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The paper discusses the concept of learning outcomes as a relatively new term in educational practice. The introductory part outlines the concept of learning outcomes in the context of the Bologna process and the reform of higher education in Europe. This emphasizes the importance of learning outcomes as a specially designed tool for harmonizing different education systems within the European Higher Education Area. Learning outcomes, accordingly, represent an irreplaceable tool in creating curricula, student and teacher mobility, recognition of previous learning, recognition of acquired qualifications, and planning and organizing teaching as the most important aspect of university teachers' work. An overview of theoretical dispositions, definitions and conceptualizations of learning outcomes is given through the analysis of the different opinions in the literature which showed and examined its key determinants. The focus of the paper is on pedagogical implications and the use of learning outcomes in teaching practice, which primarily relates to the importance of their definition and planning. In other words, the specific ways of writing learning outcomes is discussed, and the instructions and theoretical bases for defining and writing learning outcomes are presented in the context of the new educational paradigm and student-centered learning and approach. Detailed explanation of the SOLO taxonomy of educational goals and tasks is given, which proved to be one of the most significant taxonomies when it comes to planning and organizing teaching in higher education. For this reason, this paper can also be understood as a kind of guidance for the use and writing of learning outcomes. Key results and conclusions indicate that learning outcomes are a construct that helps teachers to adequately plan and organize teaching, as well as to assess the acquired knowledge and competencies of students. On the other hand, it also enables student mobility to other universities, recognizes prior learning, etc. Therefore, the use of learning outcomes significantly contributes to the harmonization of the higher education system in Europe and has an important effect concerning the improvement of quality of higher education. [ABSTRACT FROM AUTHOR]

The popularity of the university ranking system has increased over the years, with the impression that its existence is an imperative in the higher education sphere. Successfully ranked universities are perceived as symbols of national achievement and educational prestige, thereby further enhancing their impact on education policies. This is the reason why each university strives towards a better position on a high-profile ranking list, with the rationale that these actions stimulate the academic community and strive towards improving the quality of education. Consequently, the phenomenon of university ranking has become an important representative of higher education quality. It is argued that the ranking products transparently show the universities' activities by assigning them a certain position on an impartial ranking list. And, striving to improve their position, universities undertake different measures in terms of improving quality. On the other hand, a different understanding of the concept of educational quality has led to the existence of different designs and purposes concerning the ranking projects themselves. The authors of this paper demonstrate the effects of ranking systems on the organization of higher education institutions. They also present several dilemmas resulting from the different ranking systems' designs. The key questions are related to the issues of objectivity, ranking methodologies, the orientation towards solely scientific and research performance (as opposed to the teaching process), and the favoritism towards technical and natural sciences (as opposed to social sciences and humanities). In other words, higher education is perceived only as a research venture, with little attention given to the issues of teaching, democracy, or solving local and global problems. Several ranking systems are also systematically biased towards universities that are larger and more famous. Furthermore, some ranking lists serve only as means of the struggle for an "aristocratic" prestige, reputation, and increased profits. The authors offer several recommendations for improving the ranking process, and for developing awareness of its importance for quality in higher education. In this manner, the development of new ranking methodologies and the development of regional ranking systems is often needed and recommended. [ABSTRACT FROM AUTHOR]

In the paper, the results of survey done at the Faculty of Philosophy in Novi Sad during the school year 2008/2009 are presented. The aim of this paper is to point out both positive and negative sides of the reform, from the point of view of students sociology. A questionnaire has been used in order to obtain relevant data from the students of sociology. [ABSTRACT FROM AUTHOR]

The reform of higher education has been giving its first results. Expected or not? Opinions of students, but also of teachers, are different. Have the planned changes of the way of studying, together with the new curriculum given the more efficient university studies? Numerous questions, posed even before the reform, are also important now. It seems that we can only be sure that both students and teachers have still been adapting to the new rules. The aim of this paper is to point out both positive and negative sides of the reform, from the point of view of students. In the paper, the results of survey done at the Faculty of Philosophy in Novi Sad during the school year 2007/2008 are presented. A questionnaire has been used in order to obtain relevant data from the students of sociology and psychology. [ABSTRACT FROM AUTHOR]