Outcome-Based Education (OBE) in Accounting in Sri Lanka: Insights for Teacher Education

Senaratne, Samanthi; Gunarathne, Nuwan

doi:10.1007/978-3-030-26879-4_2

Cited by 11 publications

(10 citation statements)

References 10 publications

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“…A study was conducted by Senaratne and Gunarathne (2019) for the purpose to find out the implementation of OBE in a Sri Lankan University of Sri Jayewardenepura, Department of Accounting. Researchers stated that the Department of Accounting, with around 20 years of experience in internship and implementation of OBE shows that the model seems successful and it is because the graduates of the Department of Accounting benefited from it, particularly, in regard to the employment matters.…”

Section: The Benefits Of Obe In the World Literaturementioning

confidence: 99%

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Katawazai

2021

Heliyon

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Outcome-based Education is currently of much potential in the global educational landscape. In recent years, implementing outcome-based education and student-centered learning have also been prioritized at the policy level of the Ministry of Higher Education of Afghanistan. Thus, the current study aimed to investigate the attitudes of Afghan lecturers towards the recent paradigm shift in the educational system of Afghanistan. The researcher employed a mixed-method approach to collect both quantitative and qualitative data. The researcher used a questionnaire responded by 120 lecturers and interviewed 7 outcome-based education experts and Afghan lecturers. The quantitative findings reveal that teachers have positive attitudes towards outcome-based education, and they are ready and willing to implement the approach by mentioning some key challenges. However, the results also show that implementing this approach is currently at a low level of practice. The qualitative findings reveal that; content-based curriculum, policies of teaching, learning, and assessment, the lack of basic infrastructure and info-structure, lack of facilities, and teachers' workload are among the key challenges towards implementing this approach. The results will help the Ministry of Higher Education and Higher Education Development Program to develop applicable policies and to emphasize this recent paradigm shift in the future within addressing the key challenges to ensure the efficacy during implementation. It will also help lecturers to have an overall picture of outcome-based education and student-centered learning. Likewise, it will open a window for researchers to investigate this potential topic in more in-depth details in the higher education system of Afghanistan.

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Section: The Benefits Of Obe In the World Literaturementioning

confidence: 99%

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Katawazai

2021

Heliyon

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“…OBE also emphasises the introduction of a clear picture of what participants can do, and then uses these learning outcomes as a foundation for constructing relevant curriculum and activities (Deneen et al, 2013;Morcke et al, 2013;Spady, 1994). Therefore, learning outcomes are significant in endowing learners with observable and measurable objectives in the OBE education process (Spady, 1994;Abd Majid, 2016;Senaratne and Gunarathne, 2019), which can significantly stimulate learners' motivation (Akhmadeeva et al, 2013;Kusurkar et al, 2012;Spady, 1994) and performance (Camello, 2014;Macayan, 2017;Pradhan, 2021).…”

Section: Outcome-based Education (Obe)mentioning

confidence: 99%

Developing professional development for vocational teachers based on the OBE framework and its effect on trainees’ learning motivation and training satisfaction

Wang,

Chookhampaeng,

Chano

2024

IJLTER

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Professional Development (PD) for teachers plays a significant role in nurturing new skills, extending updated knowledge and promoting educational reform. The concept of Outcome-Based Education (OBE) is highly recognised in the field of education as it matches the student-centred claim and emphasises measurable learning outcomes. In order to improve the training effectiveness and stimulate vocational teachers’ learning motivation, authors in this research developed a PD for vocational teachers according to the design process and learning outcomes of the OBE concept. Trainees’ learning motivation is measured through the questionnaire based on Kirkpatrick’s model of training evaluation and the ARCS Model of motivation. A total of 40 secondary vocational teachers and 40 higher vocational teachers from Guangdong, China were enrolled in this research. The analysis of quantitative data was conducted using paired samples t-test and one-sample t-test to evaluate trainees’ motivation and satisfaction throughout the PD. The findings of this research suggest that the PD design based on the OBE framework has a significant impact on trainees’ learning motivation and training satisfaction according to the comparison of the data collected from trainees before and after attending the PD.

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“…Tan et al have carried out a critical literature review and highlighted that outcome-based education has shown competency enhancements in nursing students [19]. Senaratne and Gunarathne have presented a case study of adopting outcome-based education in an accounting degree in a Sri Lankan university and outlined guidelines for adoption of outcome-based education [20]. Rajak et al have discussed their experience of outcome attainment in an academic program in India [21].…”

Section: Related Workmentioning

confidence: 99%

Fostering Sustainable Quality Assurance Practices in Outcome-Based Education: Lessons Learned from ABET Accreditation Process of Computing Programs

Almuhaideb

Saeed

2020

Sustainability

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Education is an important enabler for economic uplift of a society and academic institutions need to deliver quality education to equip students with required skills to excel in their professional careers. Due to international initiatives such as Washington and Seoul accords, outcome-based education has gained significant interest from industry, academia, governments, accreditation bodies and students. Outcome-based education is a paradigm shift form conventional education approach and its successful adoption requires sustainable quality practices by higher education institutions. Fostering quality assurance processes for outcome-based education requires careful planning and active collaboration among stakeholders. However, due to the sparse body of knowledge about quality processes in outcome-based education, many academic institutions rely on ad hoc practices, resulting in a trial and error approach. In this paper, we present set of guidelines which can help academic institutions to deploy sustainable practices in their academic programs. We document important guidelines to deliver outcome-based education based on our longitudinal work of ABET accreditation process of three different computing programs (Computer Science, Computer Information Systems, and Cyber Security and Digital Forensics). The successful application of proposed guidelines helps to foster sustainable quality practices in academic programs.

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Outcome-Based Education (OBE) in Accounting in Sri Lanka: Insights for Teacher Education

Cited by 11 publications

References 10 publications

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Developing professional development for vocational teachers based on the OBE framework and its effect on trainees’ learning motivation and training satisfaction

Fostering Sustainable Quality Assurance Practices in Outcome-Based Education: Lessons Learned from ABET Accreditation Process of Computing Programs

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