Assessing how students engage and what they know and can do are pressing change frontiers in contemporary higher education. This paper examines large-scale work that has sought to advance the capacity of higher education systems and institutions to engage students through to graduation and ensure they have capabilities required for future study or work. It reviews contexts fuelling the importance of engagement and learning outcomes, reviews two large-scale case studies, and advances a broad model for structuring assessment collaborations that create and deliver new value for higher education. We conclude by discussing implications and opportunities for Chinese higher education and collaborative international partnerships.
CoatesHamishGoedegebuureL.C.J.“Recasting the Academic Workforce: Why the Attractiveness of the Academic Profession Needs to Be Increased and Eight Possible Strategies for How to Go About This from an Australian Perspective”Higher Education2012646875889
WilkinsonDavidEdwardsDanCoatesHamishCannyBenPearceJ.SchaeferJ.PapinczakT.McAllisterL.The Australian Medical Assessment Collaboration: Developing the Fundations for a National Assessment of Medical Student Learning Outcomes2012SydneyOffice for Learning and Teaching, Department of Industry, Innovation, Science, Research and Tertiary Education
For example: B.G. Auguste et al.Winning by Degrees: The Strategies of Highly Productive Higher-Education Institutions (New York: McKinsey and Company2010); W.F. Massy. Initiatives for Containing the Cost of Higher Education. (Washington D.C.: American Enterprise Institute 2013); Teresa Sullivan et al. eds. Improving Measurement of Productivity in Higher Education (Washington D.C.: The National Academies Press 2012).