Learning outcomes (LOs) have been widely used in determining what do we expect out of our graduates. In fact, LOs have been crafted in national qualifications frameworks. However, a number of challenges have been acknowledged, which include measurement of attainment and the link to workplace (competency). There are of course other challenges which you may face in your specific contexts which will have significant implications in the future. What are they from the perspectives of national, institutional and programmes/courses? Related to the challenges are the opportunities for us to enhance the attainment of LOs which may have implications on national as well as institutional policies.
Generally, one of the challenge is to manage the resistance to change among the people involves in the Higher Education. One of the opportunity provides the appropriate budget for human resource development.
Thank you for your insights, Dr Habsah. I concur with you that the outcome-based education (OBE) approach is still not fully understood. We have countries with different levels of development. The way they perceive OBE can be different as well. There are some who may still be thinking that education should be seen from the traditional conservative angle, which is to provide fundamental knowledge to students, leaving the industry to mould their soft skills. Training and development of people on the OBE approach is another challenge.
Thank you Prof. Meaning that it is an opportunity for further research in the OBE area in the field of HRD in Higher Education.
You are right, Dr Habsah. One interesting area would be how to ensure the link between LOs and competencies, as well as measurement and attainment.
The combination of the gap analysis model (Clark & Estes, 2008) and the Kirkpatrick model (2016) may help provide a backward planning model for some of the softer skills.
The Kirkpatrick & Philip's model can be adopted and adapted to measure the performance in the context of higher education not only for teaching and learning including supervision.
I am currently working on my thesis: "The Candor to Live in Ongoing Educational Innovation." How does one create a culture of radical candor (Scott, 2017) in an educational setting? The study will be using the frameworks from Clark & Estes (2008) and (Kirkpatrick, 2016) to analyze how the intersections of "challenge directly" (feedback) and "care personally" (compassion) can be purposefully backward planned in an educational institution.
Thanks so much for your constructive input, Cris. You are involved in a very interesting research work.All the best to you!
Clarity and coherence serve as the twin- pillar of PLOs and CLOs (program and class learning outcomes) All the best!
Thank you very much for your insights, Maria. All the best to you too!
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