Assessing and assuring learning: university teachers’ reflections on effectively addressing skills deficits in business studies

Abstract

Using data from a business school in a large research-intensive university in Australia, this study analyses proposed teaching and learning changes with a focus on 'closing the loop'. Aspects of teaching and learning submitted by academic staff following assurance of learning (i.e., curriculum improvements) were analysed using content analysis, spanning 382 program learning outcomes, 25 different degree programs, 117 subjects and 5,828 pieces of individual student assessment (2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017). Analysis revealed six learning outcome themes, with 'use, application and evaluation of relevant theories, methods concepts, ideas or models' was most prominent. Suggested actions on each of the themes relate to various curricula changes, particularly 1) the move from teaching students 'what to think' to 'how to think', 2) from developing fundamental to complex skills, and 3) providing more opportunities for feedback. Broader implications for teaching practice are discussed.

Impact of AACSB accreditation on education quality: perceptions of faculty in an accredited school in Japan

“…The AoL involves systematic assessment processes demonstrating the development of learning competencies among learners to ensure quality assurance that maintains high educational standards, evidence-based assessment that evaluates student performance using direct and indirect evidence and continuous improvement that drives enhancements in curricula and processes (AACSB, 2023). Thus, accredited schools must employ AoL in order to meet AACSB's Standard 5 (Calma, 2021). However, Kilpatrick et al (2008) express concerns about AACSB-accredited schools shifting away from the holistic approach of liberal education toward a more focused and demonstrable skills-based training owing to AoL.…”

“…Several studies have noted that the AoL is primarily employed to meet AACSB accreditation standards and discussed how accreditation impacts assessment activities, fostering a culture of continuous improvement (AACSB, 2023;Calma, 2021). Nonetheless, some scholars have mentioned external pressures to comply with accreditation standards, leading to a culture of compliance for assessment, as opposed to a culture of continuous improvement (Gray et al, 2017;Hommel and Vandenbempt, 2022).…”

Estrategias de enseñanza, metodologías de evaluación y desempeño estudiantil en negocios internacionales: un estudio exploratorio

“…Ambos aspectos son antecedentes de los resultados de aprendizaje, que son básicamente el producto del proceso de aprendizaje proporcionado por los esfuerzos en la dinámica de enseñanza (Mohamed, 2020;Hunt y Chalmers, 2021;Almossa y Alzahrani, 2022). Además de las variables de manera aislada, es fundamental la comprensión de la relación entre los tres constructos en una dinámica integrada y de impacto sistémico en la construcción y aplicación de los modelos curriculares (Calma, 2021;Kasa y Pandian, 2021). Modelos ya reconocidos por la academia como de Ryan y Ryan (2013) refuerzan la dinámica de las tres variables, en sus diferentes presentaciones, para la formación de competencias académico-profesionales.…”

The relevance and impact of business schools: In search of a holistic view

“…A central argument in this space is the risk that students of business school programmes could be ‘ill‐equipped for the challenges of the real world’ (Chia & Holt, 2008, p. 471). Debates surrounding education in the context of the relevance problem are far‐reaching, with some authors proposing specific suggestions to fill knowledge and skill gaps (e.g., Calma, 2021; Cole & Snider, 2019; Neriz et al., 2020).…”