Lean Six Sigma and Assurance of Learning (AoL) in higher education: a case study

PurposeThis study aims to present a case study using a Lean Six Sigma (LSS) process to manage the Assurance of Learning (AoL) process in higher education. The case study highlights the value that LSS can bring to the higher education context in respect to making the AoL process more efficient and more effective. The article also illustrates lessons learned in relation to adopting LSS in higher education institutes (HEIs).Design/methodology/approachThe case study presented is part of a larger undertaking implemented by the Faculty of Economics and Administration (FEA) at King Abdulaziz University in Saudi Arabia to improve its curricula for all its programs as the graduate and undergraduate level in line with the 2013 Association to Advance Collegiate Schools of Business standards. The FEA project team implemented the AoL process using an LSS methodology – define–measure–analyze–improve–control (DMAIC).FindingsThe experience of the FEA as described in the case study suggests that the DMAIC framework can be very useful in managing the AoL process. Three aspects of LSS used in the AoL context are identified as critical in ensuring that the process achieves its stated institutional goals. Firstly, it is necessary to clearly identify which team members have which areas of responsibility in relation to, for example, sponsoring, implementing, managing and monitoring the project. Secondly, the common language provided by LSS is essential to fostering collaboration among members of a cross-disciplinary team. Lastly, quantifiable priorities should be identified.Research limitations/implicationsThe experience of the FEA as described in the case study suggests that the DMAIC framework can be very effective in advancing and managing the AoL process. For example, writing the project charter, mapping the process using the suppliers, inputs, process, outputs, customers model and using various LSS tools and techniques to measure and control the assessment were critical to improving the AoL process.Practical implicationsThis paper provides a guide to the range of practices cited in the literature on implementing LSS in relation to AoL as a comprehensive means of assessing, evaluating and improving curriculum design and delivery. The importance of this process to accreditation is explored and recommendations are offered focused on realizing both short- and long-term benefits through the initial assessments and subsequent iterations.Originality/valueThe defining contribution of this paper to the literature is its consideration of LSS implementation in the HEI context through the development and management of the AoL process.

Assessing the Teaching and Learning Process of an Introductory Programming Course With Bloom's Taxonomy and Assurance of Learning (AOL)

Learning to program requires the development of multiple skills including critical thinking, problem-solving, as well as learning the syntax and semantics of the programming language. For novices, to acquire all these skills is considered a challenging and difficult task. They have to focus on both problem-solving strategies and the syntax and semantics of the programming language to acquire these skills. In this study, this article compares the current teaching and learning approach of an introductory programming (IP) course with the six categories of Bloom's taxonomy. The assurance of learning (AOL) process was incorporated in the IP course to assess students' learning outcomes on the basis of achiever (high, medium and low) and performance (very good, good enough and not good enough) categories. The results showed that the current teaching and learning approach of the IP course addressed all the six categories of Bloom's taxonomy. Most of the students (63%) fall under the medium achiever category. Moreover, 50% students learning outcomes come under ‘not good enough' performance category.

Assurance of Learning and Accreditations Through Assessment in Business Schools

The use of web-based technologies in academic institutions for their diverse practices has been widespread in colleges and universities for several decades. These applications include surveying stakeholders, assessing classes, reporting on faculty development, and assurance of learning data to mention a few. Further advances have led to the integration of applications that not only enable the sharing of knowledge, but which also support the reporting requirements necessary to obtain and retain accreditation; likewise satisfy the supply of intellectual capital to the employment marketplace. In this chapter, the authors aim to portray relationship between assurance of learning and assessment at large with real life examples and approaches.

Beyond Assessment: Assuring Student Learning in Higher Education.

Setting up an 'Assurance of Learning' (AoL) system in line with requirements for accreditation is generally perceived to be a challenging task in both theory and practice. This paper provides an overview of the AoL system developed by the Faculty of Commerce and Administration to meet the requirements for accreditation by the Association to Advance Collegiate Schools of Business (AACSB), and describes its rationale, results achieved to date, and current challenges. The Faculty's system draws on the use of graduate attributes (Barrie, 2004), constructive alignment (Biggs, 1999), quality systems (Deming, 1982) and Theory of Constraints (Goldratt, 1994). In particular, individual student assessment is used to provide programme-level assurance of learning of graduate attributes. AoL's focus on 'closing the loop' – using student cohort performance data to inform system level change so that more students achieve the overall programme-level learning goals – is illustrated through a number of examples. While AoL developments have been led largely by business schools, we argue that wider adoption would allow universities to back up their claims about their students' achievement of graduate attributes, moving towards assuring, not just assessing, student learning.

Beyond Assessment: Assuring Student Learning in Higher Education.

Setting up an 'Assurance of Learning' (AoL) system in line with requirements for accreditation is generally perceived to be a challenging task in both theory and practice. This paper provides an overview of the AoL system developed by the Faculty of Commerce and Administration to meet the requirements for accreditation by the Association to Advance Collegiate Schools of Business (AACSB), and describes its rationale, results achieved to date, and current challenges. The Faculty's system draws on the use of graduate attributes (Barrie, 2004), constructive alignment (Biggs, 1999), quality systems (Deming, 1982) and Theory of Constraints (Goldratt, 1994). In particular, individual student assessment is used to provide programme-level assurance of learning of graduate attributes. AoL's focus on 'closing the loop' – using student cohort performance data to inform system level change so that more students achieve the overall programme-level learning goals – is illustrated through a number of examples. While AoL developments have been led largely by business schools, we argue that wider adoption would allow universities to back up their claims about their students' achievement of graduate attributes, moving towards assuring, not just assessing, student learning.

An Analysis of the Educational Testing Service Major Field Test for Business Performance: Further Evidence

Assurance of learning is the key to students’ academic success. To this end, one of the largest historically Black colleges and universities (HBCUs) in the United States administers the Educational Testing Service Major Field Test for Business (ETS MFT-B) to assess student learning of business concepts. This study used a set of predictor variables to explain the ETS MFT-B performance at the subject HBCU. The results of the study are expected to close the gap between student performance and expected outcomes in the subject institution, as well as contribute to the broader issue of improving curriculum and teaching effectiveness in business schools in the United States. Using data from fall 2012 to fall 2018, the findings of the regressions indicated that new variables, namely, English language proficiency, hours attempted to hours earned, first-generation student status, and desire to pursue higher studies were important predictors of the ETS MFT-B total score and sub-scores. Among the traditional variables, the cumulative GPA and student’s major area were important predictors. These findings point toward several corrective actions in the assurance-of-learning process for the subject school. The subject school can add a business English class to the curriculum, improve teaching effectiveness, provide advising assistance when students retake classes, and adopt measures that will motivate students to prepare for the ETS MFT-B.

Uma nova visão para as avaliações de aprendizado

<p>Com um instrumental abrangente, integrador e flexível, o sistema de assurance of learning procura vencer as limitações dos modelos tradicionais de avaliação.</p>