This was a thought-provoking session, effectively discussing some of benefit of using learning outcomes, as well as some of the problems we encounter in trying to follow a restrictive outcome-based model in the open-ended, creative environment of an art school, as laid out in Allan Davies’ 2012 paper Learning outcomes and assessment criteria in art and design. What’s the recurring problem? As Biggs and Tang state in Teaching for Quality Learning at University (2011, p.170) “A common perception is that convergent thinking is what academic ability is about: knowing a lot and getting it right, but that should be only part of the academic story”, and as we set learning outcomes we must make room for divergent thinking.