Abstract
ABSTRACT Drawing on the concepts of consistency, this study contributes to the discussion of study programme plans and the links between curriculum elements. The main argument is that a universal requirement of consistency is taken for granted in study programme planning, even though critics have noted a need for closer scrutiny and debate. The literature attests that the consistency of programme plans between learning activities, defined learning outcomes and assessments are important for student learning. However, newer trends in education may require a new understanding of how learning environments work and alter our understanding of curriculum in higher education. Drawing on a qualitative analysis, the study displays varied curriculum logics in education planning. The findings indicate that we should expect the varying curriculum elements at play in study programme plans to be overlapping, competing and even contradicting, hence challenging our ideas of the perfect consistent curriculum.
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