Taking Another Look at Kilpatrick et al. (2008): Scrutinizing Business School Learning Goals

2012 ◽  
Vol 2012 (1) ◽  
pp. 10652
Author(s):  
Robert D Costigan ◽  
Kyle E Brink
Keyword(s):  
Business School ◽  
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.

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.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

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