Outcomes-based Framework Research Articles

The role of outcomes-based frameworks in social housing provision in Australia

The role of outcomes-based frameworks in social housing provision in Australia

New development: From social impact bonds to impact bonds—an outcomes-based framework

IMPACT This article presents a classification of impact bonds (IBs) that has practical implications for practitioners designing IBs. The framework shows how the nature of the targeted outcomes can affect the financial structure of an IB and influence the capacity to design workable business plans for the projects being financed. Given the reconsideration of cost savings in the newer IB models, the authors recommend that public sector managers and policy-makers question the relevance and advantages of IBs over other types of financing.

Mapping frameworks and approaches to measuring the quality of transition support services for young people with intellectual and developmental disabilities.

Transition to adulthood for young people with intellectual disabilities and developmental disabilities (IDD) has been given significant attention in research, policy development and practice. The aim of this paper was to explore how a recently developed theoretical outcomes-based framework for measuring the quality of services for people with disabilities could potentially be useful in conceptualizing and supporting successful transition to adulthood. The theoretical discussion draws on both the scoping review and template analysis that was used to develop the Service Quality Framework and on a separate study synthesizing expert completed country templates and literature review which included models of and research on successful transition to adulthood. Synthesis identified that using a quality of life outcomes focused framework of Service Quality could be mapped onto and extend current thinking on what is seen as successful transition to adulthood by putting the focus on successful transition as people with IDD moving towards having similar opportunities and quality of life as other adults without disabilities living in the same community/society. Implications of a more wide-ranging definition and holistic view for both practice and future research are discussed.

Competency based medical education (CBME) in CCFP(EM) programs.

It is postulated that implementation of Competency by Design (CBD) in Royal College of Physicians and Surgeons of Canada (RCPSC) programs has helped enhanced skills programs in emergency medicine (CCFP(EM)) move towards a more competency-based residency. The objectives of the study were to identify major competency-based medical educational (CBME) components of CCFP(EM) programs across the country; and determine how programs are delivering these components. After a rigorous development process (expert content development, and pilot testing), a survey questionnaire was administered to all 17 CCFP(EM) program directors using a modified Dillman technique. Questions were structured and framed using the core components framework of CBME. The final survey included a total of 44 questions under six sections. There was a 100% response rate. Only 65% of programs currently map their program's curriculum to an explicit outcomes-based framework. All but one program plan to map their program's curriculum to Core Professional Activities that were released by the College of Family Physicians of Canada (CFPC) in May 2021. In 35% of programs, a curriculum is organized around developmental competencies that support resident progression. Individual coaches or a coaching team follow residents longitudinally in 65% of programs. In 81% of programs, the program meets with a resident at regular, pre-defined intervals to discuss their progression. In terms of assessment: data from direct observations are incorporated 94% of the time; 29% of programs have specific criteria for advancement; and all programs have a Competence Committee. With the introduction of CBD in RCPSC programs, 71% of program directors felt there was less understanding of the unique needs of CCFP(EM) residents. This study summarizes the current state of CBME in CCFP(EM) programs. While many components of CBME are incorporated, further development and innovation is needed to fully adapt CBME to a 1-year training program.

An Outcomes-Based Framework for Integrating Academics With Student Life to Promote the Development of Undergraduate Students’ Non-cognitive Skills

Non-cognitive skills are essential for success in a variety of settings but are not commonly taught and assessed in undergraduate curricula. The challenge for curricular integration of non-cognitive skills stems from varying interpretations of what it means to apply a specific skill effectively. In addition, teaching these skills requires going beyond the foregrounded academic content in traditional coursework. At Minerva University, we articulate core non-cognitive skills precisely and transparently as learning outcomes to guide the design of courses and assessments. We integrate these skills into the academic curriculum and student life alongside traditional learning outcomes. Students are introduced to these outcomes in their first year and continue to apply them throughout their 4 years, receiving feedback and scores across academic, disciplinary, and real-world, experiential learning contexts. We provide examples of the Learning Outcomes, detailing their introduction and application in various contexts across the 4-year arc Students’ college experience. We identify aspects of our approach that can be generalized and implemented in different settings, from individual courses to programs, departments, or entire institutions.

Education for Sustainable Development: Guidance for UK Higher Education Providers

This guidance has been prepared by representatives of the higher education community with expertise in education and sustainable development. It has been produced via collaboration between the Quality Assurance Agency for Higher Education (QAA) and the Higher Education Academy (HEA). The guidance is intended to be of practical help to higher education providers working with students to foster their knowledge, understanding and skills in the area of sustainable development. The guidance recognises that there are many ways in which this may be achieved and is not prescriptive about delivery. Instead it offers an outcomes-based framework for use in curriculum design, and general guidance on approaches to teaching, learning and assessment. The guidance is intended to be relevant to educators in all disciplines wishing to embed or include learning about sustainable development within their curricula. This guidance is intended to complement Chapter B3 of the UK Quality Code for Higher Education (Quality Code) dedicated to learning and teaching, but it does not form an explicit part of it. The Quality Code sets out the expectations that all providers of UK higher education are required to meet and is used in QAA review processes. The guidance is intended to apply to all parts of the UK.

An Outcomes-Based Education (Obe) Approach & Typology-Based Quality Assurance (Qa) System: A Proposed Framework And Transition Strategy For Philippine Higher Education Institution’s (HEI) Shift Towards International Standards

AbstractThis study is part of a bigger study supporting the Philippine Government’s Medium-Term Plan to institute major reforms in its educational system. The main research question of this study is how can Philippine Higher Education Institutions (HEIs) shift towards an Outcomes-Based Education (OBE) approach and typology-based Quality Assurance (QA) System that would meet international standards? Specifically, the study aimed to: 1) craft a Ten-year transition strategy (AY 2012-2022) for Philippine HEIs to become compliant to international accords 2) design a framework for an Outcomes-based Education (OBE) approach and typology-based Quality Assurance (QA) system for HEIs; and 3) on the bases of the results, design a Model academic Course Syllabus in the field of business, particularly the BS Accountancy Program that applies OBE approach and typology-based QA using an actual case of an existing HEI- La Consolacion College Manila (LCCM), Philippines. The researchers’ main motivation in undertaking this study was the specific significant contribution to LCCM-a 100-year old HEI that is in need of a transition strategy during Academic Year 2012-2022 and the benefits to national interest. The Philippines has consistently lagged behind in the World Economic Forum (WEF) Global Competitiveness Index, placing 65th worldwide and 3rd least competitive among its Southeast Asian neighbours. The conceptual framework primarily used three of the world’s most popular quality management system models – Deming’s PDCA Cycle used in ISO 9001:2008 QMS, Baldrige Framework –Education Criteria for Performance Excellence (MBNQA,2010) and Kaplan’s Balanced Scorecard (BSC) Methodology (Kaplan and Norton,2000).The methodology used was a descriptive- case analysis research design primarily using secondary data analysis technique to analyse existing publications, memorandum orders, and studies from government and private agencies. Primary data was sourced from internal records of LCCM--the sample case study. The study showed that Outcomes-based framework presupposes quality and goals anchored on the Vision-Mission-Goals and Objectives (VMGO) of HEIs. Thus, HEIs define their VMGO in response to local contexts and their assessment of institutional strengths and weaknesses, the quality goals and outcomes of HEIs necessarily differ. It can be concluded that Philippine HEIs are not differentiated along the mission and functions vis-à-vis the national goals, with specific focus (target clientele, resource requirement and competencies of graduates). Typology-based QA for HEI must therefore be classified into three types: a) Professional Institutes b) Colleges and c) Universities. The study recommends immediate implementation of the 12-year Basic education (K-12) to comply with international accords (Washington and Bologna) in view of the economic impact of the gap during the transition phase. Strategies were crafted and designed for LCCM which may be applicable to HEIs in the Philippines during the 10-year transition stage (AY2012-2022). It is recommended that HEIs should adopt OBE approach and typology-based QA to produce world class graduates with competencies in accord with international standards. Private accrediting and certifying agencies must subsequently revise criteria to conform to these new methodology and typology, and to suit to the needs of HEIs aligned with the national goals and cascaded down to its VMGO. A Proposed BS Accountancy (BSA) Course Syllabus was developed in this study that may serve as a Model for all HEIs. It is further recommended that government regulatory units such as CHED and PRC, local accrediting agencies such as PAAASCU/PACU-COA, and international certifying agencies such as SGS for ISO and MBNQA for Baldrige, must use standards on the basis of this new typology. Finally, the study recommends an 8-step Action Plan for HEIs, starting with the K-12 implementation in Basic Education to cascading the HEI’s VMGOs into Program Course objectives following the OBE approach and revised HEI typology.

Flower power: the armoured expert in the CanMEDS competency framework?

Competency frameworks based on roles definitions are currently being used extensively in health professions education internationally. One of the most successful and widely used models is the CanMEDS Roles Framework. The medical literature has raised questions about both the theoretical underpinnings and the practical application of outcomes-based frameworks, however little empirical research has yet been done examining specific roles frameworks. This study examines the historical development of an important early roles framework, the Educating Future Physicians of Ontario (EFPO) roles, which were instrumental in the development of the CanMEDS roles. Prominent discourses related to roles development are examined using critical discourse analysis methodology. Exploration of discourses that emerged in the development of this particular set of roles definitions highlights the contextual and negotiated nature of roles construction. The discourses of threat and protection prevalent in the EFPO roles development offer insight into the visual construction of a centre of medical expertise surrounded by supporting roles (such as collaborator and manager). Non-medical expert roles may perhaps play the part of 'armour' for the authority of medical expertise under threat. This research suggests that it may not be accurate to consider roles as objective ideals. Effective training models may require explicit acknowledgement of the socially negotiated and contextual nature of roles definitions.

The CanMEDS initiative: implementing an outcomes-based framework of physician competencies

Background: Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods of implementing such an approach. In this narrative, we describe the lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada.Methods: We developed a framework of physician competencies organized around seven physician “Roles”: Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional. A systematic implementation plan involved: the development of standards for curriculum and assessment, faculty development, educational research and resources, and outreach.Lessons learned: Implementing this competency framework has resulted in successes, challenges, resistance to change, and a list of essential ingredients for outcomes-based medical education.Conclusions: A multifaceted implementation strategy has enabled this large-scale curriculum change for outcomes-based education.

Comparing Approaches to the Role of Qualifications in the Promotion of Lifelong Learning*

The issues discussed in this article arise from three recent developments with implications that most countries are or will soon be facing. The first is the growing interest on the part of governments in the idea of a single national qualification framework designed to include all types of qualification, those that are school- and work-based, whether they are general, vocational or professional, and all levels of qualification from those certifying basic skills to postgraduate degrees. The origin of the idea of a qualification framework based on outcomes can be traced back to the NVQ framework introduced by the National Council for Vocational Qualifications (NCVQ) in the UK in late 19871. As far as I am aware, this was the first attempt to establish a national qualifications framework based on criteria and levels and independent of any institutions providing programmes of study. Although the NVQ framework was restricted to vocational qualifications, Gilbert Jessup (Jessup, 1990)-one of those involved in its design from the early dayssaw an outcomes-based framework as having a much wider potential. Learning outcomes could be the basis for a comprehensive framework for all qualifications. What was not apparent at the time but has become much clearer since is that the concept of learning outcomes is not as neutral as it appears. If a qualification is described in terms of a set of learning outcomes that in principle can be applied to any kind of learning, an assumption is being made about learning or at least the learning that can be assessed and certified for a qualification. In an outcomesbased qualifications framework, the criteria for learning must be precisely specifiable in advance. This concept leaves out learning that might be important and valued but not specifiable in advance or indeed not specifiable at all except in very general terms2. Some kind of pre-specification of outcomes is, of course, a feature of any qualification, since one of its functions is to communicate something about a person's capability to a user, whether an employer or admission tutor. However, with the launch of NVQs, pre-specification of outcomes became much more detailed. It changed from being a guide to those devising assessments and an indication of a person's capabilities to claiming to be a precise definition of what a person could do-in other words, evidence of his or her competence. The precise specification was designed to replace the kind of normative criteria which in more traditional qualifications were used to compare one individual with another. There *An earlier version of this article appeared in Working to Learn (2002), K. Evans, P. Hod Kinson & L. Unwin (Eds)

Revising the national curriculum: a comment on the Secretary of State's proposals

The paper examines the UK Secretary of State for Education's proposed revisions to the national curriculum at the turn of the century. The author argues that the proposed changes towards a more flexible and less prescriptive curriculum framework are a direct attempt to address the significant problem of student disaffection, which is currently haunting educational policy-interventions aimed at ‘driving up standards’. He hypothesizes that the scale of the problem is much greater than the traditional indicators suggest and, whilst approving of the general direction in which the proposed changes are moving, questions whether they are radical enough to meet the challenges which social change is presenting to schools at the turn of the century. The author argues for a curriculum design which is more explicitly driven by pedagogical values and principles, and finds that the outcomes-based framework for citizenship education is a missed opportunity in this respect.