Abstract
AbstractThe qualification frameworks in higher education organizations have initiated standardization across countries. These reform initiatives build on managerial logics from the business world, which create dilemmas as academic institutions have been governed by professional academic logics. Institutions have thus moved from homogeneity towards heterogeneity and multiple institutional logics. How has the concept of students’ learning outcomes been turned into practice? The study is based on the construction of the Norwegian Quality Assessment System and the Swedish development of the External Program Quality Model. These systems are not addressing the students’ learning outcomes, but focus on input and processes. Further, discursive processes enhance multiple logics in the institutions.
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