Outcomes-Based Learning in Hong Kong Higher Education: Cultural Transformation? or 'Job done, now can we get back to work?'

Abstract

Outcomes-based learning, the official policy of the UGC since 2006, has been adopted by its eight affiliated universities. The universities have been broadly supportive, in some cases enthusiastic, in the adoption and implementation of outcomes-based approaches to learning, some of them tying its introduction to the 2012 3+3+4 curriculum reforms. Witness the plethora of academic writings and (for instance) the establishment of dedicated websites at some of the universities. At HKU learning outcomes are required for all courses and all programmes. Official policy requires that courses within a programme be aligned with the programme learning outcomes, which in turn must be aligned with the University Aims. Course and programme learning outcomes must be communicated to students. Student Evaluation of Teaching and Learning questionnaires are built around the notion of learning outcomes, and SLEQ results are monitored each year for student feedback on outcomes achievement. The imminent QAC exercise asks for evidence concerning OBASL implementation, practice and success. But what does it all mean? Does it translate into anything different and better in the delivery of instruction and in the student learning experience?