Benchmarking learning outcomes of undergraduate business education

Abstract

This paper discusses the efficacy of a model of benchmarking toward best practices in learning assessment in higher education. It outlines the need for best practices in learning assessment and reports findings on a comprehensive model of assessing learning outcomes of an undergraduate business program. By developing competency expectations of students, the model led to a multi-method data collection/analysis toward benchmarking learning outcomes. The findings demonstrate how benchmarking leads to continuous curriculum improvement of instructional process and the curriculum. The authors claimed that in the absence of a generally accepted model, if the methodology is replicated, it may lead to the best practices in assessing learning outcomes of an undergraduate business program.

Collaborative Consumption in an Emerging Market: What Motivates Consumers to Adopt It under Economic and Political Uncertainty?

“…Education also addresses the perceptions of consumers and their consumption patterns [62], preparing the conventional economics perspective to dispose of sustainability. Thus, by identifying key competencies of the Education for Sustainable Development goals [71], such as developing appropriate pedagogies and strategies [72] and managing educational outcomes and objectives, the ambiguity and uncertainty of sustainability from economic, social, and environmental perspectives will be adjusted [73]. Then, the results of teaching and learning processes will also impact self-interest and encourage orientation towards others, organizing states that involve prosocial behavior, personal initiative, and collaborative performance [74], and completing human capabilities in favor of new market trends, technology industries, and communicational networks [75].…”

Mapping information literacy using the Business Research Competencies

“…While studies in business literature do not typically utilize terminology such as curriculum mapping and information literacy when discussing best practices, many articles and books address curriculum mapping and information through alternative terminology. One study that analyzed learning outcomes in undergraduate business education used the term benchmarking to discuss much the same process as describe in curriculum mapping (Ruhul Amin and Amin, 2003;Levy and Ronco, 2012). This paper addressed "the impetus for continuous improvement of curriculum in higher education, and demonstrates the findings of a conceptual model toward benchmarking learning outcomes in general education and functional areas of business curriculum toward best practices of outcomes assessment in higher education" (Ruhul Amin and Amin, 2003).…”

“…One study that analyzed learning outcomes in undergraduate business education used the term benchmarking to discuss much the same process as describe in curriculum mapping (Ruhul Amin and Amin, 2003;Levy and Ronco, 2012). This paper addressed "the impetus for continuous improvement of curriculum in higher education, and demonstrates the findings of a conceptual model toward benchmarking learning outcomes in general education and functional areas of business curriculum toward best practices of outcomes assessment in higher education" (Ruhul Amin and Amin, 2003). Various studies also employ terminology such as threshold standards and business intelligence in order to discuss best practices in developing business education curriculum, both at the undergraduate and graduate levels (Armstrong and Smith, 2014;Datar and Cullen, 2010;Gupta, Goul, and Dinter, 2015).…”

“…While studies in business literature do not typically use terminology such as curriculum mapping and information literacy when discussing best practices, many articles and books address curriculum mapping and information through alternative terminology. One study that analyzed learning outcomes in undergraduate business education used the term benchmarking to discuss much the same process as describe in curriculum mapping (Ruhul Amin and Amin, 2003; Levy and Ronco, 2012). This paper addressed:…”

“…[…] the impetus for continuous improvement of curriculum in higher education, and demonstrates the findings of a conceptual model toward benchmarking learning outcomes in general education and functional areas of business curriculum toward best practices of outcomes assessment in higher education (Ruhul Amin and Amin, 2003).…”