PurposeThis paper aims to show the process of designing and measuring learning competencies in program development.Design/methodology/approachThe paper includes cross‐sectoral comparisons to draw on programmatic and pedagogical strategies, more commonly utilized in vocational education, and transfer the application of these strategies into curriculum development in higher education. Using a case study approach, the paper details the process of identifying and measuring learning competencies in developing specialization and graduate certificate program in supply chain management.FindingsThe development of competencies used an interdisciplinary framework to infuse interaction among stakeholders – faculty, students, and practitioners. The process focused on competencies at the program level as opposed to certain course or class level. The result produced more realistic competencies addressing student learning. The competency approach presented challenges in collecting and analyzing assessment data and opportunities to continuously improve the program. Data on student self‐assessment of learning competency as well as course work (exercises and assignments) were collected, analyzed, and reviewed. They resulted in changes in textbooks, class exercises and assignments, and faculty lectures.Originality/valueThe paper focuses on the virtues of embedding learning competency development and measurement in the design of educational programs. This is an issue of ongoing relevance to education in general, and of growing relevance to higher education in particular. As psychometric methodology advances, quality assurance and continuous improvement in education place greater emphasis on learning outcomes. As such, the identification and measurement of competencies become issues of increasing importance in educational systems around the world.
A review of 17 marketing principles texts published in the 1980s reveals that only three briefly mention the use of external sources for new product development. External sources such as licensing, joint development programs, subcontracting, and acquisitions or mergers are also neglected by these authors in product life cycle discussions. Since business managers routinely consider external sources for product development and improvement programs, these textual presentations do not accurately reflect marketing practice. We argue that these authors should consider the use of external sources in their presentations of product strategy development and suggest how this might be accomplished. In the long run, more consideration of external sourcing at all levels of marketing curricula will alleviate some of the problems students have in learning these concepts, contribute to more marketing involvement in external sourcing strategies, and help internationalize the marketing educational process.
A sample of 108 members of the Academy of Health Services Marketing provided bibliographic citations of 629 sources of information which have been important to them in their jobs. The results indicate that the propensity to rely upon a source is dependent upon the topic of the information sought. The sources under scrutiny were consultants, books, journals, magazines, seminars, conferences, video tapes, and audio tapes. The topics considered included the variables of the marketing mix as well as market planning and marketing research. The discussion provides insight about where seekers of health care marketing knowledge go for specific kinds of information. It also suggests types of media that information-providers should consider for dissemination of their material.
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