Abstract:

The implementation of learning outcomes in Higher Education curricula has been a common challenge for European educational institutions. Despite the relevance of this concept since Bologna Declaration, the definition and the nature of learning outcomes are still in debate. A wide range of theoretical models from all over the world present diverse perspective about the distinction of dissimilar dimensions and typologies of learning outcomes. Based on these insights, we propose the design of a conceptual map to be used to identify what knowledges and competences Higher Education institutions intend to promote in their students. A systematic literature review, based not only in research papers, but also, in institutional and official data was performed. Our conceptual map encompasses 24 categories, comprising knowledge (discipline-specific skills or hard-skills) and generic skills (or soft-skills). Both general and specific, and applied and theoretical knowledge are included on discipline specific skills. In turn, critical thinking, decision-making, problem solving, ethical and deontological principles, communication skills, or lifelong learning are examples soft/transversal skills. For each code, a definition and an example of learning outcome is presented. This conceptual framework is theoretical and empirically tested, based on the intercoder agreement. The present effort to designing a conceptual map allow us to better realize how learning outcomes are conceptualized by academia. Portuguese case is focused in this work as a reference to a subsequent international analysis.

Keywords:

Learning outcomes, hard-skills, soft-skills, Higher Education.