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How do we measure quality in higher education?

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As universities are held more accountable for the quality of their provision, how can research inform our thinking about how we measure quality in higher education?

The economic and employment-related benefits to individuals from attending higher education are well documented. The learning and skill development benefits have been less straightforward to capture. Much of the learning from higher education is discipline-specific of course, and universities tend to focus on measuring this in their assessment systems. There is more debate as to the precise nature of any discipline-transcending learning and the nature of the “graduate” skills that are being developed. This talk will present findings from recent research projects that have attempted to measure the learning and other outcomes from higher education, and will consider their limitations and policy implications.

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This talk is part of the Cambridge Society for the Application of Research (CSAR) series.

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