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  • 1.
    Erikson, Malgorzata
    et al.
    Förvaltningshögskolan, Göteborgs universitet.
    Erikson, Martin G
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Punzi, Elisabeth
    Psykologiska institutionen, Göteborgs universitet.
    A single-question qualitative bachelor’s programme evaluation2018Inngår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297XArtikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Conventionally, quantitative surveys are used for student evaluations in higher education, but the validity of this practice has been questioned. In the present study, we investigated a qualitative method for evaluating a bachelor’s programme. Forty-one first-year students and twenty-eight third- year students on a bachelor’s programme in Public Administration were asked to answer a single question in relation to their programme: ‘What could have been done in order to support your learning?’ The students provided rich responses of a depth and breadth not attainable through conventional surveys, making this method worthwhile for educational development at the programme level. The responses focused on students’ own learning rather than on judgement of teacher performance. The results indicate that the students underwent a transition from the first to third year, suggesting a shift in needs. For example, first-year students asked for direct interaction, whereas third-year students asked for feedback on accomplishments. Practical applications are discussed.

  • 2.
    Erikson, Malgorzata
    et al.
    Förvaltningshögskolan, Göteborgs universitet.
    Erikson, Martin G.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Punzi, Elisabeth
    Psykologiska institutionen, Göteborgs universitet.
    Student responses to a reflexive course evaluation2016Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 17, nr 6, s. 663-675Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qualitative course evaluations can provide information about students’ understanding of their own learning that is difficult to uncover in a traditional survey. It is concluded that qualitative course evaluations would support the development of a student learner identity and help create a role for students as co-producers of knowledge.

  • 3.
    Erikson, Martin G
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Erikson, Malgorzata
    School of Public Administration, University of Gothenburg.
    Learning outcomes and critical thinking – good intentions in conflict2018Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174XArtikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers’ and students’ attention away from important goals.

  • 4.
    Erikson, Martin G.
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Erikson, Malgorzata
    Förvaltningshögskolan, Göteborgs universitet.
    Quality Hazards in the Learning Outcome Model2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Core academic principles and purposes of higher education can be expressed in such terms as students’ personal development or academic identity. These are important in the Bologna process, for example in relation to life-long learning. At the same time, policies about learning outcomes regulate much of the teachers’ everyday practice. The paper analyse the extent to which this combination of perspectives can be a quality hazard, and it is argued that two particular areas can be problematic. The first is that desirable effects of higher education that cannot be expressed as learning outcomes are at risk of being neglected. The second is that learning outcomes can become a roof, restricting students’ ambitions and their entire outlook on what higher education is supposed to be. How these risks can be taken into account when formulating quality criteria is discussed in relation to the responsibilities of students, teachers and institutional management.

  • 5.
    Erikson, Martin G.
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Erlandson, Peter
    Göteborgs Universitet.
    Erikson, Malgorzata
    Göteborgs universitet.
    Academic misconduct in teaching portfolios2015Inngår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 20, nr 4, s. 345-354Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole

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