Acompanhando a crescente utilização de tecnologias de informática nas áreas da educação e saúde, com base nas propostas do EAD, foi desenvolvido, em 2013, o website Voz: fonoaudiologia e medicina, versão em língua inglesa norte-americana, a partir do CD-ROM Voz: fonoaudiologia e medicina, do Projeto Homem Virtual, volume 1, elaborado em 2006, em uma parceria entre a Universidade de São Paulo e a Universidade Federal de São Paulo. Nesse sentido, esta pesquisa teve como objetivo a avaliação de sua eficácia como instrumento educacional, em relação aos aspectos cognitivos e subjetivos, no contexto de ensino de língua inglesa, mais especificamente no ensino de sua pronúncia, constituindo a fase final do projeto multicêntrico de desenvolvimento e avaliação do website. Os participantes desta pesquisa foram 30 alunos, sendo 15 do Curso de Letras e 15 do Curso de Tradutor da Universidade do Sagrado Coração, na cidade de Bauru, SP, que cursavam a disciplina denominada Fonética e Fonologia da Língua Inglesa, ministrada pela própria pesquisadora. O grupo de 30 alunos foi dividido em dois grupos iguais de 15 alunos, denominados Grupo Experimental (GE), aquele que fez uso do website como material complementar à disciplina, e o Grupo Controle (GC), que não fez uso do website. A coleta de dados foi feita por meio da aplicação de dois questionários, que reuniram dados relativos aos aspectos cognitivos - o Questionário anterior ao acesso do website e o Questionário posterior ao acesso do website, bem como do preenchimento da Ficha de Pesquisa Motivacional após o estudo. Foram utilizados, para o acesso ao website, três meios diferentes: tablet, smartphone e computador. Para a comparação entre os grupos, considerando cada questão e o número de acertos de cada aluno, foram aplicados o teste exato de Fisher e o Teste T Pareado, respectivamente. Para a comparação entre os diferentes meios de acesso ao website foi aplicada a Análise de Variância seguida do teste de Tukey. Após o estudo do website, os resultados revelam que o GE apresentou melhor desempenho em todas as questões em relação ao GC, bem como maior número de acertos por participante em relação às questões dos questionários. No que diz respeito aos meios de acesso, não houve diferença estatisticamente significante para a comparação entre os três meios quando considerou-se a diferença entre o número de acertos nos questionários pré e pós. No que se refere à avaliação dos aspectos subjetivos, aferida pela Ficha de Pesquisa Motivacional, a análise dos dados revelou um website Impressionante. Dessa forma, o website mostrou-se eficaz como instrumento educacional considerando-se tanto sua avaliação relativa aos aspectos cognitivos quanto aos subjetivos, independentemente dos meios de acesso utilizados. São sugeridas, todavia, novas pesquisas, a fim de expandir a utilização e avaliar a eficácia do website em outros contextos de ensino de língua inglesa, com vistas a conferir a esse instrumento educacional a distância uma qualidade e eficácia ainda maiores. / Following the increasing use of computer technologies in the areas of education and health, based on Distance Education proposals, the website Voice assessment: speech-language pathology and audiology & medicine was developed, based on the Portuguese version of the CD-ROM Voice assessment: speech-language pathology and audiology & medicine, Virtual Man Project, volume 1, developed in 2006, in a partnership between the University of São Paulo (USP) and the Federal University of São Paulo (UNIFESP). In this sense, this research aimed at evaluating its efficacy as an educational instrument concerning its cognitive and subjective aspects, in the context of English language teaching, more specifically in pronunciation teaching, being the last phase of the multicenter research project responsible for the website development and evaluation. 30 students participated in this research 15 from the Languages Teaching Course and 15 from the Translator Course at University of Sagrado Coração, in the city of Bauru, who were studying the subject English Phonetics and Phonology, whose teacher was the researcher. The group of 30 students was divided into 2 equal groups of 15 students, called Experimental Group which made use of the website as a complementary material for the subject, and the Control Group - which did not use the website. Data collection was carried out by means of two questionnaires, which gathered data related to the cognitive aspects the Pre-website Questionnaire and the Post-website Questionnaire, besides the Motivational Research Form, after the study. Three different means were used to access the website: tablet, smartphone and computer. For the comparison between the groups, considering each question and the number of right answers from each participant, the Fishers Exact Test and the Paired T- Test were used, respectively. For the comparison among the three different website access means, the Analysis of Variance was used followed by the Tukey Test. After the website study, results showed that the Experimental Group had a better performance in all the questions in relation to the Control Group, as well as a greater number of right answers per participant to the questions in the questionnaires. As to the access means, there was no significant statistical difference in the comparison among the three means when the difference between the number of right answers in the pre and post-website questionnaires was considered. In relation to the evaluation concerning the subjective aspects, assessed by the Motivational Research Form, data analysis revealed an Impressive website. Thus, the website showed efficacy as an educational instrument in relation to its evaluation both regarding the cognitive and the subjective aspects, independently of the means used. Nevertheless, further research is suggested aiming at expanding the use and evaluating the efficacy of the website in other contexts of English teaching in order to grant this Distance Education instrument greater quality and efficacy.

A Educação Permanente é introduzida no Brasil, em 2003, como ideia central da Política de Gestão da Educação no Trabalho em Saúde pelo Ministério da Saúde, passando a desenvolver ações significativas no interior do Sistema Único de Saúde. Em 2004, inicia-se como uma Política Nacional de Educação Permanente em Saúde, por meio da Portaria 198/GM/MS de 2004 que descreve a estratégia como um novo conceito pedagógico no setor saúde, introduzindo a educação na vida cotidiana dos profissionais, prevendo a transformação das situações diárias em aprendizagem e analisando reflexivamente os problemas da prática. Estudos que avaliam as ações de Educação Permanente nos serviços de saúde ainda são incipientes na realidade nacional, necessitando-se de maiores evidências científicas para dar maior visibilidade a esta política. O estudo objetiva avaliar a utilização da estratégia de Educação Permanente pelas Comissões Intergestores Regionais do DRS XIII, no desenvolvimento das ações educativas \"Implantando Acolhimento\", \"Gerência: Instrumento de Construção de Mudança ou de Manutenção do Modelo de Atenção à Saúde\", \"Tabwin Direcionado para Sistemas de Informação SUS\" e \"Regulação, Avaliação e Auditoria de Serviços e Sistema de Saúde\". Trata-se de um estudo descritivo, de cunho avaliativo por meio de uma abordagem quantitativa, utilizando- se o referencial teórico de Donabedian, que permitiu identificar, por meio da tríade envolvendo estrutura, processo e resultados, as potencialidades e fragilidades dessa estratégia, nesse contexto. Foram analisadas 166 avaliações respondidas, sendo que os resultados foram agrupados e categorizados por meio das respostas dos participantes para cada questão norteadora. Posteriormente, realizou-se o cruzamento entre as justificativas de cada questão e o perfil sociodemográfico dos participantes, para aprofundar a análise desta pesquisa. Na avaliação de \"estrutura\", foi evidente que ações de EPS, realizadas durante o horário de trabalho, facilitam a participação nos encontros e, portanto, a programação e o aviso prévio das ações podem garantir a participação de gestores. Em relação ao \"processo\" percorrido, houve destaque para a dificuldade de aceitação do uso de metodologias ativas durante a educação permanente, evidenciando que a quebra do modelo tradicional bancário da construção do conhecimento pelos profissionais ainda é uma barreira a ser trabalhada. No que tange aos \"resultados\" alcançados, a partir das ações educativas ofertadas, destacaram-se a multiplicação do conhecimento aos demais trabalhadores e a aplicação do conhecimento adquirido nas práticas de trabalho, o que pode se caracterizar como um facilitador na construção do conceito da EPS nos diferentes cenários. Aspectos negativos também foram identificados como a dificuldade da própria política municipal que, quando se modifica, eleva, em várias situações, a rotatividade dos profissionais envolvidos nas ações de EPS, dentro dos serviços. Nesse caso, muitas ações iniciadas são interrompidas, pois as pessoas que estão sendo incorporadas têm crenças e competências diversificadas. Apesar das dificuldades, evidenciou-se que, por meio de condições estruturais adequadas, associadas a um processo educacional construído coletivamente, excelentes resultados são gerados, podendo impactar diretamente na assistência prestada ao usuário / The perrmanent Education was introduced in Brazil in 2003 as the main idea of the Health Work Education Management Policy in the Ministry of Health and it initiates significant actions within the Brazilian Unified Health System(SUS). It began in 2004 as a National Policy on Permanent Education in Health, through Administrative Rule 198 / GM / MS of 2004, in which a new pedagogical strategy concept in the health sector is described. It also introduced education in the daily life of professionals, providing transformation of daily learning situations and analyzing reflexively the problems of practice. Studies that evaluate the actions of Permanent Education in health services are still incipient in reality More scientific evidence to give greater visibility to this policy. Studies that evaluate the actions of Permanent Education in health services are still incipient and it requiries greater scientific evidence to give better visibility to this policy. The aim of this study is to evaluate the use of the strategy of Permanent Education and Humanization by the DRS XIII Regional Interagency Committees in the development of educational actions \"Implanting Reception\", \"Management: Instrument of Change or Maintenance of the Model of Health Care\" \"Tabwin Directed to SUS Information Systems\" and \"Regulation, Evaluation and Audit of health Services\".This work is a descriptive, evaluative study based on the Donabedian theoretical framework, which allowed us to identify, through the triad involving structure, process and results, the potentialities and weaknesses of its strategy. A total of 166 answered evaluations were analyzed, and the results were grouped and categorized through the participants\' answers for each guiding question. Subsequently, the intersection between the justifications of each question and the sociodemographic profile of the participants was carried out, in order to deepen the analysis of this research. In the evaluation of \"structure\", it was evident that EPS actions, carried out during working hours, facilitate participation in the meetings and, therefore, scheduling and prior notice of actions can guarantee the participation of managers. Regarding the \"process\" covered, it was highlighted the difficulty of accepting the use of active methodologies during permanent education, evidencing that the traditional banking model of knowledge construction is still a barrier to be worked on. Regarding the \"results\" achieved, from the offered educational actions, the multiplication of knowledge to other workers and the application of the knowledge acquired were highlighted. It can be characterized as a facilitator in the construction of the concept of the EPS in different scenarios. Negative aspects have also been identified as the difficulty of municipal policy itself. When changes in those policies are done the turnover of professionals involved in EPS actions within the services. Due to the frequent turnover many actions which had been started are interrupted because people have different beliefs and competences. Despite the difficulties it was evidenced that, through adequate structural conditions, along with a collectively constructed educational process, excellent results are achieved and they can directly impact the assistance to the public

Orientador: Luiz Carlos de Freitas / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T21:00:43Z (GMT). No. of bitstreams: 1 Amaral_MariaClaraEde_D.pdf: 4551720 bytes, checksum: 20e74f515381a6232cc5b9fb8d8cdfc8 (MD5) Previous issue date: 2014 / Resumo: Este estudo tem como objetivo analisar a implementação de duas parcerias público-privado entre a Secretaria de Estado de Educação de Mato Grosso e as seguintes entidades: Fundação CESGRANRIO, no ano de 2006, e o Instituto Ayrton Senna, entre 2007 e 2008. Dentre os referenciais teóricos selecionados para análise, destacam-se autores que tratam da reconfiguração do papel do Estado a partir da década de 1990, da diminuição de sua atuação no campo educacional, de organizações do Terceiro Setor em substituição ao papel do Estado e de parcerias público-privado na área educacional. Além disso, utilizamos os conceitos de neoliberalismo e de Terceira Via, qualidade social e suas relações com a Avaliação em Larga Escala e o IDEB. Trata-se de uma pesquisa de cunho qualitativo, cujos instrumentos de coleta de dados constaram de entrevistas individuais, grupos focais e análise dos dados do SAEB/Prova Brasil e IDEB, utilizando-se para análise e organização dos dados, a partir da triangulação de métodos de coleta, a análise de conteúdo. Este estudo teve como campo de investigação os municípios de Cáceres/MT e Cuiabá/MT e compõe-se de três diferentes instâncias da rede: a) a Secretaria de Estado de Educação - SEDUC; b) os CEFAPROs dos polos de Cáceres e Cuiabá; c) as escolas da rede nos dois municípios sede que estiveram envolvidas nas parcerias. Os resultados apontam as contradições que envolvem a relação público-privado na implementação de políticas públicas, sinalizando para seu aspecto dinâmico e intricado; a falta de transparência na contratação das parcerias; a forte precarização e intensificação do trabalho docente, em especial na parceria com o IAS. Por fim, a análise dos dados da Avaliação Nacional mostrou que não podemos afirmar com convicção que as parcerias por si só elevaram a proficiência e os índices do IDEB / Abstract: This study aims at analyzing the implementation of two public-private partnerships between the Department of Education of the State of Mato Grosso and the following agencies: CESGRANRIO Foundation in 2006 and Ayrton Senna Institute (IAS) in 2007 and 2008. As theoretical references selected to support the analysis, the study has relied on authors that have addressed the reconfiguration of the role of the State from the 1990s, its decreased action in the educational field, the replacement of the State with Third Sector organizations, and public-private partnerships in the educational area. In addition, we have used the concepts of neoliberalism, Third Way, social quality and their relations with the Large-Scale Evaluation and IDEB. This is a qualitative research whose instruments for data collection included individual interviews, focus groups and analysis of data from SAEB/Prova Brasil and IDEB, with the use of content analysis for data analysis and organization with a triangulation of collection methods. The study was carried out in the cities of Caceres/MT and Cuiaba/MT and involved three different network points: a) the State Department of Education - SEDUC; b) CEFAPROS of Caceres and Cuiaba; c) the schools engaged in partnerships in both cities. The results have pointed out contradictions in the public-private relationship along the implementation of public policies, thus signaling their dynamic and intricate features; the lack of transparency in partnership agreements; the strong precarization and intensification of teacher work, particularly in the partnerships with IAS. Finally, the analysis of data from the National Evaluation has shown that it is not possible to firmly state that partnerships alone have increased proficiency and IDEB indexes / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Submitted by Marcia Silva (marcia@latec.uff.br) on 2015-11-04T17:22:16Z No. of bitstreams: 1 DISSERT Rafael Santos Tavares.pdf: 1379424 bytes, checksum: ffda222a8cb3956206d526b037cae811 (MD5) / Made available in DSpace on 2015-11-04T17:22:16Z (GMT). No. of bitstreams: 1 DISSERT Rafael Santos Tavares.pdf: 1379424 bytes, checksum: ffda222a8cb3956206d526b037cae811 (MD5) Previous issue date: 2015-09-18 / Este trabalho tem como objetivo avaliar a eficiência de cursos de graduação oferecidos pela Universidade Federal Fluminense, com base na sua capacidade de agregar conhecimentos aos alunos, durante o período de sua formação acadêmica e para isso, será utilizada a técnica conhecida como Análise Envoltória de Dados. Serão utilizados neste estudo, dados fornecidos pelo INEP a respeito das notas obtidas no Exame Nacional de Desempenho de Estudantes (ENADE) para os concluintes do ciclo 2010, 2011 e 2012 e para os ingressantes do ciclo anterior, de forma a refletir o espaço temporal no qual o aluno permanece na universidade. Também serão utilizados dados referentes ao corpo docente de cada curso de graduação, e dados que reflitam o grau de retenção de cada curso, através do índice conhecido como taxa de sucesso na graduação (TSG). Foi realizada uma revisão na literatura que pôde ratificar a importância da utilização de métodos que auxiliam na aferição da eficiência no ensino superior, uma vez que as Instituições de Ensino Superior são gradativamente pressionadas a fornecer resultados cada vez mais expressivos, utilizando a menor quantidade de recursos possíveis. Com a proposta de três cenários distintos para a avaliação da eficiência de um total de 38 cursos de graduação, o presente estudo foi capaz de identificar os cursos que apresentaram melhor desempenho e os cursos que necessitam de melhorias para alcançar a fronteira de eficiência. Nesse sentido, foram analisados os alvos propostos para os outputs das unidades ineficientes e o seu respectivo conjunto de referência, respeitando-se os perfis característicos de cada curso de graduação, após a proposta de agrupamento de acordo com a área de conhecimento a qual pertencem. / This study aims to evaluate the efficiency of undergraduate courses offered by the Federal Fluminense University regarding its ability to transfer knowledge to their students during his academic education using data envelopment analysis. In this study, it will be used data provided by INEP about the grades in the National Student Performance Exam (ENADE) concerning graduates of the cycle in 2010, 2011 and 2012 and for entering of the previous cycle, to reflect the temporal space, which the student remains in college. Data referring to the faculty of each undergraduate course, and data that reflect the degree of retention of each course, through the index known as the graduation success rate (TSG) will also be used. A review of the literature was performed that could ratify the importance of using methods that assist in measuring the efficiency in higher education, since the higher education institutions are gradually pressed to provide more and more results significant, using the smallest possible amount of resources. Proposing three different scenarios for evaluating the efficiency of 38 undergraduate courses, this study was able to identify courses that performed better and courses that needs improvement to achieve the efficiency frontier. In this sense, the targets proposed for the outputs of inefficient units and their respective set of reference were analyzed, respecting characteristics of each undergraduate course, after the proposal of clustering according to the area of knowledge to which they belong.

<p> Institutional accreditation in the last decades has been studies as an important assessment that ensures the quality of higher education institutions. The growth of the economy around the world has placed value on evaluating universities&rsquo; accountability and effectiveness. Therefore, one of the most significant current discussions in higher education institutions is obtaining international accreditation. Consequently, Saudi Arabia&rsquo;s institutional accreditation system is seeking to improve higher education institutions&rsquo; quality assurance and accountability by preparing them for international accreditation. However, only 12 universities out of 34 have been accredited at the institutional level by the NCAAA. As a result, one of the major challenges facing Saudi institutions is their ability to meet accreditation standards concerning institutional effectiveness, governance, and leadership. Therefore, this quantitative study examined the extent to which Saudi universities prepare for international accreditation in the areas of governance and leadership. A comparison of accredited and non-accredited universities was done using a Mann-Whitney U test based on faculty and administrators&rsquo; perceptions of leadership and governance. The study concluded that Saudi universities are prepared to meet international institutional accreditation standards in the areas of governance and leadership. An effective strategy is needed to promote the accreditation process successfully. </p><p>

<p> The purpose of this study was to examine teachers&rsquo; levels of mobile device implementation and any measured differences in English Language Learners&rsquo; (ELLs&rsquo;) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers&rsquo; reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students&rsquo; overall performance.</p><p>

Submitted in fulfillment of the requirements for the Master of Applied Arts in Graphic Design, Durban University of Technology, Durban, South Africa, 2017. / The context of this research is blended learning, a pedagogical approach that is effectively used in higher education. This pedagogical approach integrates face-to-face and online learning activities. The research inquiry focused on the researcher’s teaching of second-year students studying a three-year degree in graphic design at a private college in Durban, South Africa. Two interconnected teaching and learning challenges were addressed: the effects of the time-constrained, face-to-face studio style approach to design education; and students’ limited capacity for critical reflection. The research opportunity was therefore to evaluate the effectiveness of a graphic design blended learning intervention for supplementing contact time and fostering critical reflection. In the tradition of action research, the study took a developmental approach. Drawing on research on critical reflection in design and approaches to blended learning, parameters for a blended learning intervention were established. The resulting blended learning framework was applied in three interconnected cycles of action research, as follows. First, cycle one served as a baseline analysis of students’ critical reflection before the intervention. The researcher recorded and analysed a group review, and a series of individual reviews with her students. These were analysed with two questions in mind: ‘what’: “What types of reflection do students engage in?”; ‘why’: “Why are the students reflecting in a particular way?”.Second, cycle two developed, implemented and analysed a blended learning strategy for critical reflection (BLSCR). This was guided by the blended learning framework parameters, and the findings from cycle one. Third, cycle three evaluated students’ perception of the BLSCR through a focus group discussion with the participants. The focus group findings were compared with those of cycle two. The main finding is that the study’s blended learning strategy for critical reflection (BLSCR) works to foster critical reflection, but refinement is needed to address the matter of supplementing contact time. The two main points of refinement are: Students need to be ready to learn (feel psychologically responsible for their own learning);Students need to know that they have learned, and what they have learned.The findings and conclusion then motivate for implementing these refinements in further interventions beyond the study. / M

Magister Commercii - MCom / This pilot research survey was undertaken as a result of the need to assess the service quality within Higher Education in general and the Department of Management at UWC in particular. This report focuses on the complexities of measuring service quality in higher education. The quality of service delivery within education is becoming more important as the competition for students increases.The literature was searched to find a suitable measure with a sound theoretical structure. This measure was then adapted for the department.In a preliminary way this instrument was then applied to students in the department and initial results are reported on.The results revealed that undergraduates overall were uncertain in their attitude to the service quality in the department. On the other hand, postgraduate students tended to rate the service quality rather more negatively (p &lt; 0.004). Furthermore there were no gender differences except for tangibles (p = 000.5).This pilot study could serve as a pilot study of the service quality in an academic environment. It is the main contention of this report that students themselves should be part of defining quality. / South Africa

The 21st century has seen nations becoming more competitive yet ironically more interdependent as their future becomes even more dependent on the knowledge, skills, and resourcefulness of its people, creating new opportunities and difficulties for education, (Power, 2000). The education-work-society interdependency has therefore become more important now than ever. It is also because of this triad-interdependency that tertiary education‟s relevance to industry needs has become a crucial issue in societal development. The ever changing needs of South Africa, the unemployment rate, introduction of new technologies and many other ripple effects of globalization have seen more and more pressure mounting on the South African education system as more and more people try to ensure that the education system answers the crucial challenges of the country today and tomorrow.The discussion below provides a detailed account of the context, in which this discourse on curriculum relevance takes place, highlighting some relevant cornerstones of the Reconstruction and Development Programme, (RDP, 1994). Furthermore, this chapter exposes the key research questions and significance of the study. The subsequent chapter 2 gives an account of what other scholars have said on issues of curriculum relevance, development and the South African Higher Education system. Chapter 3 explains the research methodology as a research process used to investigate the problem in question. In this research study the researcher uses both quantitative and qualitative design (online surveys of three groups, these are the graduates, prospective employers and the lecturers). The analysis is based on quantitative data and further substantiated through qualitative data analysis. The subsequent chapter tabulates and lays out the results according to the surveys. The final chapter discusses the findings and makes future recommendations.

This study investigated the suitability of adopting a learning outcomes approach as a strategy for educational reform in British Columbia's colleges and university colleges. It focused on the views of institutional and department administrators during the initial implementation phase through a questionnaire (n=313), interviews (n=58) and the analysis of provincial documents. Study participants had varied reactions to a learning outcomes approach ranging from strong support to overt resistance. Proponents viewed it as a philosophical shift from teaching to learning involving themes such as transparency, integrated curricula, holistic curricula, and a learner-centered focus. However, many viewed learning outcomes as being similar to their current approach. Opponents viewed the approach as being too simplistic, too limiting and unsupported by evidence. Its central position in the reform agenda was questioned. The barriers to its implementation included competing priorities, lack of resources, faculty workload, organizational culture, pedagogical issues, concerns about the vocationalization of postsecondary education and its perceived relationship to the provincial government's accountability movement. Approximately one third of respondents who had made changes identified them as valuable to their programs and courses. However, respondents from academic areas had less involvement, less interest in integration and perceived it as less valuable than respondents from applied areas. The value of the approach resonated at the theoretical level, but often disappeared in the practice context particularly at the course level. It was viewed as being particularly valuable in applied areas, but was most often described as a refinement. The learning outcomes approach was too abstract to provide a vision for reform. While there have been changes in specific courses and programs, the policy did not have a provincial impact from a pedagogical or accountability perspective. The term has been integrated into many organizational documents, but it is unclear if these changes translated into more relevant learning experiences or more valid assessment approaches. The discussions generated about best practices have been the greatest impact of the policy. It forced faculty members to challenge and defend their educational practices. This may be the ultimate legacy of the learning outcomes policy in British Columbia. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate