RAPPORT
WWW.RECORDINGACHIEVEMENT.AC.UK
Issue 1 (2017)
enrolling in further study (see Smith & Knight,
2000, for a critique of these data).
Gunn and Fisk (2013) outlined four types of
outcomes that are expected of HE institutions in
relation to their students: disciplinary mastery,
disciplinary mastery and development of
transferable skills, entering fit-for-purpose into a
profession, engagement with local and global
knowledge economy, or social justice or political
needs. These constitute different, although not
mutually exclusive orientations to education
where teaching excellence, entails providing a
context that promotes each of these outcomes.
Input variables
Learners
Processes
Student engagement
Outcomes
Graduate employment
Demographics
(inequality)
Previous
educational
experiences &
qualifications
Cultural and
individual
differences
Realistic learning
•
•
•
•
•
•
Active
Meaningful
Collaborative
Challenging
Reflective
Co-created
Learner development
•
•
•
•
Knowledge
Skills
Awareness
Motivation
Learning environment
Curriculum
Support systems
Resources
Teaching excellence
Academic attainment and
achievement
Graduate attributes
Figure 1. Conceptual model of the learning process in HE.
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