Location of Repository

Curriculum planning with 'learning outcomes': a theoretical analysis

By Brian Kemp


The use of learning outcomes for curriculum planning is widely advocated in higher education, it is supported by an imposing set of claims, and it has official sanction, for example from the Quality Assurance Agency (QAA). In opposition, there are fierce criticisms, mainly on theoretical grounds. The debate between opposing parties can be sterile, unless conducted in relation to an actual\ud application of learning outcomes. The intention here is to examine such a scheme. This paper\ud considers theoretical arguments in relation to the scheme. There will be a subsequent paper which\ud looks at empirical evidence, and a final paper will offer an alternative framework for planning\ud curriculum content. The motive for this project is the author’s belief that there is much in ‘learning outcomes’ that is inimical to any warranted conception of higher education

Topics: Curriculum planning, Learning outcomes, Higher education
Publisher: University of Wolverhampton
Year: 1999
OAI identifier: oai:wlv.openrepository.com:2436/11377

Suggested articles



  1. (1970). A model for analysing a philosophy of education, In:
  2. (1982). A Primer in Data Reduction doi
  3. (1989). An Autobiography Oxford: doi
  4. (1998). An empirically-based assessment of Belbin’s team roles doi
  5. (1995). An Introduction to Social Constructionism. doi
  6. (1984). An Investigation of User-Led Design: rational and political perspectives doi
  7. (1969). Being and Nothingness doi
  8. (1994). Cognition in Action Hove: Lawrence Erlbaum Associates.
  9. (1997). Connected Knowledge Oxford:
  10. (1997). Creating a University of Wolverhampton Module Guide in Learning Outcomes Format Wolverhampton:
  11. (1996). Critical Thinking doi
  12. (1993). Critique of Pure Reason London: Everyman,
  13. (1999). Curriculum Planning with 'Learning Outcomes': a theoretical analysis _________________________________________________________________________________________
  14. (1999). Curriculum Planning with 'Learning Outcomes': a theoretical analysis _________________________________________________________________________________________ 24 Management Research Centre
  15. (1999). Curriculum Planning with 'Learning Outcomes': a theoretical analysis _________________________________________________________________________________________ Chapman, O.
  16. (1995). Curriculum Studies: independent learning guide
  17. (1992). Ecce Homo London: doi
  18. (1986). Educating the Reflective Practitioner doi
  19. (1996). Education, training and the flexible labour market doi
  20. (1970). Education: domestication or liberation, In: A. Finch & P. Scrimshaw Standards, Schooling and Education London: Hodder and Stoughton doi
  21. (1991). Empirical Knowledge Oxford: doi
  22. (1995). Employability: final report Wolverhampton:
  23. (1996). Foucault play Habermas: an alternative philosophical underpinning for critical systems thinking doi
  24. (1997). Higher Education: a critical business Buckingham: The Society for Research into
  25. (1977). Image Music Text London: doi
  26. (1986). Images of Organisation London: doi
  27. (1992). Improving Higher Education Buckingham: The Society for Research into
  28. (1990). Innumeracy London: doi
  29. (1970). Justifying Curriculum Decisions, In: doi
  30. (1996). Learning Outcomes doi
  31. (1996). Learning Outcomes - doi
  32. (1995). Management Education - a polemic doi
  33. (1994). Management Education - provocations to a debate doi
  34. (1969). Models in Business Analysis Columbus,
  35. (1991). Modernity and Self-Identity Cambridge: doi
  36. (1996). Numeracy and Managers: a preliminary investigation
  37. (1994). On Organisational Learning
  38. (1990). On the logic of the social sciences Cambridge: doi
  39. (1996). Outcome-Based Education: a critique doi
  40. (1977). Outline of a Theory of Practice Cambridge: doi
  41. (1996). Philosophical Foundations of the Social Sciences Cambridge: doi
  42. (1998). Philosophy of Science London: doi
  43. (1996). Planned and emergent learning doi
  44. (1993). Problem Solving - current issues Buckingham:
  45. (1994). Quality Council (HEQC) doi
  46. (1996). Representing Reality doi
  47. (1993). Social construction of communication technology doi
  48. (1991). Statistics and Mathematics Anxiety in Social Science Students: some interesting parallels doi
  49. (1998). Students’ perceptions of their learning outcomes Teaching doi
  50. (1998). Taking subjectivity into account, In: doi
  51. (1964). Taxonomy of Educational Objectives Handbook II: affective domain London: doi
  52. (1956). Taxonomy of Educational Objectives. Handbook I: cognitive domain London: doi
  53. (1989). Teaching statistics in US - an alien’s eye view doi
  54. (1995). The Cambridge Companion to Habermas Cambridge: doi
  55. (1949). The Concept of Mind London: doi
  56. (1989). the Development of Adult Continuing Education UDACE
  57. (1997). The Educated Mind Chicago: doi
  58. (1995). The emergence of interpretivism in doi
  59. (1995). The Empty Raincoat London:
  60. (1978). The History of Sexuality London:
  61. (1958). The Human Condition Chicago: doi
  62. (1990). The idea of a social science and its relation to philosophy London: doi
  63. (1990). The Idea of Higher Education Buckingham: The Society for Research into
  64. (1996). The Knowing Organisation: how organisations use information to construct meaning, create knowledge and make decisions doi
  65. (1992). The Nature of True Minds Cambridge: doi
  66. (1994). The New Production of Knowledge London: doi
  67. (1995). The politics of social research. doi
  68. (1984). The Postmodern Condition: a report on knowledge Manchester: doi
  69. (1990). The Problem of Knowledge London:
  70. (1994). The role of metacognition and metalearning, In: G. Gibbs (Ed) Improving student learning- theory and practice Oxford: Oxford Centre for Staff Development
  71. (1997). The Two Pragmatists London:
  72. (1993). The Work Related Curriculum London: Kogan Page. doi
  73. (1966). Theories of Learning doi
  74. (1994). Thinking and Deciding Cambridge: doi
  75. (1996). Thinking, Directed, Undirected and Creative London: doi
  76. (1996). Tools for Thinking doi
  77. (1995). Training in the Law of Large Numbers and Everyday Inductive Reasoning: a replication, with implications for course design doi
  78. (1996). Transforming Higher Education Buckingham: The Society for Research into
  79. (1990). Understanding Information
  80. (1997). What is normal anyway? Therapy for epistemological anxiety
  81. (1994). Who is afraid of statistics. Correlates of anxiety among students of educational sciences doi
  82. (1990). Who is the curriculum customer?
  83. (1998). Work Psychology London: Financial Times Management
  84. (1993). Working in Hermeneutic Circles in Management Accounting Research: some implications and applications doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.