Business School Learning Goals: The Legal and Regulatory Context of Organizations in a Global Economy

2017 ◽  
Vol 34 (2) ◽  
pp. 325-339
Author(s):  
George J. Siedel
Keyword(s):  
Business School ◽  
Global Economy ◽  
Learning Goals ◽  
School Learning

Business school learning goals: Alignment with evidence-based models and accreditation standards

2017 ◽  
Vol 24 (4) ◽  
pp. 474-491 ◽  
Author(s):  
Kyle E Brink ◽  
Timothy B Palmer ◽  
Robert D Costigan
Keyword(s):  
Curriculum Design ◽  
Business School ◽  
Business Schools ◽  
Learning Processes ◽  
Learning Goals ◽  
Future Research ◽  
Evidence Based ◽  
Accreditation Standards ◽  
Assurance Of Learning ◽  
School Learning

AbstractProgrammatic learning goals serve as the foundation for an educational institution’s curriculum design and assurance of learning processes. The purpose of our study is to determine the relevance or alignment of undergraduate business school learning goals. We identify the learning goals of US undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business-International (AACSB) and determine the extent to which the goals are aligned with (a) evidence-based competencies that are needed for managerial success (including the ‘Great Eight’ and the ‘hyperdimensional taxonomy’) and (b) content areas identified in AACSB’s Eligibility Procedures and Accreditation Standards for Business Accreditation. We found that learning goals conform to AACSB Standards and evidence-based managerial competencies, but goals are most closely aligned with AACSB Standards, followed by the Great Eight, and the hyperdimensional taxonomy, respectively. We discuss the implications of our findings with respect to business schools’ assurance of learning processes and provide recommendations for AACSB, business schools, the broader academy, and future research.

“School-Based Epistemologies”?: Exploring Conceptions of How, What, and Why Students Know

1993 ◽  
Vol 16 (4) ◽  
pp. 299-315 ◽  
Author(s):  
Mary Bryson
Keyword(s):  
School Success ◽  
Learning Goals ◽  
Formal Schooling ◽  
Achievement Level ◽  
Academic Difficulties ◽  
Task Instructions ◽  
School Based ◽  
Task Strategy ◽  
School Learning ◽  
Theoretical Standpoint

The research reported here is concerned with children's relations both to knowledge and to learning. How are these relations constructed within the context of formal schooling? What is their significance for school success? And in particular, how might such relations be enhanced for students who manifest longstanding academic difficulties? These questions are addressed from a theoretical standpoint that construes such relations as situated “school-based epistemologies” which, furthermore, are continually construed and, therefore, sensitive to interventions aimed at ameliorative re/mediation. The methodology involved obtaining descriptive information contrasting children (grades 5/6) with varying learning histories in terms of their beliefs about knowledge and its enhancement. Additionally, children's actual on-task strategy use and the characteristics of resultant knowledge acquisition and organization were contrasted under two goals conditions (learning goals versus performance goals). Findings suggest that: (a) children with varying learning histories mediate in-school learning with qualitatively distinct epistemologies and (b) irrespective of actual achievement level, the “learning goals” task instructions significantly enhanced students' thinking.

Implementing Assurance of Learning

2018 ◽  
Vol 15 ◽  
pp. 33-48
Author(s):  
Holly H. Chiu ◽  
Dov Fischer ◽  
Keyword(s):  
Business School ◽  
Assessment Tool ◽  
Summative Assessment ◽  
Business Case ◽  
Learning Goals ◽  
Assessment Program ◽  
Summative Assessments ◽  
Assurance Of Learning ◽  
Ethics Assessment ◽  
Almost All

Assurance of Learning (AoL) is a critical component of AACSB accreditation because students need to demonstrate skills acquired in the programs they enroll in. The purpose of this paper is to describe how a business school developed its ethics assessment program to fulfill the requirement of AoL when seeking AACSB accreditation. Three learning goals were identified based on the literature, assessment rubrics were created based on learning goals, and a Harvard Business Case was used as the assessment tool. The result of the first round of summative assessments showed that almost all students at least met the standard of these three learning goals. To close the loop, an ethics module and a one-hour video were added to a junior-level course. In the second round of summative assessment, we added a marginal level of competency to the rubric. We conclude with a plan for future student learning and assessment.

scholarly journals Employability, work placements, and outward mobility: views from England and Germany

2018 ◽  
Vol 8 (2) ◽  
pp. 151-163
Author(s):  
Julie Fowlie ◽  
Clare Forder
Keyword(s):  
Business School ◽  
Global Economy ◽  
Bologna Process ◽  
Small Scale ◽  
Content Type ◽  
Studying Abroad ◽  
The Difference ◽  
Management Students ◽  
Uk Higher Education ◽  
The Bologna Process

Purpose A central role of UK higher education institutes is preparing graduates for the global economy. However, UK outward mobility targets for students set in 2017 remain lower than the original set by the Bologna Process in 1999; with other European countries achieving substantially higher outward mobility. Research in this field concentrates primarily on studying abroad, prompting exploration of the work placement context. The purpose of this paper is to examine employability and outward mobility in the context of the perceived reluctance of UK students to undertake work placements abroad. Design/methodology/approach The views of undergraduate business management students at the Brighton Business School were compared with those of German students studying at the Goethe University in Frankfurt. Staff from Brighton Business School and other UK universities were also surveyed to gather data on attitudes towards work placements abroad. Findings Students from Brighton and Frankfurt displayed similar barriers to going abroad but were motivated by different drivers. The difference in these drivers is further echoed in the variations of their definitions of “employability”. The research also found that lack of staff awareness or interest in placements abroad could negatively affect the students’ decisions about going abroad. Research limitations/implications A small-scale study such as this presents only indicative findings. Further research is necessary to explore its implications in more depth. Originality/value The research provides more scope to the existing literature on outward mobility by addressing work placements rather than typically focusing on studying abroad. It adds value to the debate by examining placements and mobility through two different cultural lenses.

Assuring Business School Learning With Games

2016 ◽  
Vol 47 (2) ◽  
pp. 206-227 ◽  
Author(s):  
Joseph Wolfe
Keyword(s):  
Business School ◽  
School Learning

scholarly journals IMPLEMENTASI PENILAIAN PORTOFOLIO UNTUK MENINGKATKAN KETERAMPILAN MERANCANG PEMBELAJARAN INOVATIF MAHASISWA PGSD UNIRA MALANG

2019 ◽  
Vol 3 (1) ◽  
pp. 314
Author(s):  
Adzimatnur Muslihasari ◽  
Tety Nur Cholifah
Keyword(s):  
Learning Strategy ◽  
Portfolio Assessment ◽  
Learning Goals ◽  
Research Subjects ◽  
Strategy Method ◽  
First Semester ◽  
Learning Evaluation ◽  
Innovative Learning ◽  
School Learning ◽  
Academic Year

The research objective was to improve the student skills in designing innovative learning after the portfolio assessment was applied. This type of research was a Classroom Action Research with two cycles carried out in the elementary school learning strategy course for students in semester 3 of PGSD UNIRA Malang in the first semester of the 2018/2019 academic year. The research subjects were 28 students consisting of 5 men and 23 women. The results of the data research were analyzed descriptively. There was improving skills in designing innovative learning that was seen from several indicators, including skills to formulate learning objectives, skills to apply appropriate learning media, skills to select strategies /methods/learning models, skills to describe learning steps, and skills to develop learning evaluation instruments. The results showed an increase in the number of students who had the skills to form learning goals with good and excellent criteria from 8 people in cycle 1 to 24 people in cycle 2. The number of students with the skills to employ learning media with good and excellent criteria increased from 5 people to 23 people. The number of students with the skills to choose a strategy/method/ learning model with good and excellent criteria increased from 5 people to 25 people. The number of students with the skills to describe the steps of learning with good and very good criteria grew from 8 people to 20 people. There were some students with the skills to apply learning media with good and excellent criteria, increasing from 4 to 26 people.

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