RAPPORT, Volume 2, Issue 1 RAPPORT Issue 1 version4FINALSO - Page 13

RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) enrolling in further study (see Smith & Knight, 2000, for a critique of these data). Gunn and Fisk (2013) outlined four types of outcomes that are expected of HE institutions in relation to their students: disciplinary mastery, disciplinary mastery and development of transferable skills, entering fit-for-purpose into a profession, engagement with local and global knowledge economy, or social justice or political needs. These constitute different, although not mutually exclusive orientations to education where teaching excellence, entails providing a context that promotes each of these outcomes. Input variables Learners Processes Student engagement Outcomes Graduate employment Demographics (inequality) Previous educational experiences & qualifications Cultural and individual differences Realistic learning • • • • • • Active Meaningful Collaborative Challenging Reflective Co-created Learner development • • • • Knowledge Skills Awareness Motivation Learning environment Curriculum Support systems Resources Teaching excellence Academic attainment and achievement Graduate attributes Figure 1. Conceptual model of the learning process in HE. 12