We can use methodological rigor to address an age old question: What are our students learning? It is the ultimate act of integrity of faculty to go beyond an input orientation and focus on what we are teaching, to an output orientation and focus on what the students are learning. Of course, learning would require evidence beyond the self-serving tests faculty administer. To address program impact, as of the early 1990's, only a few management schools had conducted student-change outcome studies which compared their graduates to their students at the time of entry into the program (Albanese et al., 1990). Today, many schools have conducted other types of outcome studies, namely studies of their alumni or studies with employers and prospective employers. Some schools have examined the student-change from specific courses (Bigelow, 1991; Specht & Sandlin, 1991). Student-change outcome studies have been a focus in undergraduate programs (Astin, 1993; Pascarella & Terenzini, 1991; Mentkowski & Associates, 2000; Winter et al., 1981), but still relatively little has been documented about the effects of graduate programs.

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Batista Foguet, Joan M.; Boyatzis, Richard

What are our students learning? Outcome assessment: Learning, development and accreditation

We can use methodological rigor to address an age old question: What are our students learning? It is the ultimate act of integrity of faculty to go beyond an input orientation and focus on what we are teaching, to an output orientation and focus on what the students are learning. Of course, learning would require evidence beyond the self-serving tests faculty administer. To address program impact, as of the early 1990's, only a few management schools had conducted student-change outcome studies which compared their graduates to their students at the time of entry into the program (Albanese et al., 1990). Today, many schools have conducted other types of outcome studies, namely studies of their alumni or studies with employers and prospective employers. Some schools have examined the student-change from specific courses (Bigelow, 1991; Specht & Sandlin, 1991). Student-change outcome studies have been a focus in undergraduate programs (Astin, 1993; Pascarella & Terenzini, 1991; Mentkowski & Associates, 2000; Winter et al., 1981), but still relatively little has been documented about the effects of graduate programs.
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What are our students learning? Outcome assessment: Learning, development and accreditation
Batista Foguet, Joan M.; Boyatzis, Richard
2012 Academy of Management Annual Meeting
Academy of Management (AOM)
Briarcliff Manor (United States of America), 03/08/2012 - 07/08/2012

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