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  • 1.
    Elmgren, Maja
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Åkesson, Eva
    Uppsala University, University Board and Chief Officers.
    Ho, Felix
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Molecular Biomimetics.
    Schmid, Siegbert
    The University of Sydney.
    Parchmann, Ilka
    University of Kiel.
    Aremo, Nina
    University of Helsinki.
    Apotheker, Jan H.
    University of Groningen.
    Mimero, Pascal
    EI CESI.
    Namli, Hilmi
    Balikesir Universtitu.
    Reiners, Christiane S.
    Universität zu Köln.
    Towns, Marcy
    Purdue University.
    Best Practices in the Use of Learning Outcomes in Chemistry Education2013Conference paper (Refereed)
    Abstract [en]

    Guiding chemistry education for the future requires the exchange of perspectives on core knowledge, skills and competencies. Learning outcomes-driven chemistry education is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education [1] and political decisions (e. g. the Bologna process in Europe). 

    We have developed a method for learning by sharing and comparing best practice of the use of these outcomes, to enhance learner-centered chemistry education both in the developed and developing countries. As a starting point, the overarching guidelines for chemistry education in Europe, North America and Australia were compared and discussed, with awareness of varying circumstances and terminology, which is necessary for this project to be useful in different settings. In focus were chemistry-specific and transferable skills as well as some higher order thinking skills (including aspects of conceptual, procedural and metacognitive knowledge [2]) rather than content and factual knowledge.

    The overarching guidelines were in turn compared with local learning outcomes for chemistry education at several universities. We evaluated how learning outcomes for courses and modules were linked to each other and to learning outcomes for educational programs. Furthermore we discussed how the expected learning outcomes were aligned with learning activities and assessment. A tool was designed to facilitate this, and used for self-analysis at the involved universities.

    We conclude that the method has promising features and can be used to elucidate the correspondence between learning outcomes at different levels, and the constructive alignment between learning outcomes, learning activities and assessment. A full electronic report and manual for the benchmarking procedure will be produced at the conclusion of the project, including a collection of examples of good/best practice for dissemination.

    References

    1. J. B. Biggs      and C. S. Tang, Teaching for quality learning at university: what the      student does. (Open University Press, Maidenhead, 2011).
    2. L. W. Anderson      and D. R. Krathwohl et al., Taxonomy for learning, teaching and assessing      – A revision of Bloom’s taxonomy of educational objectives (Longman, New      York, 2001)
  • 2.
    Malmberg, Anders
    et al.
    Uppsala University, University Board and Chief Officers.
    Kettis, ÅsaUppsala University, University Administration, Division for Quality Enhancement.Maandi, CamillaUppsala University, University Administration, Division for Quality Enhancement.
    Quality and Renewal 2017 (Kvalitet och förnyelse 2017): Research Environment Evaluation at Uppsala University2017Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    This is the final report of the enhancement-led research evaluation Quality and Renewal 2017, Q&R17 (in Swedish, Kvalitet och förnyelse, KoF17), carried out at Uppsala University between February 2016 and October 2017. The project has been a major undertaking, aiming to strengthen research at Uppsala University through a broad analysis of the functioning of its various research environments, with particular focus on the preconditions and processes that underpin research quality and renewal. 

    To this end, an internet-based survey was carried out, in which around 3,700 active researchers at Uppsala University shared their perceptions of and opinions on their local research environments at the University. Together with some bibliometric analyses, the survey results served as background material for departmental self-evaluations, which in turn were subjected to external peer review. In this process, almost 130 ‘critical friends’, most of them from outside Sweden, evaluated 54 evaluation units to assess strengths and weaknesses and make recommendations.

    Q&R17 is the third major research evaluation at Uppsala University. The two previous evaluations, Q&R07 and Q&R11, primarily aimed to identify strong research activities and research initiatives with potential to develop into strong future areas of research, thereby aiding the university management in its continuous strategic decision-making process. In contrast to those two evaluations, Q&R17 has not resulted in any sort of grading of the research carried out at Uppsala University, either in its totality or in its parts. Nevertheless, the panel reports include numerous testimonies of the perceived strength and excellence of research at Uppsala University. 

    More importantly, given the purpose of Q&R17, a number of areas have been identified where action is needed if Uppsala University is to take steps towards reaching its full potential. These relate to: leadership and strategic renewal; talent attraction and retention; quality culture and control; inter-national milieu; external collaboration and outreach; and research-teaching linkages. The conclusions and recommendations coming out of Q&R17 will form the basis for a number of actions throughout the University aiming to further strengthen the international standing of Uppsala University.

  • 3.
    Ottosson, Mats Ola
    Uppsala University, University Board and Chief Officers.
    Rektorer vid Uppsala universitet och deras porträtt: med en essä om porträtten av Jan von Bonsdorff2011Book (Other academic)
  • 4.
    Skeppstedt, Elin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Law, Department of Law. Uppsala University, University Board and Chief Officers. Uppsala universitet, .
    Generationsskifte i familjeägda aktiebolag. Ägande, styrning och kapital2013Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
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