933
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

The relationship among learning outcome measures used in higher education

ORCID Icon &

References

  • Allais, S., 2014, Selling Out Education: National qualifications frameworks and the neglect of knowledge (Rotterdam, Sense).
  • Ambler, V.M., 2006, Who flourishes in college? Using positive psychology and student involvement theory to explore mental health among traditionally aged undergraduates, PhD dissertation, College of William and Mary, Virginia
  • Astin, A.W., 1970a, ‘The methodology of research on college impact, part one’, Sociology of Education, 43(3), pp. 223–54.
  • Astin, A.W., 1970b, ‘The methodology of research on college impact, part two’, Sociology of Education, 43(4), pp. 437–50.
  • Astin, A.W., 1991, Assessment for Excellence: The philosophy and practice of assessment and evaluation in higher education (New York, American Council on Education/Macmillan).
  • Ball, S.J., 2009, ‘Privatising education, privatising education policy, privatising educational research: network governance and the “competition state”’, Journal of Education Policy, 24(1), pp. 83–99.
  • Becker, G.S., 1964, Human Capital: A theoretical and empirical analysis, with special reference to education (New York, National Bureau of Economic Research).
  • Belcheir, M.J., 2001, ‘What predicts perceived gains in learning and in satisfaction’, Learning, 74(57), pp. 2–35.
  • Benner, P., Sutphen, M., Leonard, V. & Day, L., 2010, Educating Nurses: A call for radical transformation (San Francisco, Jossey-Bass).
  • Billett, S., 2009, ‘Realising the educational worth of integrating work experiences in higher education’, Studies in Higher Education, 34(7), pp. 827–43.
  • Blau, G., 2000, ‘“Job, organizational, and professional context antecedents as predictors of intent for interrole work transitions’’, Journal of Vocational Behavior, 56(3), pp. 330–45.
  • Blau, G. & Lunz, M., 1998, ‘Testing the incremental effect of professional commitment on intent to leave one’s profession beyond the effects of external, personal, and work-related variables’, Journal of Vocational Behavior, 52(2), pp. 260–69.
  • Carini, R.M., Kuh, G.D. & Klein, S.P., 2006, ‘Student engagement and student learning: testing the linkages’, Research in Higher Education, 47(1), pp. 1–32.
  • Caspersen, J., 2013, Professionalism among novice teachers. How they think, act, cope and perceive knowledge. Ph.d dissertation, Oslo and Akershus University College, Oslo
  • Caspersen, J., 2015, ‘Teachers’ learning activities in the workplace: how does teacher education matter?’, Creative Education, 6(1), pp. 46–63.
  • Caspersen, J., Frølich, N., Karlsen, H. & Aamodt, P.O., 2014, ‘Learning outcomes across disciplines and professions: measurement and interpretation’, Quality in Higher Education, 20(2), pp. 195–215.
  • Caspersen, J., Smeby, J.-C. & Aamodt, P.O., 2017, ‘Measuring learning outcomes’, European Journal of Education, 52(1), pp. 20–30.
  • Cort, P., 2010, ‘Stating the obvious: the European qualifications framework is not a neutral evidence-based policy tool’, European Educational Research Journal, 9(3), pp. 304–16.
  • Dæhlen, M. & Havnes, A., 2005, ‘Studiestrategier i profesjonsutdanningene’, Ingeniøruddannelsernes Pædagogiske Netværk, 16(1), pp. 12–13.
  • Douglass, J.A., Thomson, G. & Zhao, C.-M., 2012, ‘The learning outcomes race: the value of self-reported gains in large research universities’, Higher Education, 64(3), pp. 317–35. doi:10.1007/s10734-011-9496-x
  • Entwistle, N.J. & Peterson, E.R., 2004, ‘Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments’, International Journal of Educational Research, 41(6), pp. 407–28.
  • Freidson, E., 2001, Professionalism: The third logic (Cambridge, Polity Press).
  • Gonyea, R.M. & Miller, A., 2011, ‘Clearing the air about the use of self-reported gains in institutional research’, New Directions for Institutional Research, 2011(150), pp. 99–111.
  • Green, M.F., 2011, ‘Lost in translation: degree definition and quality in a globalized world’, Change: the Magazine of Higher Learning, 43(5), pp. 18–27.
  • Grossman, P., Hammerness, K.M., McDonald, M. & Ronfeldt, M., 2008, ‘Constructing coherence: structural predictors of perceptions of coherence in NYC teacher education programs’, Journal of Teacher Education, 59(4), pp. 273–87.
  • Hall, R.H., 1968, ‘Professionalization and bureaucratization’, American Sociological Review, 33(1), pp. 92–104.
  • Hansen, M.N., 2005, ‘Utdanning og ulikhet – valg, prestasjoner og sosiale settinger’, Tidsskrift for Samfunnsforskning, 46(2), pp. 133–57.
  • Hansen, M.N., 2010, ‘Change in intergenerational economic mobility in Norway: conventional versus joint classifications of economic origin’, Journal of Economic Inequality, 8(2), pp. 133–51.
  • Harvey, L. & Drew, S. with Smith, M., 2006, The First-Year Experience: Review of the research literature (New York, Higher Education Academy).
  • Hatlevik, I.K., 2014, Meningsfulle sammenhenger. En studie av sammenhenger mellom læring på ulike arenaer og utvikling av ulike aspekter ved profesjonell kompetanse hos studenter i sykepleier-, lærer- og sosialarbeiderutdanningen, PhD dissertation, Oslo and Akershus University College, Norway.
  • Heggen, K. & Terum, L.I., 2013, ‘Coherence in professional education: does it foster dedication and identification?’, Teaching in Higher Education, 18(6), pp. 656–69.
  • Karabel, J. & Halsey, A.H., 1977, ‘Educational research: a review and interpretation’, in Karabel, J. & Halsey, A.H. (Eds.) Power and Ideology in Education, 1–85 (New York, Oxford University Press).
  • Kim, J.-O. & Mueller, C.W., 1978, Factor Analysis: Statistical methods and practical issues (Beverly Hills, CA, Sage).
  • Klein, S., Benjamin, R., Shavelson, R. & Bolus, R., 2007, ‘The collegiate learning assessment: facts and fantasies’, Evaluation Review, 31(5), pp. 415–39.
  • Klein, S.P., Kuh, G., Chun, M., Hamilton, L. & Shavelson, R., 2005, ‘An approach to measuring cognitive outcomes across higher education institutions’, Research in Higher Education, 46(3), pp. 251–76.
  • Kuh, G.D., Cruce, T.M., Shoup, R., Kinzie, J. & Gonyea, R.M., 2008, ‘Unmasking the effects of student engagement on first-year college grades and persistence’, Journal of Higher Education, 79(5), pp. 540–63.
  • Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K. & Hayek, J.C., 2007, Piecing Together the Student Success Puzzle: Research, propositions, and recommendations (San Francisco, Jossey-Bass).
  • Kuh, G.D., Pace, C.R. & Vesper, N., 1997, ‘The development of process indicators to estimate student gains associated with good practices in undergraduate education’, Research in Higher Education, 38(4), pp. 435–54.
  • Kuh, G.D., Jankowski, N., Ikenberry, S.O. & Kinzie, J., 2014, Knowing What Students Know and Can Do: The current state of student Learning outcomes assessment in US colleges and universities (Urbana, IL, University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment).
  • Lu, K.-Y., Lin, P.-L., Wu, C.-M., Hsieh, Y.-L. & Chang, Y.-Y., 2002, ‘The relationships among turnover intentions, professional commitment, and job satisfaction of hospital nurses’, Journal of Professional Nursing, 18(4), pp. 214–19.
  • Macfarlane, B. & Tomlinson, M., 2017, ‘Critical and alternative perspectives on student engagement’, Higher Education Policy, 30(1), pp. 1–4.
  • Mastekaasa, A., 2004, ‘Social origins and recruitment to Norwegian business and public sector elites’, European Sociological Review, 20(3), pp. 221–35.
  • Mastekaasa, A., 2009, ‘Organisational commitment among public and private sector professionals’, SPS Working Paper 1/09, Oslo University College, Norway.
  • Olivas, M.A., 2011, ‘If you build it, they will assess it (or, an open letter to George Kuh, with love and respect)’, Review of Higher Education, 35(1), pp. 1–15.
  • Pascarella, E.T. & Terenzini, P.T., 2005, How College Affects Students: Vol. 2. A third decade of research (San Francisco, Jossey-Bass).
  • Porter, L.W., Steers, R.M., Mowday, R.T. & Boulian, P.V., 1974, ‘Organizational commitment, job satisfaction, and turnover among psychiatric technicians’, Journal of Applied Psychology, 59(5), pp. 603–09.
  • Porter, S.R., 2011, ‘Do college student surveys have any validity?’, Review of Higher Education, 35(1), pp. 45–76.
  • Prøitz, T.S., 2010, ‘Learning outcomes: What are they? Who defines them? When and where are they defined?’, Educational Assessment, Evaluation and Accountability, 22(2), pp. 119–37.
  • Ryle, G., 1949, The Concept of Mind (Chicago, University of Chicago Press).
  • Sadler, D.R., 2005, ‘Interpretations of criteria‐based assessment and grading in higher education’, Assessment & Evaluation in Higher Education, 30(2), pp. 175–94.
  • Schön, D.A., 1987, Educating the Reflective Practitioner: Toward a new design for teaching and learning in the professions (San Francisco, Jossey-Bass).
  • Smeby, J.-C. & Heggen, K., 2014, ‘Coherence and the development of professional knowledge and skills’, Journal of Education and Work, 27(1), pp. 71–91.
  • Somech, A. & Bogler, R., 2002, ‘Antecedents and consequences of teacher organizational and professional commitment’, Educational Administration Quarterly, 38(4), pp. 555–77.
  • Stensaker, B. & Sweetman, R., 2014, ‘Impact of assessment initiatives on quality assurance’, in Coates, H. (Ed.) HELOs and Trends in International Quality Assurance, pp. 237–59 (Frankfurt, Peter Lang).
  • StudData, 2011, StudData. Available at http://www.hioa.no/eng/Forskning-og-utvikling/Hva-forsker-HiOA-paa/FoU-SPS/prosjekter/StudData (accessed 28 May 2018).
  • Sweetman, R., Hovdhaugen, E. & Karlsen, H., 2014, ‘Learning outcomes across disciplinary divides and contrasting national higher education traditions’, Tertiary Education and Management, 20(3), pp. 179–92.
  • Terum, L.I. & Mastekaasa, A., 2006, ‘Studenttilfredshet i profesjonsutdanningene’, Norsk Pedagogisk Tidsskrift, 90(3), pp. 254–66.
  • Tinto, V., 1993, Leaving College: Rethinking the causes and cures of student attrition, second edition (Chicago, University of Chicago Press).
  • Weiss, A., 1995, ‘Human capital vs. signalling explanations of wages’, Journal of Economic Perspectives, 9(4), pp. 133–54.
  • Winch, C., 2014, ‘Know-how and knowledge in the professional curriculum’, in Young, M. & Muller, J. (Eds.) Knowledge, Expertise and the Professions, pp. 47–60 (London, Routledge).
  • Yorke, M., 2009, ‘Grading student achievement in higher education’, in Malcolm, T., Mok, K.H., Huisman, J. & Morphew, C. (Eds). The Routledge International Handbook of Higher Education (New York, Routledge).

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.