Assessment Practices in AACSB-Accredited Business Schools

Pringle, Charles D.; Mitri, Michel

doi:10.3200/joeb.82.4.202-211

Cited by 117 publications

(102 citation statements)

References 2 publications

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“…(Hazeldine & Munilla, 2004;Matrell & Calderon, 2005). However, other studies also show that how to measure what student learned is still a big challenge for most institutions (Pringle & Michel, 2007). In mid-2014, 10 business schools in Taiwan have gained AACSB International Accreditation up to present.…”

Section: Aacsb (International)mentioning

confidence: 98%

Transforming the quality assurance framework for Taiwanese higher education: A glonacal context

2014

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In an interconnected world, higher education systems, the institutions that comprise them, educational policy makers, quality assurance agencies are all supposed to interact simultaneously in a global, national, and local, or glonacal, context. Like some other Asian nations, Taiwan has been developing its glonacal quality assurance framework. At the same time, it attempted to give more institutional autonomy to universities by awarding them a self-accreditation status. The main purpose of the paper is to examine transformation of QA systems in Taiwan's higher education under the glonacal context and to analyze the new development of selfaccreditation.

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Section: Aacsb (International)mentioning

confidence: 98%

Transforming the quality assurance framework for Taiwanese higher education: A glonacal context

2014

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“…The MFTB has been successfully used as an AoL tool at AACSB accredited institutions (Black and Duhon 2003;Pringle and Michel 2007;Shaftel and Shaftel 2007). This exam provides a direct assessment measure of student learning and retention of course content generally included in most business major core class requirementsoften referred to as a common body of knowledge.…”

Section: Use Of Standardised Exams For Assurance Of Learning Purposesmentioning

confidence: 99%

Outcomes assessment: an examination of the ETS major field test and the comprehensive business exam

Hahn

Bowlin

Welch

2012

Assessment & Evaluation in Higher Education

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“…Transitioning from teaching to learning-based assessments was not a seamless process. The authors encountered challenges which included the lack of adequate funding to support faculty training and assessment activities (Martell, 2007), faculty resistance to learning and adopting a new process (Pringle, 2007), and convincing faculty and administration that learning shortfalls should (and would) be viewed as curricular design issues as opposed to teaching deficiencies (Kelley, 2010).…”

Section: Challenges With the Research Institution's Initial Aol-basedmentioning

confidence: 99%

“…ecades of research acknowledge the disparities that exist between the information that an instructor teaches and the actual knowledge that students gain (Lubinescu, 2001;Pringle, 2007;Weldy, 2008). Many regional and specialized accreditation agencies, such as SACS and AACSB, have adopted new AoL standards to address this apparent teaching-learning gap.…”

Section: Introductionmentioning

confidence: 99%