A capability maturity model for assessment of active learning in higher education

Abstract

PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

Assessment of knowledge process capabilities toward project management maturity: an empirical study

“…HEIs considered as complex organizations because it has different interests and needs different strategies where models of maturity can contribute to the future of learning practices (Duarte and Martins, 2013). Therefore, Garbin et al (2021) suggested a capability maturity model (CMM) to assess the maturity level of active learning practices and enhance the performance of HEIs. In addition, Llamosa-Villalba and Méndez Aceros (2010) proposed a processes management model to bring a systematic benchmarking of organizational, logistical, tactical, operational processes and training programs for HEIs.…”

“…HEIs considered as complex organizations because it has different interests and needs different strategies where models of maturity can contribute to the future of learning practices (Duarte and Martins, 2013). Therefore, Garbin et al (2021) suggested a capability Bickers (1993) conducted analyses to enhance the admissions process through PM approaches. Moreover, Yerk-Zwickl (1995) studied the information system development with project management method at higher educational institutions.…”

A new challenge in accounting education: convergence of maturity model, education and evaluation in accounting

“…The aspects of "teaching and learning processes" and "evaluation methods" are related to the key elements of "Process management" and "support", respectively. According to Garbin et al (2022), teaching and learning processes and evaluation methods can be organized along the five maturity levels (initial, replicable/ repeatable, defined, management and optimized). Evolution from maturity level initial to the optimized level may occur gradually on time, advancing through intermediary levels.…”

“…responsibility of teaching and learning. In the area of "evaluation methods," it may be at Level 4 (managed), characterized by courses evaluated by the higher education institutes concerning active methodologies, and expanding alternative ways to assess the levels of learning and skills to more than one course (Garbin et al, 2022).…”

“…There are several contributions of the present paper to the existing literature. First, due to the urgent social developments that require transformative improvements in education, maturity models respond to the challenges of education and learning (Garbin et al , 2022). For this reason, in the current research, there is an emphasis on the convergence of the maturity model, education and evaluation in accounting, which helps stimulate the institutionalization of active learning methods in accounting.…”