No abstract

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

Purpose This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO. Design/methodology/approach A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation. Findings The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users. Originality/value This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.