An assurance of learning success model: toward closing the feedback loop

Abstract

This paper provides a systemic approach to building and sustaining a solid assurance of learning program using the framework of Kotter's (1995) Strategic Model for Transforming Organizations. A comprehensive model for launching and sustaining a systemic approach to program review that ''closes the loop'' is shared step by step. Particular attention is paid to the organizational behaviors and processes that accompany each step, and to sharing important lessons that were learned. A review of the assessment literature in higher education and recent Advancement of Collegiate Schools of Business International (AACSB) contributions to this body of knowledge identifies a critical gap regarding models that ''close the loop'' and make a compelling case for the Simmons College model.

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

“…Given the importance of assessment as a means to gauge program success, there has been a large body of research dealing with assessment approaches. Frameworks that borrow from the change management literature have been advanced, suggesting that commitment to AoL requires a collaborative approach to course integration as well as a cultural shift from faculty (Betters‐Reed, Nitkin, & Sampson, ). In addition, the outcomes of an assessment can serve to inform programs about progress both internally and externally.…”

An Integrated Course Design Model for Beginning Faculty

“…Finally, an instructor must address the issue of how to assess the level of the learning by the student (Betters-Read, Nitkin, & Sampson, 2008;Huba & Freed, 2000). In a global sense, there are selected-response assessments and constructedresponse assessments (Arter & McTighe, 2001).…”

“…This priority for discovery and application scholarship for tenure and promotion purposes continues in spite of recent changes in Association to Advance Collegiate Schools of Business (AACSB) standards that place greater emphasis on assurance of learning (Betters-Read, Nitkin, & Sampson, 2008). Furthermore, the emergence of new pedagogical journals such as the Academy of Management Learning and Education and Decision Sciences Journal of Innovative Education alongside the more established Journal of Management Education and Management Learning, as well as recent books on SOTL (Andre & Frost, 1997;Cole & Knowles, 2000;Kleber, 2001;Glassick, Huber, & Maeroff, 1997;Hutchings, 2002;Hutchings, Huber, & Ciccone, 2011;McKinney, 2007;Weimer, 2006), have raised the visibility of both SOTL and what it means to be an outstanding or accomplished teacher (Bain, 2004) and a scholarly teacher (Dehler, Beattty, & Leigh, 2010;McKinney, 2007).…”

A Tri-Country Marketing Project – Preparing Students for the Realities of a Global Marketplace

“…Importantly, following the project, students from all three countries reported their perceptions of the other two countries changed moderately to greatly (Table 6) on average (3.45-4.53 on a 5-point scale). This perhaps suggests that prior perceptions, previously based largely on the student's own Self Reference Criterion and Ethnocentrism (Pun, Lewis & Chin, 2003;Cateora, Gilly, & Graham, 2009) rather than personal interaction, changed quite dramatically through the double-loop learning process (Betters-Reed, Nitkin, and &, 2008) of the project. One would expect that all students engaging in future multi-national collaborations would adopt a greater sensitivity of cultural differences and not make assumptions about other cultures based on stereotypes, Self Reference Criterion and Ethnocentrism to the same degree.…”

“…This project was designed to enrich the students' knowledge of marketing to and within other cultures by enabling communication among the students in the three nations, thereby enabling double-loop learning (Betters-Reed, Nitkin & Sampson, 2008). Project design was guided by an assessment of objectives outlined in International Marketing syllabi world-wide, prescriptions outlined by Milhauser and Rahschulte (2010) as to how to make international marketing classes more relevant to potential employers and AACSB program learning goals related to global business (AACSB, 2011b).…”