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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in European Journal of Higher Education on 07/10/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/21568235.2015.1087869

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Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project

Research output: Contribution to Journal/Magazine › Comment/debate › peer-review

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Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project. / Ashwin, Paul.
In: European Journal of Higher Education, Vol. 5, No. 4, 2015, p. 437-444.

Research output: Contribution to Journal/Magazine › Comment/debate › peer-review

Harvard

Ashwin, P 2015, 'Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project', European Journal of Higher Education, vol. 5, no. 4, pp. 437-444. https://doi.org/10.1080/21568235.2015.1087869

APA

Ashwin, P. (2015). Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project. European Journal of Higher Education, 5(4), 437-444. https://doi.org/10.1080/21568235.2015.1087869

Vancouver

Ashwin P. Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project. European Journal of Higher Education. 2015;5(4):437-444. Epub 2015 Oct 5. doi: 10.1080/21568235.2015.1087869

Author

Ashwin, Paul. / Missionary zeal : some problems with the rhetoric, vision and approach of the AHELO project. In: European Journal of Higher Education. 2015 ; Vol. 5, No. 4. pp. 437-444.

Bibtex

@article{80b8d35384df41318226c2c0fc883190,
title = "Missionary zeal: some problems with the rhetoric, vision and approach of the AHELO project",
abstract = "The OECD's Assessment of Higher Education Learning Outcomes (AHELO) project is an important contribution to discussions of how to define and measure the quality of global higher education. There is a genuine need for quality measures that can help to ensure students have equitable access to high-quality higher education wherever they study but do not reinforce existing institutional hierarchies that are simply based on historical reputation. However, I identify three problems with the approach that has been taken to AHELO which mean that even if it succeeded in its own terms, it would not meet this need. I conclude by arguing that rather than pursuing the illusion of a simple and robust measure of the comparative quality of learning outcomes globally, we should focus on the more everyday task of engaging stakeholders internationally in discussions about the development of high-quality undergraduate higher education",
keywords = "AHELO, learning outcomes, quality, quality measures",
author = "Paul Ashwin",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis Group in European Journal of Higher Education on 07/10/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/21568235.2015.1087869",
year = "2015",
doi = "10.1080/21568235.2015.1087869",
language = "English",
volume = "5",
pages = "437--444",
journal = "European Journal of Higher Education",
issn = "2156-8235",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

RIS

TY - JOUR

T1 - Missionary zeal

T2 - some problems with the rhetoric, vision and approach of the AHELO project

AU - Ashwin, Paul

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis Group in European Journal of Higher Education on 07/10/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/21568235.2015.1087869

PY - 2015

Y1 - 2015

N2 - The OECD's Assessment of Higher Education Learning Outcomes (AHELO) project is an important contribution to discussions of how to define and measure the quality of global higher education. There is a genuine need for quality measures that can help to ensure students have equitable access to high-quality higher education wherever they study but do not reinforce existing institutional hierarchies that are simply based on historical reputation. However, I identify three problems with the approach that has been taken to AHELO which mean that even if it succeeded in its own terms, it would not meet this need. I conclude by arguing that rather than pursuing the illusion of a simple and robust measure of the comparative quality of learning outcomes globally, we should focus on the more everyday task of engaging stakeholders internationally in discussions about the development of high-quality undergraduate higher education

AB - The OECD's Assessment of Higher Education Learning Outcomes (AHELO) project is an important contribution to discussions of how to define and measure the quality of global higher education. There is a genuine need for quality measures that can help to ensure students have equitable access to high-quality higher education wherever they study but do not reinforce existing institutional hierarchies that are simply based on historical reputation. However, I identify three problems with the approach that has been taken to AHELO which mean that even if it succeeded in its own terms, it would not meet this need. I conclude by arguing that rather than pursuing the illusion of a simple and robust measure of the comparative quality of learning outcomes globally, we should focus on the more everyday task of engaging stakeholders internationally in discussions about the development of high-quality undergraduate higher education

KW - AHELO

KW - learning outcomes

KW - quality

KW - quality measures

U2 - 10.1080/21568235.2015.1087869

DO - 10.1080/21568235.2015.1087869

M3 - Comment/debate

VL - 5

SP - 437

EP - 444

JO - European Journal of Higher Education

JF - European Journal of Higher Education

SN - 2156-8235

IS - 4

ER -