Higher education has made impressive progress concerning student learning outcomes assessment practices. Yet--despite the assumption that better assessment would lead to better student learning--few examples of demonstrable student learning improvement exist at the academic degree or university levels. In 2014 Fulcher, Good, Coleman, and Smith…

Whether or not a school is dysfunctional depends largely on how dysfunctionality in schools is defined and measured. Dysfunctionality, as any construct, is subject to definition and interpretation, and it is thus always marked by perspectivism. But regardless of the definition games occasionally played by academics, some form of reality takes…