Cross Border Higher Education: Vangelis Tsiligiris' Paper.li newspaper
"I have been researching transnational higher education partnerships for the past 5 or so years. During this time I have realised the growing importance of CBHE and the increasing interest of other people in it. Thus, I thought that it would be a good idea to collect the most recent posts in the area of CBHE."
(Vangelis Tsiligiris, Paper.li)
Fig.1 'Weathering Academic Change in Germany'
CONTRIBUTOR
Simon PerkinsSHARE
The Bologna Process and Australia: Next Steps
"The Bologna Process, whereby a significant number of European countries are working towards greater consistency and portability across their higher education systems, is likely to influence developments in higher education in many parts of the world including our region. It will have important implications for Australian higher education providers as we work to enhance our existing success and reputation as a provider of world-class education to both domestic and international students.
The Bologna Process involves 45 European countries undertaking a series of reforms intended to create an integrated European higher education area by 2010. Signatories to the agreement have agreed to work towards greater consistency in areas such as degree structures, credit transfer and quality assurance systems."
(Julie Bishop, Australian Minister for Education, Science and Training, April 2006)
CONTRIBUTOR
Simon PerkinsSHARE
UK higher education has shifted to an approach centred on the outcomes of learning
"In recent years, most UK higher education has shifted to an approach centred on the outcomes of learning. The change has implied the writing of many programmes using outcome-based terminology. This paper is designed to introduce the terminology and to demonstrate how the main descriptive structures should interrelate. The paper uses an integrated approach to the design of programmes and modules as a context for the description of level descriptors, learning outcomes and assessment criteria and their relationships.
In the past two years two new developments have emanated from the Quality Assurance Agency (QAA) that may influence or affect the processes that are described in this paper - subject benchmarks and programme specification. Reference to these are made in the text of the paper, and in the Appendices.
The work on assessment criteria is newer than that on levels and learning outcomes. It is only recently that we have seriously considered the relationship of assessment criteria to the other elements. These issues are under consideration in many institutions at present."
(Jennifer Moon, 2004)
Jennifer Moon: 'Linking Levels, Learning Outcomes and Assessment Criteria'. Report for the Bologna conference on learning outcomes held in Edinburgh on 1 - 2 July 2004
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Simon PerkinsSHARE
