ABSTRACT
Learning can be considered the chief product of higher education. The quantity and quality of the learning produced is largely determined by the amounts and kinds of resources used and by the ways in which they are used. This chapter explores the development and effects of the Danish University’s The Bachelor of Arts Degree Ordinance (BA) initiative, as an illustration of the inherent conflict between quantity and quality objectives which many higher education policies worldwide have encountered. It seeks to discover from student and faculty academic advisors whether or not the BA policy has affected teaching, learning, and students’ educational experiences, and if so, how. Some interview questions were constructed in order to elicit findings regarding the impact changes in the content and format of the curriculum have had on teaching and learning and the impact of accountability mechanisms on students’ educational experience.
