This article discusses the governance architectures that facilitate and/or arise from extra information in learning outcomes. It is based on an analysis of literature and makes the connections between governance, policy, accountability, learning outcomes and information derived from learning outcomes data. The article discusses learning outcomes as an instrument of policy, a tool of governance and a source of information. The aim is to gain greater insights into higher education governance architecture associated with increased information from learning outcomes implementation. To achieve the article’s aim, I draw on a theoretical perspective of governance — agency theory (Jensen and Meckling in J Financ Econ 3(4):305–360, 1976). The article concludes that the learning outcomes are a source of information for assessing institutional performance and are at the intersection of governance, policy and pedagogy in higher education. However, learning outcomes must be carefully specified and appropriately assessed for the information to be useful and policy goals to be realized. The article ends with a call for additional comparative studies to capture learning outcomes implementation differences.

中文翻译：

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来自学习成果额外信​​息的高等教育治理架构

本文讨论了促进和/或产生于学习成果中的额外信息的治理架构。它基于对文献的分析，并将治理、政策、问责制、学习成果和来自学习成果数据的信息联系起来。本文讨论了作为政策工具、治理工具和信息来源的学习成果。目的是更深入地了解与来自学习成果实施的更多信息相关的高等教育治理架构。为了实现本文的目标，我借鉴了治理的理论视角——代理理论（Jensen 和 Meckling 在 J Financ Econ 3(4):305–360, 1976）。本文的结论是，学习成果是评估机构绩效的信息来源，是高等教育治理、政策和教学法的交叉点。但是，必须仔细指定和适当评估学习成果，以使信息有用并实现政策目标。文章最后呼吁进行更多的比较研究，以捕捉学习成果实施的差异。