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Centering student learning outcomes in global quality assurance of higher education: The OECD’s AHELO study

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Abstract:

Output measures of higher education institutions, rather than input variables, have become increasingly important in the quality assurance movement in global higher education and are garnering attention among international organizations. Among various output measures, the OECD has identified student learning outcomes in higher education as a key output measure to be developed and measured. As a result, the OECD is currently engaging in a world-wide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess learning outcomes that would be valid across languages, cultures and higher education institution. This paper provides an overview and critical policy analysis of the AHELO project. Drawing on a policy sociology framework, it examines publicly available and relevant AHELO texts such as OECD’s AHELO website and AHELO working papers, brochures, meeting minutes, seminar presentations, and newsletter. It also critically examines recent OECD reports on teaching and learning and media responses to AHELO. Based on a review of the AHELO texts, this paper shares three themes that emerged from the analysis, 1) towards an improved global space of equivalence, 2) a global space of equivalence for the neoliberal social imaginary, and 3) the mediation of a global space of equivalence. This paper argues that, through AHELO, OECD strives to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates a neoliberal social imaginary of higher education globally.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492672_index.html
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MLA Citation:

Shahjahan, Riyad. "Centering student learning outcomes in global quality assurance of higher education: The OECD’s AHELO study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492672_index.html>

APA Citation:

Shahjahan, R. "Centering student learning outcomes in global quality assurance of higher education: The OECD’s AHELO study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492672_index.html

Publication Type: Panel Paper
Abstract: Output measures of higher education institutions, rather than input variables, have become increasingly important in the quality assurance movement in global higher education and are garnering attention among international organizations. Among various output measures, the OECD has identified student learning outcomes in higher education as a key output measure to be developed and measured. As a result, the OECD is currently engaging in a world-wide feasibility study entitled International Assessment of Higher Education Learning Outcomes (AHELO). This feasibility study seeks to develop measures that would assess learning outcomes that would be valid across languages, cultures and higher education institution. This paper provides an overview and critical policy analysis of the AHELO project. Drawing on a policy sociology framework, it examines publicly available and relevant AHELO texts such as OECD’s AHELO website and AHELO working papers, brochures, meeting minutes, seminar presentations, and newsletter. It also critically examines recent OECD reports on teaching and learning and media responses to AHELO. Based on a review of the AHELO texts, this paper shares three themes that emerged from the analysis, 1) towards an improved global space of equivalence, 2) a global space of equivalence for the neoliberal social imaginary, and 3) the mediation of a global space of equivalence. This paper argues that, through AHELO, OECD strives to construct a global space of equivalence for teaching and learning in higher education, and in so doing, perpetuates a neoliberal social imaginary of higher education globally.


Similar Titles:
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