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Learning outcomes should be written in a way where learning is translated into
observable and measurable results which can be demonstrated and assessed.

Diagnostic Questions

− What is the purpose of the study programme?
− What are the expected learning outcomes?
− How are the expected learning outcomes formulated?
− Do the learning outcomes reflect the vision and mission of the university,
faculty or department?
− Does the labour market set any specific requirements for graduates to meet?
− To what extent is the content of the programme tuned to the labour market?
− Is there a well-defined job profile?
− How are the learning outcomes made known to staff and students?
− Are the learning outcomes measurable and achievable? How?
− To what extent have the learning outcomes been achieved?
− Are learning outcomes being reviewed periodically?
− How are the learning outcomes translated into concrete requirements of the
graduate (i.e. knowledge, skills and attitudes including habits of mind)?

Sources of Evidence

 Programme and course specifications
 Course brochure and prospectus or bulletin
 Skills matrix
 Stakeholders’ input
 University and faculty websites
 Curriculum review minutes and documents
 Accreditation and benchmarking reports

2.2 Programme Specification

AUN-QA Criterion 2

1. The Institution is recommended to publish and communicate the programme
and course specifications for each programme it offers, and give detailed
information about the programme to help stakeholders make an informed choice
about the programme.
2. Programme specification including course specifications describes the expected
learning outcomes in terms of knowledge, skills and attitudes. They help
students to understand the teaching and learning methods that enable the
outcome to be achieved; the assessment methods that enable achievement to
be demonstrated; and the relationship of the programme and its study elements.

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