Abstract
In this chapter, we call attention to study programme planning and realization where we consider well- known concepts of consistency to represent layers of reasoning to be connected with study programme planning and realization. Studies have emphasised how complex the notion of quality in education is, often referring to the multi-dimensional feature in educational programs. This multi-dimensional feature comprises a range of interrelated issues which must be considered simultaneously by several stakeholders. Still, investigations of consistency in higher education are mainly addressing these issues through rather segregated concepts of consistency in education. We investigate how the concepts of alignment, congruence and coherence can provide an illustrative basis for reflecting on and guiding hands-on study programme planning. To explore these issues, we ask what significance consistency holds in study program planning and realization and how can this be illustrated empirically through contrasting study program planning intentions and student experiences. The study draws on an in-depth analysis of interview data with program coordinators, teachers and students from two study programme cases of law and organization & management. By addressing the issues of consistency empirically, we identify informative gaps between intentions for teaching and learning, and students´ experiences. We then discuss the issues that are related to consistency in study programme planning. The material indicates that the analytical approach of the consistency concepts alignment, coherence and congruence lack a fourth layer of local institutional consistency, i.e., aspects that influence how consistency is understood and worked with at different institutions and in various study programmes, depending on certain unique institutional traits and the local surroundings of the higher education institution.
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Notes
- 1.
Based on literature in the field we use the concept of consistency as an umbrella term for the investigative focus of this chapter.
- 2.
The material was collected as part of the larger research project on Quality in Norwegian Higher Education. The QNHE project was a joint effort between collaborating researchers of the Nordic Institute for Studies in Innovation, Research and Education (NIFU) and University of Oslo (UiO) funded by the Norwegian Research Council, see web page for information about the research project http://www.qnhe.no/
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Prøitz, T.S., Wittek, A.L., de Lange, T. (2020). Layers of Consistency in Study Programme Planning and Realization. In: Elken, M., Maassen, P., Nerland, M., Prøitz, T., Stensaker, B., Vabø, A. (eds) Quality Work in Higher Education. Higher Education Dynamics, vol 54. Springer, Cham. https://doi.org/10.1007/978-3-030-41757-4_5
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