Validating the effectiveness of a locally developed assurance of learning assessment

Wray, Barry; Glew, David J.; Burrus, Robert T.; Hill, Stephen E.; Schuhmann, Peter

doi:10.1080/08832323.2019.1635976

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…, 2008). This notion of “flexible” standardization can be achieved through approaches such as locally developed exams that demand significant efforts (Wray et al. , 2020).…”

Section: Discussionmentioning

confidence: 99%

“…As Hommel and Vandenbempt (2022) state, "International accreditation systems are best understood as compliance frameworks" (p. 212). The assessment compliance mentality disengages faculty members from the AoL process (Wray et al, 2020) by resulting in their lack of ownership of and/or reluctance or resistance toward the assessment processes (Bennett et al, 2017). Kenworthy and Hrivnak (2014) address the influence of accreditation bodies and the pressures related to AoL as integral components of the rubric decision-making process.…”

Section: Assessment Activitiesmentioning

confidence: 99%

“…However, it is important to engage in ongoing discussions about the desired level of standardization during the assessment process (Kilpatrick et al, 2008). This notion of "flexible" standardization can be achieved through approaches such as locally developed exams that demand significant efforts (Wray et al, 2020).…”

Section: Assessment Activitiesmentioning

confidence: 99%

“…As Hommel and Vandenbempt (2022) state, “International accreditation systems are best understood as compliance frameworks” (p. 212). The assessment compliance mentality disengages faculty members from the AoL process (Wray et al. , 2020) by resulting in their lack of ownership of and/or reluctance or resistance toward the assessment processes (Bennett et al.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Ito,

Takeuchi,

Yokoyama

et al. 2024

IJEM

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PurposeThis study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.Design/methodology/approachUsing a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.FindingsRespondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.Research limitations/implicationsConvenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.Originality/valueWe provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

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“…, 2008). This notion of “flexible” standardization can be achieved through approaches such as locally developed exams that demand significant efforts (Wray et al. , 2020).…”

Section: Discussionmentioning

confidence: 99%

Section: Assessment Activitiesmentioning

confidence: 99%

Section: Assessment Activitiesmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

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

Ito,

Takeuchi,

Yokoyama

et al. 2024

IJEM

View full text Add to dashboard Cite

show abstract

“…However, scholars have critiqued the criterion-based approach towards specific standards of performance in higher education, particularly when AoL encompasses a range of factors working together to deliver desired goals (see, for instance, Kundu and Majumdar, 2020). These include coherence between program and course (unit) objectives that are operationalised into assessment tasks, student support in understanding the rubrics and assessment task mechanics, and the volitional efforts from students towards delivering quality assessments (Woodside, 2020; Wray et al , 2020). The absence, or less than adequate preparation of any of these factors, will lead to sub-optimal outcomes, that even with identified areas of improvement do not guarantee successful AoL achievements in subsequent editions of the course or unit.…”

Section: Background To Assurance Of Learningmentioning

confidence: 99%

Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Tham

Scheepers

Grace

et al. 2023

QAE

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Purpose This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness. Design/methodology/approach A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes. Findings The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments. Originality/value A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers.

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Beyond assuring learning: Greater challenges ahead for management educators

Mantai

Calma²

2022

The International Journal of Management Education

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Validating the effectiveness of a locally developed assurance of learning assessment

Cited by 3 publications

References 7 publications

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

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

Assurance of learning in business education – what exactly are we assuring, and whose business should it be?

Beyond assuring learning: Greater challenges ahead for management educators

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