Assurance of learning in business education
The purpose of this issue of Quality Assurance in Education (QAE) is to present up-to-date papers that focus on original and informed procedures on developing, implementing, and evaluating assurance of learning practices in business education. Ensuring effective learning has been an important component of specialized higher education accreditation policies for many years and often involves distinct processes that are determined with course or learning module rubrics that enable university business schools to chart the attainment of learning goals for undergraduate and graduate programs (Borschbach and Mescon, 2021). Many different assurance of learning systems are used internationally by business schools accredited by various accreditation associations as well as government agencies, and administration of the processes can vary in diverse areas. Despite the differences, all business schools need to frequently re-examine their assurance of learning processes, impact, and outcomes in “closing the loop”, especially during the current post COVID-19 era.
It is important to examine the assurance of learning policies and practices in business schools in an era of increased expectations to assess learning regularly and make continuous improvements in on-ground, online, hybrid, hyflex, and mixed-mode delivery (partly online and partially on-ground) education. Business schools often use course embedded assessments, surveys of students completing internships, employer and alumni surveys, peer and aspirant benchmarking,
The Association to Advance Collegiate Schools of Business (AACSB International) updated its accreditation standards in 2020. Other associations such as regional accreditation associations, along with governmental agencies, have increased their requirements to assess student learning. Therefore, a Special Issue in Business Education and Assurance of Learning would be an important opportunity to examine this topic in the current era where educators are increasing online education and are educating an increasingly diverse population of students.
Requirements by international business accreditation associations such as AACSB, other specialized accreditation associations, and governmental agencies are being updated to address the increase in remote learning, changing demographics, and demands by employers. This Special Issue will provide a broad opportunity for faculty practitioners, administrators, and researchers in business education to consider concepts, methods, systems, tools, techniques, and cases involving assessing student learning to ensure that educational goals are met.
The subject topics may include but are not limited to the following:
- The evolution of assurance of learning in business education
- What to assess and how to plan assurance of learning
- Digitizing the assurance of learning process
- Ensuring assurance of learning in the post-pandemic higher education environment
- How faculty in higher education embed learning assurance in their teaching
- Challenges faced and policy decisions enacted by business school and college administrators to support learning assurance quality
- Planning for compliance of multiple accreditation policies and government agencies
- The impact of the shift to distance learning and hybrid delivery on assurance of learning
- Effective use of learning management systems and business simulations to assure educational quality
Borschbach, A. and Mescon, T. (2021) “Changes to Accreditation Standards and a Surge in Digital Learning Have Created New Opportunities for Schools to Revamp Their AoL Processes”, Online Article, AACSB International, www.aacsb.edu. Retrieved May 23, 2022.
Wray, B., Glew, D. Burrus, R., Hill, and S., Schuhmann, P. (2020) “Validating the Effectiveness of a Locally Developed Assurance of Learning Assessment”, Journal of Education for Business, Vol. 95, No 4, pp. 216-226.
Kehal, M. (2020) “Assurance of Learning and Accreditations in Business Schools: An AACSB Perspective”, Journal of Economic and Administrative Sciences, Vol. 36, No. 1, pp. 82-86.
Gardiner, L. R., Dong-Gook, K., and Helms, M. M., (2020) “Key Recommendations for Improving AoL Assessments: A Longitudinal Analysis of Rater Bias and Reliability in Embedded Rubric-based Measurements”, Journal of Education for Business, Vol. 95, No. 4, pp. 227-233.
Deadline and Submission Details
Submission opens: 1 October 2022
Submission deadline for all papers: 21 January 2023
To submit your research, please visit the Scholar One manuscript portal.
To view the author guidelines for this journal, please visit the journal's homepage.
Special Issue Lead Guest Editor:
Dr Jeffrey W Alstete
Iona College, USA
Universidad Andres Bello, Chile