Outcomes-Based Accreditation of Business Programs_ConradoIni

7/27/2019 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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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






Course Projects/ExamsInternship Evaluation


Course Projects/Exams Course Projects/ExamsInternship EvaluationSatisfaction Survey





Course Projects/Exams Course Projects/ExamsInternship EvaluationSatisfaction Survey


N/A Course Projects /Exams Course Projects /ExamsSatisfaction Survey


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.
http://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asp


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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.
http://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asphttp://www.aacsb.edu/resource_centers/assessment/ov-process-identify.asp


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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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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.

Documents

Outcomes-Based Accreditation of Business Programs_ConradoIni