{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,25]],"date-time":"2026-06-25T07:10:24Z","timestamp":1782371424650,"version":"3.54.5"},"reference-count":18,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2014,4,1]],"date-time":"2014-04-01T00:00:00Z","timestamp":1396310400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2014,4,1]]},"abstract":"\n Purpose<\/jats:title>\n \u2013 This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. <\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n \u2013 This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. <\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n \u2013 In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. <\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n \u2013 A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/qae-09-2011-0059","type":"journal-article","created":{"date-parts":[[2014,4,4]],"date-time":"2014-04-04T08:36:29Z","timestamp":1396600589000},"page":"158-168","source":"Crossref","is-referenced-by-count":114,"title":["Outcomes-based approach to quality assessment and curriculum improvement in higher education"],"prefix":"10.1108","volume":"22","author":[{"given":"Maureen","family":"Tam","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","reference":[{"key":"key2021010203510548300_b1","unstructured":"Adam, S.\n (2004), \u201cUsing learning outcomes: a consideration of the nature, role, application and implications for European education of employing learning outcomes at the local, national and international levels\u201d, July, Report on United Kingdom presented at the Bologna Seminar, Heriot-Watt University, Edinburgh."},{"key":"key2021010203510548300_b2","unstructured":"Adam, S.\n (2006), \u201cAn introduction to learning outcomes\u201d, in \n Froment, E.\n , \n Kohler, J.\n , \n Purser, L.\n and \n Wilson, L.\n (Eds), EUA Bologna Handbook, Raabe, Berlin, p. B2.3-1."},{"key":"key2021010203510548300_b3","unstructured":"Apling, R.N.\n (1989), Vocational Education Performance Standards, Congressional Research Service, The Library of Congress, Washington DC."},{"key":"key2021010203510548300_b4","doi-asserted-by":"crossref","unstructured":"Ashworth, P.D.\n and \n Saxton, J.\n (1990), \u201cOn \u2018competence\u2019\u201d, Journal of Further and Higher Education, Vol. 14 No. 2, pp. 3-25.","DOI":"10.1080\/0309877900140201"},{"key":"key2021010203510548300_b5","doi-asserted-by":"crossref","unstructured":"Bagnall, R.\n (1994), \u201cPerformance indicators and outcomes as measures of educational quality: a cautionary critique\u201d, International Journal of Lifelong Education, Vol. 13 No. 1, pp. 19-32.","DOI":"10.1080\/0260137940130103"},{"key":"key2021010203510548300_b6","unstructured":"Bagnall, R.\n (2009), \u201cValues teaching and learning in vocational education and training: trends and challenges\u201d, Internal paper, Hong Kong Institute of Education: Hong Kong."},{"key":"key2021010203510548300_b7","unstructured":"Biggs, J.\n (1999), Teaching for Quality Learning at University, Society for Research in Higher Education and Open University Press, Buckingham."},{"key":"key2021010203510548300_b8","doi-asserted-by":"crossref","unstructured":"Biggs, J.\n (2003), \u201cEnhancing teaching through constructive alignment\u201d, Higher Education, Vol. 32 No. 3, pp. 347-364.","DOI":"10.1007\/BF00138871"},{"key":"key2021010203510548300_b9","unstructured":"Biggs, J.\n and \n Tang, C.\n (2007), Teaching for Quality Learning at University, 3rd ed., Society for Research in Higher Education and Open University Press, Berkshire."},{"key":"key2021010203510548300_b10","unstructured":"Biggs, J.\n and \n Tang, C.\n (2011), Teaching for Quality Learning at University, 4th ed., Society for Research in Higher Education and Open University Press, Berkshire."},{"key":"key2021010203510548300_b11","unstructured":"Bloom, B.S.\n , \n Engelhart, M.D.\n , \n Furst, E.J.\n , \n Hill, W.\n and \n Krathwohl, D.\n (1956), Taxonomy of Educational Objectives, Volume 1: The Cognitive Domain, McKay, New York, NY."},{"key":"key2021010203510548300_b12","unstructured":"Ewell, P.\n (2008), \u201cBuilding academic cultures of evidence: a perspective on learning outcomes in higher education\u201d, paper presented at the symposium of the Hong Kong University Grants Committee on Quality Education, Quality Outcomes \u2013 the way forward for Hong Kong, Hong Kong, June, available at: www.ugc.edu.hk\/eng\/ugc\/activity\/outcomes\/symposium\/2008\/present.html (accessed 15 September 2010)."},{"key":"key2021010203510548300_b13","unstructured":"Gosling, D.\n and \n Moon, J.\n (2001), How to Use Learning Outcomes and Assessment Criteria, SEEC Office, London."},{"key":"key2021010203510548300_b14","doi-asserted-by":"crossref","unstructured":"Hyland, T.\n (1991), \u201cTaking care of business: vocationalism, competence and the enterprise culture\u201d, Educational Studies, Vol. 17 No. 1, pp. 77-87.","DOI":"10.1080\/0305569910170106"},{"key":"key2021010203510548300_b15","doi-asserted-by":"crossref","unstructured":"Hyland, T.\n (2007), \u201cMorality, work and employment: towards a values dimension in vocational education and training\u201d, Journal of Moral Education, Vol. 24 No. 4, pp. 445-456.","DOI":"10.1080\/0305724950240406"},{"key":"key2021010203510548300_b16","unstructured":"Kennedy, D.\n , \n Hyland, A.\n and \n Ryan, N.\n (2006), \u201cWriting and using learning outcomes: a practical guide\u201d, in \n Froment, E.\n , \n Kohler, J.\n , \n Purser, L.\n and \n Wilson, L.\n (Eds), EUA Bologna Handbook, Raabe, Berlin, p. C3.4-1."},{"key":"key2021010203510548300_b17","doi-asserted-by":"crossref","unstructured":"Mulder, M.\n , \n Wiegel, T.\n and \n Collins, K.\n (2007), \u201cThe concept of competence in the development of vocational education and training in selected EU member states: a critical analysis\u201d, Journal of Vocational Education and Training, Vol. 59 No. 1, pp. 67-88.","DOI":"10.1080\/13636820601145630"},{"key":"key2021010203510548300_b18","unstructured":"Purser, L.\n (2003), \u201cReport on Council of Europe Seminar on Recognition Issues in the Bologna Process, Lisbon, April 2002\u201d, in Bergan, S. (Ed.), Recognition Issues in the Bologna Process, available at: http:\/\/book.coeint\/EN\/ficheouvrage.php?PAGEID=36&lang=EN&produit_aliasid=1618 (accessed 20 July 2009)."}],"container-title":["Quality Assurance in Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/QAE-09-2011-0059\/full\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.emerald.com\/insight\/content\/doi\/10.1108\/QAE-09-2011-0059\/full\/html","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,7,24]],"date-time":"2025-07-24T22:44:38Z","timestamp":1753397078000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.emerald.com\/qae\/article\/22\/2\/158-168\/358374"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2014,4,1]]},"references-count":18,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2014,4,1]]}},"alternative-id":["10.1108\/QAE-09-2011-0059"],"URL":"https:\/\/doi.org\/10.1108\/qae-09-2011-0059","relation":{},"ISSN":["0968-4883"],"issn-type":[{"value":"0968-4883","type":"print"}],"subject":[],"published":{"date-parts":[[2014,4,1]]}}}