OUTCOMES-BASED EDUCATION AND ACCREDITATION OF BUSINESS ADMINISTRATION PROGRAM

by Dr. Conrado E. Inigo, Jr. Vice-President for Academic Affars Quality Management Representative Lyceum of the Philippines University

Reflection Quality assurance is not the destination, but a journey to continuously improve and exhibit excellence.

-Dr. Conrado E. Iigo, Jr.

 Higher Education Orientation pursuit and formation of KNOWLEDGE, SKILLS, VALUES AND ATTITUDES necessary to make the Filipino a productive member of the global community.

Paradigm shifting - MEASURE THE EFFECTIVENESS OF EDUCATION

From traditional inputs, such as course credits earned and hours spent in class, to results or outcomes.

RequirementS of the GLOBAlization of higher education

Upgrading of HEI programs and standards towards global competitiveness Infusing criteria in the accreditation process as an outcomes-based approach to evaluation Effectiveness and efficiency of higher education institutions

Level 4 Program Accreditation (Outcomes-Based Education)

Criterion I Excellent Teaching and Learning Outcomes of the Program Criterion II Research Productivity of the Program
Criterion III Planning Processes Supporting Quality Assurance Mechanisms for the Program Criterion IV Career Planning and Development for Students of the Program Criterion V Community Service of the Institution and of the Program Criterion VI Linkages and Consortia of the Institution and of the Program

LEVEL 4 OUTCOMES-BASED ACCREDITATION

CRITERION II. RESEARCH PRODUCTIVITY AS TOOL FOR INSTITUTIONAL 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 and the 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.

 Excellent businesses measure the quality of their outputs as required by the international Malcolm Baldrige framework The Philippine Quality Award (PQA) Education criteria focus school performance results, specifically on student learning results or outcomes.

Baldrige Education Criteria Framework: A Systems Perspective

7. Results (450 pts.)

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.)

 In the context of institutional accountability, assessments are undertaken to determine the institutions performance, effectiveness of schools, etc. In the context of school reform, assessment is an essential tool for evaluating the effectiveness of changes in the teachinglearning process. Source: New Horizons for Learning.

Characteristics of effective assessment program

Effective Assessment program - part of a

larger curriculum management process. The focus of 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 direct measures (observations) of student learning Leads to improved student learning.

The Assessment process

A well-designed assessment process will include the following activities: 1. Define learning goals and objectives 2. Align curriculum with goals 3. Identify instruments and measures 4. Collect analyze and disseminate assessment data 5. Use assessment data for continuous improvement

When designing an assessment process to evaluate student learning, the following questions must be addressed

What will our students learn 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?

The Assessment process

Use Assessment Data for Continuous Improvement
College Vision/Mission BSBA Learning Goals Objectives Alignment/ Design of Curriculum
Collect, Analyze, Disseminate Data

Assessment of Learning Feedback Industry/Faculty / Students/ Alumni Inputs

1.

Define learning goals and objectives

The first step in developing an assessment program is to define learning goals and objectives. The process needs to start with the goals, not the methods.

 The next step is to translate these general education goals into objectives. Objectives are short but clear statements about the specific outcomes we expect from students. For assessment to be effective, Objectives must be clearly articulated before deciding upon methods and measures. Objectives should specify the behavior that will serve as evidence that the learning goal has been achieved

BSBA Learning Goals

1. Communication Skills - BSBA graduates will communicate effectively in a professional environment. 2. Teamwork and Leadership Skills - BSBA graduates will be productive team members and leaders in a global business environment.

3. Entrepreneurial Skills - BSBA graduates will have relevant knowledge and skills from multiple business functional areas to perform analyses and applications leading to effective business plans and entrepreneurial ventures.
4. Ethical Reasoning - BSBA graduates will analyze ethical, social, and economic factors leading to effective problem solving and decision making

BSBA Learning Goals

5. Information Acquisition - BSBA graduates will acquire appropriate information via a variety of channels and formats for effective business research, problem solving, and decision making. 6. Information Technology Skills - BSBA graduates will have strong technological 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 decision making.

2.

Align curriculum with learning goals

After goals are defined and translated into objectives, the next issue to address is curriculum alignment: where in the curriculum will this learning take place?

 One way to conceptualize this is to complete a grid or matrix, organized by learning goals. For each required course, cells can be filled in with learning experiences that build students competencies in the goal areas.

Cognitive Outcomes Core Business Knowledge

Sophomore Course Projects/Exams

Current Assessment of Student Outcomes Junior Year Course Projects/Exams

Senior Year Course Projects/Exams Internship Evaluation Satisfaction Survey Course Projects/Exams Satisfaction Survey Course Projects/Exams Internship Evaluation Satisfaction Survey Course Projects/Exams Internship Evaluation Satisfaction Survey Course Projects/Exams Internship Evaluation Satisfaction Survey Course Projects/Exams Internship Evaluation Course Projects/Exams Internship Evaluation Satisfaction Survey Course Projects/Exams Internship Evaluation Satisfaction Survey Internship Evaluation Satisfaction Survey Internship Evaluation

Planned Future Assessment Activities Comprehensive Exam Employer & Alumni Surveys Employer & Alumni Surveys Employer & Alumni Surveys

Knowledge in Major Understanding of Perspectives

N/A

Course Projects/Exams Course Projects/Exams

Psychomotor Objectives Communication

Course Projects/Exams Assessment Center Course Projects/Exams

Employer & Alumni Surveys

Information Technology

Employer & Alumni Surveys

Problem Solving/Critical Thinking Teamwork/Leadership

Course Projects/Exams Assessment Center Course Projects/Exams Assessment Center

Employer & Alumni Surveys

Employer & Alumni Surveys

Affective Outcomes Ethical Behavior/Values Awareness Self Concept & Awareness Attitudes

Course Projects/Exams Assessment Center

Employer & Alumni Surveys

Employer & Alumni Surveys Employer & Alumni Surveys

Problem Solving / Critical Thinking ACC 205 ACC 206 / Creative Thinking Abilities L Work with both structured and unstructured problems L Identify central issues and assumptions in an argument L Recognize important relationships and synthesize evidence L Evaluate evidence or authority / make correct inferences Deduce conclusions from information or data provided Interpret whether conclusions are warranted Brainstorm & generate alt. Think cross-functionally and strategically Think globally Use multiple PS techniques and divergent thinking Look beyond the obvious or existing approaches & policies Frame problems in ways that present new understandings and opportunities for improvements Teamwork / Leadership Abilities L Ability to work with group members to accomplish goals Awareness of individual roles - leader, facilitator, follower Awareness of group dynamics - group processes, group stress, hidden agendas, bases of power, trust Conflict management mgmt. styles, intervention Tolerance of individual diff. Identifying DM styles

IDS 205 H

BLAW 104 L M

IDS 305 H M H

FIN 304 M L M

MGT 304 H M H

MKT 304 M L L

IDS 410 M L L

MGT 475 H H H

H H L

H H

H H

M L

L L H M M H M

M L L L M L L

L L L M M M L

H H H H H H H

L M L M L L L

L L L

L L L

H H H

M L M

H M H

L M

L L L

M M M

L L L

M H L

BEHAVIORAL OBJECTIVES ACC 205 ACC 206 (Human Activity - Skills & Abilities) Communication Skills L L Effective formal and informal communication Communicate with superiors, subordinates, and customers L L Ability to listen/active listening L Articulate one's views in a logical, eloquent and persuasive manner Write convincingly, logically, and concisely Use modern techniques of business writing (memos, letters and reports, web pages) L Grammatically correct, errorfree writing Make effective oral presentations and arguments Telephone skills Information Technology Skills L Effectively utilize the latest technology (e.g. web/internet, ABI, library) to research and solve problems Computer skills Word Processing L Spreadsheets Presentation Email Applications File Manipulation Legend: L: Light Emphasis M: Medium Emphasis H: Heavy Emphasis

IDS 205

BLAW 104

IDS 305

FIN 304

MGT 304

MKT 304

IDS 410

MGT 475

M L

M M

H H H H

L L

H L M

L M

M M

H L L L

M L

H L

M L

H M

M L

H H L

H L

H L

M H

M L L

H L H

L H

H M

H M M

COGNITIVE OBJECTIVES Business Perspectives - Context of Business Understand Implication of Ethical & Faith Issues in Business Understand Implication of Global Issues in Business Understand Implication of Political Issues in Business Understand Implication of Social Issues in Business Understand Implication of Legal &Regulatory Issues in Business Understand Implication of Environmental Issues in Business Understand Implication of Technological Issues in Business Understand Implication of Demographic Diversity in Business Legend: Intro: First exposure, new information Build: Move beyond intro; application Review: Revisit, nothing new Integrate: With other subjects Number equals hours per semester (1 hr.)

Mgt. 1 Mgt. 2

Mgt. 3

Mgt. 4

Mgt. 5

Mgt. 6

Mgt. 7

Mgt. 8

Mgt. 9

MGT 10

Intro 1

Review 1

Build 2

Intro 10

Intro & Integrate 2 Intro 3

Build 2 Integrate 3 Review 1 Build 1 Integrate 2 Intro 0.5 Build 1 Integrate 1 Review 0.5

Intro 2

Intro & Build 2 Intro 2

Review 1 Build 2 Integrate 3 Integrate 2

Integrate 4

Integrate 10

Intro 5 Intro 5 Intro 1 Intro 10

Intro 0.5 Intro 1 Intro 5

Intro 0.5 Build 2 Intro 2

Review 1 Review 1 Build 2 Review 1

Integrate 10 Integrate 4 Integrate 2

Intro 2

Intro 0.5

Intro 0.5

Integrate 3

Intro 1

Intro 2

Intro 1

Intro 2

Intro 2

Intro 2

Build 1 Integrate 1.5

Intro 1

Intro 3 Build 6 Review 2 Integrate 3

Integrate 2

Intro 2

Review 1 Integrate 2

Review 1

Integrate 1

Identify instruments and measures

Now that youve aligned the curriculum with goals, the next step in the assessment process is to collect the evidence how will you know if the schools learning goals have been met? This process begins by first establishing standards.

Social Responsibility and Good Governance Assessment of Learning Rubric

0 Below Expectations 1 Meets Expectations 2 Exceeds Expectations Scor e

Recognition of Social Responsibilit y

Little or no recognition of relevant ethical issues Fails to recognize one or more of the most salient ethical issues

Identifies some of the relevant ethical issues

Identifies all relevant ethical issues

Identifies the most salient ethical issues

Demonstrates creativity and insight into identification of ethical issues

Comprehensively articulates relevant approaches to ethical issues Demonstrates deep understanding of implications of ethical tools

Knowledge of Social Responsibilit y / DecisionMaking Tools

Little or no understanding of ethical tools Undeveloped understanding of implications of ethical tools

Working knowledge of ethical tools Competent understanding of implications of ethical tools

Social Responsibility and Good Governance Assessment of Learning Rubric

0 Below Expectations
Evaluation of Options for Action No recognition of options or recognizes only one reasonable option Superficial analysis of social and/or personal implications of options with little specific support

1 Meets Expectations
Identifies reasonable alternative options Competent analysis of social and personal implications of each options supported by some specific information Decision reflects competent but not fullydeveloped ideas on ethics and social responsibility

2 Exceeds Expectations
Identifies multireasonable options Comprehensive analysis of social and personal implications of each option using specific information

Scor e

Decision

No decision or decision reflects little or no serious engagement with ethics and social responsibility

Decision reflects welldeveloped ideas on ethics and social responsibility

Not supported with persuasive arguments and evidence

No other options recognized

Supported with generally persuasive arguments and some evidences

Acknowledges other options with some recognition of their

Supported with clear and persuasive arguments and evidences

Effectively persuades that other options are not optimal

 There are two basic approaches to gathering data for assessment: direct and indirect. Indirect approach - students, alumni and/or employers are asked to provide their opinions regarding the learning that takes place in the schools programs. The two popular techniques for collecting these impressions are surveys (students , alumni, employers), focus groups, and exit interviews.

 Direct measures focus on observing (and assessing) student performance on the schools learning objectives. Assessment of oral communication, for example, will require that students demonstrate their skills in a speech or presentation. There are many different direct assessment techniques some take place in the classroom (course-embedded assessment), while others are part of the programs graduation requirement.

 Examples of classroom assessment techniques include case analysis, oral, research and other written assignments, team exercises, items on an examination, and business simulations/management games. Students may be required to demonstrate certain knowledge or skills as a requirement for graduation or at some other specific point in their degree program.

 In Marketing Management, each student must compose a term paper analyzing a current national or international marketing campaign. The analysis must include a specified set of components, and ethical issues that have been presented in lectures are among the required components.

 The Strategic Management course required of each student in the final year of the program includes among its course evaluations a written analysis of a multi-functional case study and an oral presentation on an industry-wide analysis.

4. 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 curriculum planning session for faculty to make presentations on assessment results. Questions include: What does assessment data suggest? How should the assessment data be used to improve the program?

 Management of Curriculum (Validation/Evaluation)

The school uses well documented, systematic processes to develop, validate, evaluate, and revise the substance and delivery of the curriculum of BSBA program and to assess the impact of the curriculum on learning.
Curriculum management includes inputs from all appropriate constituencies which may include faculty, staff, administrators, students, faculty from non-business disciplines, alumni, and the business community served by the school.

The Assessment process

Use Assessment Data for Continuous Improvement
College Vision/Mission BSBA Learning Goals Objectives
Alignment/ Design of Curriculum

Assessment of Learning
Feedback
Industry/Faculty/ Students/ Alumni Inputs

Collects, Analyze, Disseminate Data

5. Use assessment data for continuous

improvement
Use assessment data to improve the business administration program. Curriculum changes - improve the learning experience, including new course design, revision of the content and/or methodology of existing courses (including courses outside of the business school), course collaboration, and enhancement of out of classroom experiences such as tutorials, skill-building workshops, internships, service learning, etc

Conclusion Basically, the outcomes- based approach is directed towards developing the capacity of higher education institutions to design and deliver quality programs and services that meet the requirements of the industries and to achieve standards comparable to those of HEIs in other countries.

 MOLDING WORLD CLASS GRADUATES WOULD ENTAIL DEVELOPMENT OF ATTITUDE, SPIRITUAL DIMENSION, WHILE AT THE SAME TIME IMPROVING THEIR KNOWLEDGE AND SKILL
Dr. Conrado E. Inigo, Jr.