Perceptual-Based Student Outcomes Assessment Process in the Marketing Curriculum

Glynn, Karen; Rajendran, K. N.; Corbin, Steven B.

doi:10.1080/08832323.1993.10117649

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…Assessment might be done using many other stakeholder groups (cf. Arora and Stoner 1992;Glynn, Rajendram, and Corbin 1993;Heinfeldt and Wolf 1998). Employer perceptions affect the students' prospects for jobs after graduation and the reputation of the institution in attracting support (Floyd and Gordon 1998;Lundstrom and White 1997;McMartin 1999).…”

Section: Analysis Of Variancementioning

confidence: 99%

“…Perceptions of the achievement of learning outcomes may suggest how well the program is developing the student (cf. Duke and Reese 1995;Glynn, Rajendram, and Corbin 1993).…”

Section: Student Perceptionsmentioning

confidence: 99%

“…Hall et al 1995), they have a reasonable grasp on the quality of their curriculum and program with some biases toward wanting more from their institution (cf. Glynn, Rajendram, and Corbin 1993;Turley and Shannon 1999). Understanding student perception is crucial for tactical evaluation of classroom performance, general curriculum flow and value, as well as alumni reflections on the value of the components of their educational programs (Duke and Reese 1995).…”

Section: Student Perceptionsmentioning

confidence: 99%

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Learning Outcomes: Comparing Student Perceptions of Skill Level and Importance

Duke

2002

Journal of Marketing Education

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As an example of the assessment of learning outcomes, student perceptions were obtained for learning outcome importance as well as their own abilities to perform learning outcome skills. Development of outcomes involved multiple stakeholder groups and extensive reviews. Rankings were developed for highest importance and highest skill level as a way to evaluate outcomes needing emphasis. A simple priority index demonstrated one technique of allocating resources in program changes. In this example, highest priorities converged around issues of interpersonal, leadership, global economy, and interacting in the business environment. Extensive comparisons were made between class level as well as between marketing majors and other business disciplines. Although lists of outcomes, student perception ratings, and priorities will vary among institutions, this example indicated a beginning point for rating criteria.

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Section: Analysis Of Variancementioning

confidence: 99%

“…Perceptions of the achievement of learning outcomes may suggest how well the program is developing the student (cf. Duke and Reese 1995;Glynn, Rajendram, and Corbin 1993).…”

Section: Student Perceptionsmentioning

confidence: 99%

Section: Student Perceptionsmentioning

confidence: 99%

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Learning Outcomes: Comparing Student Perceptions of Skill Level and Importance

Duke

2002

Journal of Marketing Education

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“…Student perceptions of the applied research course were measured using self-administered questionnaires. Glynn, Rajendran, and Corbin (1993) claim that student perceptions of their learning experience add value to the overall assessment of outcomes. Student perception data were collected from all classes of Applied Research during each semester it was taught (n = 184).…”

Section: Outputsmentioning

confidence: 99%

The Second Course in Business Statistics and Its Role in Undergraduate Marketing Education

Nonis¹,

Hudson

1999

Journal of Marketing Education

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The emphasis on mechanics in business statistics courses poses a problem for marketing research instructors who teach their course with an application emphasis. Instructors of marketing research could find students ill prepared for the course. As a result, some marketing programs require students to take a research laboratory or break the research course into two parts of 3 credit hours each. This article outlines an alternative. Repositioning (reengineering) the second course in business statistics from a problem-solving orientation to a decision-making emphasis eliminates the need for an additional research course. A 2-year experience teaching the course shows students to be better prepared for the marketing research course. In addition, how to develop and assess key business skills such as communication, problem solving, decision making, and computer use in the course is also discussed. Assessment of outcomes is presently mandated by the American Assembly of Collegiate Schools of Business (AACSB).

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“…Typically, professional accreditation agencies such as the Association to Advance Collegiate Schools of Business (AACSB), the National Council for the Accreditation of Teacher Education (NCATE) and Accreditation Board for Engineering and Technology (ABET) require evidence of student progress towards meeting program-level learning outcomes. This evidence can be provided through various measures, including knowledge-acquisition measures (Nicholoson, Barnett & Dascher, 2005), achievement measures (Miller, Seay & Chamberlain, 1991), student perception measures (Glynn & Rajendran, 1993), and employer and alumni perceptions (Nicholson, et. al., 2005).…”

Section: Outcomes Assessmentmentioning

confidence: 99%

Using a Learning Management System to Facilitate Learning Outcomes Assessment

Tello

Motiwalla

Virtual Learning Environments

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Increased demands for accountability among state and federal policy makers require that colleges and universities improve the process of measuring student learning outcomes. Despite a growing need, there has been limited development of integrated, electronic processes and tools that facilitate assessment of student progress toward program-level learning outcomes. Collecting student course materials, classifying by program and course-level objectives and reporting the results remains a tedious and labor-intensive task. This project demonstrates how course-level assessment data from a learning management system (LMS) can be utilized for program-level outcomes assessment. A pilot system was developed to integrate data from a LMS to provide continuous reporting of program and course-level assessment with minimal additional effort from faculty and students. This chapter shares the authors’ outcomes assessment system development approach, faculty development approach, and the lessons learned from their project, including the challenges confronted during system implementation.

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Perceptual-Based Student Outcomes Assessment Process in the Marketing Curriculum

Cited by 8 publications

References 7 publications

Learning Outcomes: Comparing Student Perceptions of Skill Level and Importance

Learning Outcomes: Comparing Student Perceptions of Skill Level and Importance

The Second Course in Business Statistics and Its Role in Undergraduate Marketing Education

Using a Learning Management System to Facilitate Learning Outcomes Assessment

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