Evaluating a Program Designed to Demonstrate Continuous Improvement in Teaching at an AACSB-Accredited College of Business at a Regional University: A Case Study

Pritchard, Robert E.; Saccucci, Michael S.; Potter, Gregory C.

doi:10.1080/08832320903449568

Cited by 13 publications

(10 citation statements)

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“…Martell (2007) surveyed deans of accredited business schools (n = 154) about AOL practices and summarized that while "many schools have made great strides in developing systems to collect assessment data," the whole purpose is to "use this data to improve the curriculum" and enhance decision making (2007, p. 192); however, the effects are not yet evident. Pritchard, Saccucci, and Potter (2010) took this assessment one step further to determine whether AOL had affected instructional effectiveness at an AACSB accredited American college of business. Pritchard, Saccucci, and Potter (2010) took this assessment one step further to determine whether AOL had affected instructional effectiveness at an AACSB accredited American college of business.…”

Section: Limited or No Effect?mentioning

confidence: 99%

“…More recently, Kelley, Tong, and Choi (2010) reported that minor alterations to existing courses and improved coordination of multisection courses were the most frequent changes to improve student learning due to AOL. Pritchard, Saccucci, and Potter (2010) took this assessment one step further to determine whether AOL had affected instructional effectiveness at an AACSB accredited American college of business. Over a six year period, these authors reported no change (as assessed by the Educational Testing Service Student Instructional Report [SIR II], a measure of student perceptions).…”

Section: Limited or No Effect?mentioning

confidence: 99%

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The impact of AACSB accreditation: A multiple case study of Canadian university business schools

Elliott

2013

Can J Adm Sci

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Over the last two decades there has been a significant increase in the number of university business schools seeking accreditation from the Association to Advance Collegiate Schools of Business (AACSB International). Despite this remarkable growth there has been limited empirical research on this phenomenon. Using a qualitative multiple case study approach, this research explores the impact of accreditation on four Canadian university business schools. Participants reported seven main effects, with the most important being enhanced reputation, leverage for change, increased management efficiencies, and focus on research. These impacts were influenced by the context in which accreditation took place. Environmental uncertainty as a contextual dimension is discussed.

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Section: Limited or No Effect?mentioning

confidence: 99%

Section: Limited or No Effect?mentioning

confidence: 99%

The impact of AACSB accreditation: A multiple case study of Canadian university business schools

Elliott

2013

Can J Adm Sci

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“…While there has been little research performed on business mathematics specifically, those studies that have analyzed business mathematics have not indicated differences in teaching practices from those of other mathematics professors (Pritchard, Saccucci, & Potter, 2010;Truell & Woolsey, 2008).…”

Section: Professor Perceptions Of Teachingmentioning

confidence: 99%

“…In business mathematics, professors and administrators sometimes struggle to effectively measure the quality of the curriculum and instruction (Pritchard et al, 2010).…”

Section: Current Practices In Curriculummentioning

confidence: 99%

Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

D'Aloisio¹

2016

Preprint

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Research reveals that the majority of students are unprepared in making the transition from high school to college mathematics. Many students choose majors outside of STEM and business fields to pursue degrees with less rigorous mathematics requirements. According to recent findings, it is likely that over 25% of all freshmen will fail their first mathematics course. Few studies examine student success in business mathematics courses, and business is currently the most popular major in the United States. Thus, the purpose of this research was to examine what factors predict success in a foundational business mathematics course (BUS 111) at a large Northeastern university. Eight independent variables were examined: gender, high school GPA, mathematics SAT score, score on the university’s placement exam, student attitudes using the Attitudes Towards Mathematics Inventory (ATMI), anxiety using the Mathematics Anxiety Scale (MAS), number of hours per week spent on mathematics, and number of classes missed. The dependent variable was BUS 111 final average. All students (n = 247) enrolled in BUS 111 were invited to participate during the Fall 2015. Upon completion of pre- and post-surveys, multiple regression was used to determine which variables were significant predictors. Statistical findings revealed that placement score, high school GPA, a combination of ATMI/MAS scores, and number of classes missed were the best predictors of BUS 111 average overall (R2 = 44.2%, p = 0.000). Different models are presented for comparison and examination. Significant correlations found between perceived instructor effectiveness and student attitudes, anxiety, and course grades are also presented. Overall, combinations of non-affective and affective measures serve as the best predictors of success in business mathematics.

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“…Previous work that leverages a CI approach to assessment in the online space showed positive results in improving course design and student outcomes, as well as providing a roadmap for future course improvements (Aggarwal & Lynn, ). The approach has also been used to demonstrate CI in teaching by using student evaluations as measurement items (Pritchard, Saccucci, & Potter, ).…”

Section: Introductionmentioning

confidence: 99%

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

Carnovale

Allen

Pullman

et al. 2016

Decision Sci J Innov Edu

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The integration of technology into education has forced radical innovations to traditional instructional delivery models. Given its prevalence, a thorough understanding of pedagogical best practices associated with the design and implementation of such programs is critical. Furthermore, the need for an institutional commitment to assessment and a framework to objectively measure student performance against a program's learning goals and objectives is also necessary. The impetus behind this study is to suggest that applying the principles of continuous improvement (CI) to pedagogical assessments can foster institutional commitment and enhance the process by which universities assess student performance. This study applies CI to an Assurance of Learning assessment of two courses in an entirely online supply chain management program by implementing DMAIC as a tool to improve program-level outcomes. The results show how the course content and program can be continuously improved to enhance student learning and the related outcome measures.

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Evaluating a Program Designed to Demonstrate Continuous Improvement in Teaching at an AACSB-Accredited College of Business at a Regional University: A Case Study

Cited by 13 publications

References 0 publications

The impact of AACSB accreditation: A multiple case study of Canadian university business schools

The impact of AACSB accreditation: A multiple case study of Canadian university business schools

Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

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