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Higher Education Learning Outcomes Assessment

International Perspectives

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Edited By Hamish Coates

This book provides higher education teachers, leaders and policymakers with insights from research on assessing students’ learning outcomes. The book is founded in research, shaped by policy, and designed to be of enduring relevance to practice. Framed by a cycle of continuous quality improvement, it begins by discussing policy contexts and research concepts. Experts discuss institutional, disciplinary, national and international case studies. Perspectives are advanced for reviewing the relevance and feasibility of assessment initiatives. The book explores what stakeholders have done to convert work on learning outcomes into improvements in education.
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Developing learning outcomes initiatives in Egypt, Kuwait, and the UAE

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Abstract: This chapter provides an overview of historical developments that laid the foundations for introducing the discourse on higher education learning outcomes assessment in Egypt, Kuwait and the United Arab Emirates (UAE). The development of quality assurance infrastructures and policy is explored through the growth and privatisation of higher education institutions to cater to an increasingly expanding enrolment and increased internationalisation through affiliation or the local opening of branch campuses. The origin of learning outcomes assessment literature is then investigated in the practitioner and researcher arena to situate the discourse within each context, particularly in relation to accreditation. The emergence of learning outcomes-based assessment is thereafter investigated zooming out from national experiences to the most recent international initiative, the OECD’s Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study. Finally, future directions are recommended for learning outcomes assessment research in each country and in the Middle East region as a whole.

Keywords: higher education in Egypt, Kuwait and UAE; quality assurance; learning outcomes assessment

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