Defining Program Learning Outcomes (PLOs) is a central requirement of outcome-based education (OBE) and quality assurance (QA) in higher education, yet it remains a persistent challenge for curriculum developers. Although national qualification frameworks and QA standards such as the Thai Higher Education Qualifications Framework and the ASEAN University Network Quality Assurance framework specify domains and descriptors for learning outcomes, they provide limited procedural guidance on how PLOs should be systematically derived from stakeholder needs, competency frameworks, and institutional missions. As a result, curriculum teams often rely on ad hoc or experience-based practices, leading to weak alignment between intended outcomes, curriculum design, and workforce expectations. This paper introduces the FISO framework, a structured four-stage process comprising Find, Identify, Select, and Obtain, designed to support the rigorous and transparent derivation of PLOs. Drawing on literature in OBE, competency-based curriculum design, global digital and professional competency frameworks, and conceptual models in Information Science, particularly the IFLA Library Reference Model, the study positions FISO as a conceptual–methodological contribution to curriculum design research. The framework is illustrated through an empirical mini case involving the redesign of undergraduate Information Science program at a Thai university, demonstrating how stakeholder evidence is systematically translated into validated learning outcomes. The paper concludes by discussing the theoretical and practical implications of FISO for curriculum developers, policymakers, and quality assurance practitioners, highlighting its potential to enhance transparency, coherence, and auditability in learning outcome formulation across higher education contexts.
Chaichuay et al. (Thu,) studied this question.