outcomes-based accreditation of business programs_conradoini
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OUTCOMES-BASED EDUCATIONAND ACCREDITATION OF BUSINESS
ADMINISTRATION PROGRAM byDr. Conrado E. Inigo, Jr.
Vice-President for Academic Affars
Quality Management RepresentativeLyceum of the Philippines University
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ReflectionQuality assurance is not thedestination, but a journey to
continuously improve and exhibitexcellence .
-Dr. Conrado E. Iigo, Jr.
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Higher Education Orientation pursuit andformation of KNOWLEDGE, SKILLS, VALUESAND ATTITUDES necessary to make theFilipino a productive member of the globalcommunity.
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Paradigm shifting - MEASURE THEEFFECTIVENESS OF EDUCATION
From traditional inputs, such as coursecredits earned and hours spent inclass, to results or outcomes .
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RequirementS of the GLOBAlization of
higher education
Upgrading of HEI programs and standardstowards global competitiveness
Infusing criteria in the accreditation processas an outcomes-based approach to evaluation
Effectiveness and efficiency of higher education
institutions
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Level 4 Program Accreditation(Outcomes-Based Education)
Criterion I Excellent Teaching and LearningOutcomes of the Program
Criterion II Research Productivity of the ProgramCriterion III Planning Processes Supporting Quality
Assurance Mechanisms for the ProgramCriterion IV Career Planning and Development for
Students of the ProgramCriterion V Community Service of the Institution and of
the ProgramCriterion VI Linkages and Consortia of the Institution and
of the Program
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LEVEL 4 OUTCOMES-BASEDACCREDITATION
CRITERION II. RESEARCH PRODUCTIVITY AS TOOL FORINSTITUTIONAL EFFECTIVENESS
STATEMENT OF PURPOSE Describe the institutions research infrastructure that supports the
institutions philosophy mission -vision goals.
PROGRAM Describe the research agenda of the institution during the past five andthe next five years.
EVALUATION AND ASSESSMENT Describe how the research production of the institution served as a tool
for its effectiveness as a center of learning and advancement of knowledge.
CONTINUOUS IMPROVEMENT Describe how the research productivity of the institution contributed to
its enhanced visibility and leadership. OUTCOMES
Describe the research production of the institution for the past five (5)years.
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Excellent businesses measure the quality of their outputs as required by theinternational Malcolm Baldrige framework
The Philippine Quality Award (PQA)Education criteria focus school performanceresults, specifically on student learningresults or outcomes.
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Baldrige Education Cri ter ia Framework:
A Systems Perspective
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Addresses an Organizations Performance and Improvement in Key Areas and Includes Current Performance Levels, Trends, and Comparative Data
7.1 Student Learning Outcomes (100 pts.)7.2 Customer-Focused Outcomes (70 pts.)
7.3 Budgetary, Financial, and Market Outcomes (70 pts.)
7.4 Workforce-Focused Outcomes (70 pts.)7.5 Process Effectiveness Outcomes (70 pts.)
7.6 Leadership Outcomes (70 pts.)
7. Resul ts (450 pts.)
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In the context of institutional accountability,assessments are undertaken to determine theinstitutions performance, effectiveness of schools, etc.
In the context of school reform, assessment isan essential tool for evaluating theeffectiveness of changes in the teaching-learning process.
Source: New Horizons for Learning.
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Characteristics of effectiveassessment program
Effective Assessment program - part of alarger curriculum management process. The focusof assessment should be the continual
improvement of student learning. Is mission driven Employer/Faculty owned Addresses all key learning objectives
Includes multiple methods, including some directmeasures (observations) of student learning Leads to improved student learning .
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The Assessment process
1. Define learning goals and objectives
2. Align curriculum with goals3. Identify instruments and measures4. Collect analyze and disseminate assessment data
5. Use assessment data for continuousimprovement
A wel l-des ign ed assessm ent pro cess w i l l inc lu de the fo l low ing ac t iv i t ies :
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When designing anassessment processto evaluate student
learning, thefollowing questionsmust be addressed
What will our studentslearn in our program? What are our
expectations? How will they learn it? How will we know they
have learned it?(evidence)
What will we do if they
havent learned it?
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The Assessment process
College Vision/Mission
BSBA Learning GoalsObjectives
Alignment/Design ofCurriculum
Industry/Faculty/ Students/ Alumni Inputs
Assessmentof Learning
Collect,
Analyze,DisseminateData
Use Assessment Data for Continuous Improvement
Feedback
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Define learning goals and objectives
The first step in developing an assessmentprogram is to define learning goals andobjectives. The process needs to start with thegoals, not the methods.
1.
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The next step is to translate these generaleducation goals into objectives .
Objectives are short but clear statementsabout the specific outcomes we expect from
students. For assessment to be effective,
Objectives must be clearly articulated beforedeciding upon methods and measures.Objectives should specify the behavior that willserve as evidence that the learning goal hasbeen achieved
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BSBA Learning Goals
1. Communication Skills - BSBA graduates will communicate effectively ina professional environment.
2. Teamwork and Leadership Skills - BSBA graduates will be productiveteam members and leaders in a global business environment.
3. Entrepreneurial Skills - BSBA graduates will have relevant knowledgeand skills from multiple business functional areas to perform analysesand applications leading to effective business plans and entrepreneurialventures.
4. Ethical Reasoning - BSBA graduates will analyze ethical, social, andeconomic factors leading to effective problem solving and decisionmaking
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BSBA Learning Goals
5. Information Acquisition - BSBA graduates will acquire appropriateinformation via a variety of channels and formats for effective businessresearch, problem solving, and decision making.
6. Information Technology Skills - BSBA graduates will have strongtechnological skills including the use of the Internet, word processing,excel, and power point presentation software.
7. Creative Thinking Skills - BSBA graduates will think in reflective and
innovative ways leading to effective problem solving and decisionmaking.
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Align curriculum with learning goals
After goals are defined and translated intoobjectives, the next issue to address is curriculumalignment : where in the curriculum will thislearning take place?
2.
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One way to conceptualize this is to complete agrid or matrix, organized by learning goals.For each required course, cells can be filled inwith learning experiences that build studentscompetencies in the goal areas.
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Cognitive Outcomes Core Business Knowledge
Knowledge in Major
Understanding of Perspectives
Psychomotor Objectives Communication
Information Technology
Problem Solving/CriticalThinking
Teamwork/Leadership
Affective Outcomes Ethical Behavior/Values
Awareness
Self Concept & Awareness
Attitudes Internship Evaluation Employer & Alumni Surveys
Internship Evaluation
Satisfaction Survey
Employer & Alumni Surveys
Course Projects/ExamsAssessment Center
Course Projects/ExamsInternship EvaluationSatisfaction Survey
Employer & Alumni Surveys
Course Projects/ExamsAssessment Center
Course Projects/ExamsInternship EvaluationSatisfaction Survey
Employer & Alumni Surveys
Course Projects/ExamsAssessment Center
Course Projects/ExamsInternship Evaluation
Employer & Alumni Surveys
Course Projects/Exams Course Projects/ExamsInternship EvaluationSatisfaction Survey
Employer & Alumni Surveys
Course Projects/ExamsAssessment Center
Course Projects/ExamsInternship EvaluationSatisfaction Survey
Employer & Alumni Surveys
Course Projects/Exams Course Projects/ExamsInternship EvaluationSatisfaction Survey
Employer & Alumni Surveys
N/A Course Projects /Exams Course Projects /ExamsSatisfaction Survey
Employer & Alumni Surveys
Cours e Projects /Exams Cours e Projects /Exams Cours e Projects /ExamsInternship Evaluation
Satisfaction Survey
Comprehensive ExamEmployer & Alumni Surveys
Cur r ent Assessment of Student Outcomes Pl anned F utur e
Sophomore Junior Year Senior Year Assessment Acti vit ies
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Problem Solving / Critical Thinking/ Creative Thinking Abilities
ACC 205 ACC 206 IDS 205 BLAW 104 IDS 305 FIN 304 MGT 304 MKT 304 IDS 410 MGT 475
Work with both structuredand unstructured problems
L H L H M H M M H
Identify central issues andassumptions in an argument L M M L M L L H
Recognize importantrelationships and synthesizeevidence
L H M H M H L L H
Evaluate evidence or authority / make correctinferences
L H M H M L H
Deduce conclusions frominformation or data provided
H H H M L M L H
Interpret whether conclusionsare warranted
H H H L L L L H
Brainstorm & generate alt. L H L L H Think cross-functionally and
strategicallyL M L M H
Think globally M L M M M H Use multiple PS techniques
and divergent thinkingL L H L M H
Look beyond the obvious or existing approaches &
policies
M L M L L H
Frame problems in ways that present new understandingsand opportunities for improvements
L L L H L H
Teamwork / Leadership Abilities Ability to work with group
members to accomplish goalsL L L L H M H
Awareness of individual roles- leader, facilitator, follower
L L H L M
Awareness of groupdynamics - group processes,group stress, hidden agendas,
bases of power, trust
L L H M H
Conflict management -mgmt. styles, intervention L L M L M
Tolerance of individual diff. M L M L H Identifying DM styles L M L L
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BEHAVIORAL OBJECTIVES(Human Activity - Skills & Abilities)
ACC 205 ACC 206 IDS 205 BLAW 104 IDS 305 FIN 304 MGT 304 MKT 304 IDS 410 MGT 475
Communication Skills Effective formal and informal
communicationL L L M L M H L L H
Communicate with superiors,subordinates, and customers
L M H L L
Ability to listen/activelistening
L L L L M H M
Articulate one's views in alogical, eloquent and
persuasive manner
L M M H L L H
Write convincingly, logically,and concisely
H M H M H H
Use modern techniques of business writing (memos,letters and reports, web
pages)
L L L L L L M
Grammatically correct, error-free writing
L L H M H H H M
Make effective oral presentations and arguments
L H L L H
Telephone skills LInformation Technology Skills
Effectively utilize the latesttechnology (e.g. web/internet,ABI, library) to research andsolve problems
L H M M M H
Computer skillsWord Processing L L L L M H M L HSpreadsheets L LPresentation L HEmail L HApplications H H MFile Manipulation M M
Legend:L: Light EmphasisM: Medium EmphasisH: Heavy Emphasis
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COGNITIVE OBJECTIVES Mgt. 1 Mgt. 2 Mgt. 3 Mgt. 4 Mgt. 5 Mgt. 6 Mgt. 7 Mgt. 8 Mgt. 9 MGT 10Business Perspectives - Context of Business
Understand Implication of Ethical & Faith Issues inBusiness
Intro 1 Review 1 Build 2 Intro 10 Intro &Integrate 2
Build 2Integrate 3
Intro &Build
2
Review 1Build 2
Integrate 3
Integrate 4
Understand Implication of Global Issues in Business
Intro 2 Intro 3 Review 1Build 1
Integrate 2
Intro 2 Integrate 2 Integrate 10
Understand Implication of Political Issues in Business
Intro 5 Intro 0.5 Intro 0.5 Intro 0.5 Review 1 Integrate 1
Understand Implication of Social Issues in Business
Intro 5 Intro 1 Build 1Integrate 1
Build 2 Review 1Build 2
Integrate 4
Understand Implication of Legal &Regulatory Issues inBusiness
Intro 1 Intro 10 Intro 5 Review 0.5 Intro 2 Review 1 Integrate
Understand Implication of Environmental Issues inBusiness
Intro 2 Intro 0.5 Intro 0.5 Integrate 3
Understand Implication of
Technological Issues inBusiness
Intro 1 Intro 2 Intro 1 Intro 2 Intro 2 Intro 2 Build 1Integrate 1.5
Intro 1 Intro 3Build 6
Review 2Integrate 3
Integrate 2
Understand Implication of Demographic Diversity inBusiness
Intro 2 Review 1Integrate 2
Review 1 Integrate 1
Legend:Intro: First exposure, new information
Build: Move beyond intro; applicationReview: Revisit, nothing newIntegrate: With other subjects Number equals hours per semester (1 hr.)
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3 Identify instruments and measuresNow that youve aligned the curriculum with
goals, the next step in the assessment process isto collect the evidence how will you know if theschools learning goals have been met?
This process begins by first establishing
standards.
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Social Responsibility and Good GovernanceAssessment of Learning Rubric
0 BelowExpectations
1 MeetsExpectations
2 ExceedsExpectations
Scor e
Recognitionof Social
Responsibility
Little or norecognition of relevant ethicalissues
Fails to recognizeone or more of themost salient ethicalissues
Identifies some of the relevant ethicalissues
Identifies the mostsalient ethicalissues
Identifies allrelevant ethicalissues
Demonstratescreativity andinsight intoidentification of ethical issues
Knowledge of
SocialResponsibility / Decision-Making Tools
Little or no
understanding of ethical tools
Undevelopedunderstanding of implications of ethical tools
Working
knowledge of ethical tools
Competentunderstanding of implications of
ethical tools
Comprehensively
articulatesrelevantapproaches toethical issues Demonstratesdeepunderstanding of
implications of ethical tools
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Social Responsibility and Good GovernanceAssessment of Learning Rubric
0 BelowExpectations
1 MeetsExpectations
2 ExceedsExpectations
Scor e
Evaluation of Options for Action
No recognition of options or recognizesonly one reasonableoption
Superficial analysis of social and/or personalimplications of optionswith little specific support
Identifies reasonablealternative options
Competent analysis of social and personalimplications of eachoptions supported bysome specificinformation
Identifies multi-reasonable options
Comprehensiveanalysis of social andpersonal implicationsof each option usingspecific information
Decision No decision or decisionreflects little or noserious engagement withethics and socialresponsibility
Not supported withpersuasive argumentsand evidence
No other options
recognized
Decision reflectscompetent but not fully-developed ideas onethics and socialresponsibility
Supported withgenerally persuasivearguments and someevidences
Acknowledges other options with somerecognition of their
Decision reflects well-developed ideas onethics and socialresponsibility
Supported with clear and persuasivearguments andevidences
Effectively persuadesthat other options arenot optimal
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There are two basic approaches to gatheringdata for assessment: direct and indirect.
Indirect approach - students, alumni and/or
employers are asked to provide their opinionsregarding the learning that takes place in theschools programs. The two populartechniques for collecting these impressions are
surveys (students , alumni, employers), focusgroups, and exit interviews.
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Direct measures focus on observing (andassessing) student performance on theschools learning objectives. Assessment of oral communication, for example, willrequire that students demonstrate theirskills in a speech or presentation. There aremany different direct assessmenttechniques some take place in theclassroom ( course-embedded assessment ),while others are part of the programsgraduation requirement.
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Examples of classroom assessmenttechniques include case analysis, oral,research and other written assignments,team exercises, items on anexamination, and businesssimulations/management games.
Students may be required todemonstrate certain knowledge or skillsas a requirement for graduation or atsome other specific point in theirdegree program.
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In Marketing Management, each studentmust compose a term paper analyzing acurrent national or international marketingcampaign. The analysis must include aspecified set of components, and ethicalissues that have been presented in lectures
are among the required components.
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The Strategic Management courserequired of each student in the finalyear of the program includes among itscourse evaluations a written analysis of a multi-functional case study and anoral presentation on an industry-wideanalysis.
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Analysis and dissemination of data In order for assessment to contribute to the
curriculum management process, data must be
shared with the faculty. HEIs can prepare an annual report for faculty
analyzing assessment data or set aside curriculumplanning session for faculty to makepresentations on assessment results.
Questions include: What does assessm ent da ta sugg es t? How shou ld the assessment da ta be used to imp rove the p rogram?
4.
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Management of Curriculum (Validation/Evaluation)
The school uses well documented, systematicprocesses to develop, validate, evaluate, and revisethe substance and delivery of the curriculum of
BSBA program and to assess the impact of thecurriculum on learning.
Curriculum management includes inputs from allappropriate constituencies which may include
faculty, staff, administrators, students, faculty fromnon-business disciplines, alumni, and the businesscommunity served by the school.
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The Assessment process
Use Assessment Data for Continuous Improvement
College Vision/Mission
BSBA LearningGoals Objectives
Alignment/ Design
of Curriculum
Assessment ofLearning
Collects, Analyze,
Disseminate Data
Industry/Faculty/Students/ Alumni
Inputs
Feedback
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5. Use assessment data for continuousimprovementUse assessment data to improve thebusiness administration program.
Curriculum changes - improve the learningexperience, including new course design,revision of the content and/or methodologyof existing courses (including courses
outside of the business school), coursecollaboration, and enhancement of out of classroom experiences such as tutorials,skill-building workshops, internships, servicelearning, etc
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ConclusionBasically, the outcomes- based
approach is directed towards developing
the capacity of higher educationinstitutions to design and deliver qualityprograms and services that meet therequirements of the industries and toachieve standards comparable to those of HEIs in other countries.
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MOLDING WORLD CLASS GRADUATES
WOULD ENTAIL DEVELOPMENT OFATTITUDE, SPIRITUAL DIMENSION, WHILEAT THE SAME TIME IMPROVING THEIRKNOWLEDGE AND SKILL
Dr. Conrado E. Inigo, Jr.