Outcome Based Education in Practice: A Qualitative Case Study of Teaching, Learning and Assessment at UAF

Abstract

Outcome-Based Education (OBE) has increasingly shaped higher education through its emphasis on explicit learning outcomes, aligned teaching, assessment, and demonstrated competencies. This qualitative case study explored the implementation of OBE at the University of Agriculture, Faisalabad, Pakistan, from the perspectives of postgraduate students and academic staff. Semi-structured interviews were conducted with 30 purposively selected participants, comprising 15 postgraduate students and 15 academic staff. Data were analysed thematically, with Bloom’s Revised Taxonomy used as an interpretive lens for examining the cognitive dimensions of learning experiences and assessment. Findings revealed a distinction between formal OBE adoption and substantive classroom enactment. While participants recognized CLOs, PLOs and related documentation, implementation varied across courses and teachers. Application and analysis were more evident in practical, laboratory, field and research activities, whereas evaluation and creation were less consistently embedded. Large classes, workload, resources, assessment culture and faculty preparedness constrained implementation. The study concludes that deeper OBE implementation requires stronger alignment, authentic learning, faculty development and institutional support