Assessing and assuring learning: university teachers’ reflections on effectively addressing skills deficits in business studies
Year: 2019
Type: article
Abstract: Using data from a business school in a large research-intensive university in Australia, this study analyzes proposed teaching and learning changes with a focus on ‘closing the loop.’ Aspects of teaching and learning submitted by academic staff following assurance of learning (i.e. curriculum improvements) were analyzed using content analysis, spanning 382 program learning outcomes, 25 different degree programs, 117 subjects and 5828 pieces of individual student assessment (2009–2017). Analysis revealed six learning outcome themes, with ‘use, application and evaluation of relevant theories, methods concepts, ideas or models’ as most prominent. Suggested actions on each of the themes relate to various curricula changes, particularly (1) the move from teaching students ‘what to think’ to ‘how to think,’ (2) from developing fundamental to complex skills, and (3) providing more opportunities for feedback. Broader implications for teaching practice are discussed.
Source: Studies in Higher Education
Author: Angelito Calma
Institution: The University of Melbourne
Language: English
Subfield: Management of Technology and Innovation
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2963828808