Higher education teacher orientations in the process of designing outcome-based curricula

Curriculum design in higher education is expected to be outcome-based. However, how learning outcomes are formulated in the process of curriculum design is not yet well understood in process-related curriculum research. This article is therefore dedicated to the implicit orientations of action that guide the processing of curricular tasks by higher education teachers. The findings indicate distinct differences between a closed and an open orientation. These orientations lead to very different ways of dealing, among other things, with the shift from input to outcome regulation and, hence, to very different results.