Assurance of Learning and Outcomes Assessment: a Case Study of Assessment of a Marketing Curriculum

Abstract

Recent AACSB International accreditation standards have placed higher emphasis on programmatic outcomes assessment through the assurance oj learning criteria which require tighter alignment oj school, program and course goals. Although business and marketing literature has addressed various aspects oj the assurance oj learning process, there is no complete tested model currently in the literature that demonstrates how outcomes assessment should take place within the context oj an ongoing program review. In addition to a review oj the literature, this paper provides a comprehensive model oj assurance ojlearning (AoL) and provides a case study oj marketing curriculum review and AoL implementation at Simmons College School oj Management.

Implementing Mission-Driven Assurance of Learning: Improving Performance Through Constructive Collaboration

“…While some scholars (e.g., Kelley, Tong, & Choi, 2010;Martell, 2007;Romero, 2008;Sampson & Betters-Reed, 2008;Treleaven & Voola, 2008) applaud the increased flexibility and potential of the new AoL approach, others (e.g., Kilpatrick, Lund Dean, & Kilpatrick, 2008;Scott & Ofori-Dankwa, 2006) feel that AACSB's reporting and measuring requirements still result in excessive rigidity, narrow focus, and inhibit schools' flexibility. Yet others (e.g., Francisco, Noland, & Sinclair, 2008;Lowrie & Willmott, 2009) criticize exactly the flexibility that some praise in AACSB's modified approach.…”

“…Indirect assessment was implemented through another range of instruments such as surveys, mostly taken from graduating students, alumni, and their employers; exit interviews with graduating students; and evaluations of supervisor findings in internships. Sampson and Betters-Reed (2008) took a different road in highlighting the advantages of AoL by focusing on the multiplicity of AACSB-approved measuring topics throughout the business curriculum. They list learning outcomes such as communication, ethics, analytical skills, use of information technology, multicultural understanding, organizational dynamics, local and global environments, and other management specifics.…”

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

“…An effective plan requires: (1) broad-based involvement of faculty, students, and administrators; (2) multi-trait, multimethod assessment approaches (similar to a ''balanced scorecard''), which include both direct and indirect assessment measures; and (3) followup activities to inform key stakeholders and motivate continuous improvement. Sampson and Betters-Reed (2008) present a conceptual model that demonstrates how an ongoing AoL program can be put in the context of program review and continuous improvement. This approach, which is more strategic in nature and is directly tied to curriculum change, alters the perception of assessment work from short-term compliance to an embedded model of continuous curricular improvement.…”

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

“…To address concerns presented by relevant stakeholders such as students, employers, public officials, accreditors, and others; business schools are attempting to gain deeper understanding about assurance of learning (AoL) outcomes and how it applies to their programs (Attaway, Chandra, Dos Santos, Thatcher, & Wright, 2011, Mosca, Agacer, Flaming, & Buzza, 2011Sampson & Betters-Reed, 2008).…”