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ERIC Number: ED550308
Record Type: Non-Journal
Publication Date: 2012
Pages: 215
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-7353-1
Assessing MBA Student Teamwork under the AACSB Assurance of Learning Standards
Procino, Matthew C.
ProQuest LLC, Ph.D. Dissertation, University of Virginia
Since the 2003 release of the AACSB's Assurance of Learning standards, outcomes assessment has been a required practice for business schools wishing to receive their endorsement. While most accredited institutions had been dabbling with the measurement of student learning, the new standards raised the bar considerably. It is now necessary to provide direct evidence of both student and institutional learning. Once learning outcomes are specified, schools must document how students are performing relative to these, as well as the program-wide changes to curricula made by the institution to ensure progress. Outcomes assessment leading to program change is difficult; change is slow to develop in higher education, faculty are often resistant to assessment, and "program-wide" thinking can be challenging given organizational structures in place on many campuses. This dissertation is a process evaluation of one business school's first year of implementation of a program-wide assessment effort. This institution, hereafter referred to as the Collegiate School of Business (CSB), adopted an aggressive pace and chose to focus its first full cycle of assessment on the challenging learning goal of teamwork. After defining a theory of that concept unique to the school, a peer-evaluation strategy was selected to be the centerpiece of the assessment effort. One of the two Peer/Self Evaluations featured in this study was found to be adequately reliable and proved useful for the faculty. The CSB's administration received valuable information about student teamwork, and the majority of responding students found the feedback they received from a formative report of data from the Peer/Self Evaluations beneficial. While scale development and estimates of instrument reliability are discussed, the primary focus of this study is a critical analysis of the process by which the CSB instituted an outcomes assessment program. During the course of the year, many lessons were learned about assessment, teamwork, and the often complicated marriage of the two. Rather than proposing the best or only strategy for instituting program-wide outcomes assessment, this study is in keeping with the assessment for improvement paradigm; getting better requires faithfully detecting flaws and mistakes, working to fix them, and continually assessing progress. Other institutions are invited to learn from experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A