. 3rd ed. London: SEEC. http://www.seec.org.uk/seec-publications/.
  • Hadjianastasis, M. 2017. “Learning Outcomes in Higher Education: Assumptions, Positions and the Views of Early-Career Staff in the UK System.” Studies in Higher Education 42 (12): 2250–66. doi:10.1080/03075079.2016.1141402.
  • Halpern, D. 1998. “Teaching Critical Thinking for Transfer Across Domains: Disposition, Skills, Structure Training, and Metacognitive Monitoring..” American Psychologist 53 (4): 449–55. doi: 10.1037/0003-066X.53.4.449
  • Havnes, A., and T. S. Prøitz. 2016. “Why use Learning Outcomes in Higher Education? Exploring the Grounds for Academic Resistance and Reclaiming the Value of Unexpected Learning” Educational Assessment, Evaluation and Accountability 28 (3): 205–23. doi:10.1007/s11092-016-9243-z.
  • Humboldt, W. von. 1970. On the Spirit and the Organisational Framework of Intellectual Institutions in Berlin. Translated by E. Shils. Minerva 8 (2): 242–50.
  • Hussey, T., and P. Smith. 2002. “The Trouble with Learning Outcomes.” Active Learning in Higher Education 3 (3): 220–33. doi:10.1177/1469787402003003003.
  • Hussey, T., and P. Smith. 2003. “The Uses of Learning Outcomes.” Teaching in Higher Education 8 (3): 357–68. doi:10.1080/1356251032000088574 doi: 10.1080/13562510309399
  • Hussey, T., and P. Smith. 2008. “Learning Outcomes: A Conceptual Analysis.” Teaching in Higher Education 13 (1): 107–15. doi:10.1080/13562510701794159.
  • Jackson, N. 2000. “Programme Specification and its Role in Promoting an Outcomes Model of Learning.” Active Learning in Higher Education 1 (2): 132–51. doi: 10.1177/1469787400001002004
  • James, M., and S. Brown. 2005. “Grasping the TLRP Nettle: Preliminary Analysis and Some Enduring Issues Surrounding the Improvement of Learning Outcomes.” Curriculum Journal 16 (1): 7–30. doi:10.1080/0958517042000336782.
  • Jaspers, K. 1959. The Idea of the University. Translated by H. A. T. Reiche and H. F. Vanderschmidt. Boston, MA: Beacon Press.
  • Lassnigg, L. 2012. “‘Lost in Translation’: Learning Outcomes and the Governance of Education.” Journal of Education and Work 25 (3): 299–330. doi:10.1080/13639080.2012.687573.
  • Liu, O. L., L. Frankel, and K. C. Roohr. 2014. Assessing Critical Thinking in Higher Education: Current State and Directions for Next-generation Assessment. ETS Research Report RR-14-10. Princeton, NJ: Educational Testing Service. doi:10.1002/ets2.12009.
  • Lun, V. M.-C., R. Fischer, and C. Ward. 2010. “Exploring Cultural Differences in Critical Thinking: Is it About my Thinking Style or the Language I Speak?” Learning and Individual Differences 20 (6): 604–16. doi:10.1016/j.lindif.2010.07.001.
  • Macfarlane, B. 2017. Freedom to Learn – The Threat to Student Academic Freedom and why it Needs to be Reclaimed. London: Routledge.
  • Moore, T. J. 2011. “Critical Thinking and Disciplinary Thinking: A Continuing Debate.” Higher Education Research & Development 30 (3): 261–74. doi:10.1080/07294360.2010.501328.
  • Morris, L. V. 2015. “Editor’s Page: Trigger Warnings.” Innovative Higher Education 40 (5): 373–74. doi:10.1007/s10755-015-9342-7.
  • Newman, J. H. 1852. The Idea of a University. London: Longmans. http://www.newmanreader.org/works/idea/.
  • Pechar, H. 2012. “The Decline of an Academic Oligarchy. The Bologna Process and ‘Humboldt’s Last Warriors’.” In European Higher Education at the Crossroads, edited by A. Curaj, P. Scott, L. Vlasceanu, and Lesley Wilson, 613–30. Dordrecht: Springer.
  • Peters, M. A. 2017. “Education in a Post-Truth World.” Educational Philosophy and Theory 49 (6): 563–66. doi:10.1080/00131857.2016.1264114.
  • Pithers, R. T., and R. Soden. 2000. “Critical Thinking in Education: A Review.” Educational Research 42 (3): 237–49. doi:10.1080/001318800440579.
  • Reddy, P., and C. Lantz. 2010. “Myths, Maths and Madness – Misconceptions Around Psychology.” In Teaching Psychology in Higher Education, edited by D. Upton and A. Trapp, 54–81. Chichester: Blackwell.
  • Reindal, S. M. 2013. “Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking.” Studies in Philosophy and Education 32 (5): 533–49. doi:10.1007/s11217-012-9344-1.
  • Schoepp, K. 2017. “The State of Course Learning Outcomes at Leading Universities.” Studies in Higher Education. Advance online publication. doi:10.1080/03075079.2017.1392500.
  • Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23. doi:10.17763/haer.57.1.j463w79r56455411.
  • Stupnisky, R. H., R. D. Renaud, L. M. Daniels, T. L. Haynes, and R. P. Perry. 2008. “The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement.” Research in Higher Education 49 (6): 513–30. doi:10.1007/s11162-008-9093-8.