Benchmarking learning outcomes of undergraduate business education

Abstract

This paper discusses the efficacy of a model of benchmarking toward best practices in learning assessment in higher education. It outlines the need for best practices in learning assessment and reports findings on a comprehensive model of assessing learning outcomes of an undergraduate business program. By developing competency expectations of students, the model led to a multi‐method data collection/analysis toward benchmarking learning outcomes. The findings demonstrate how benchmarking leads to continuous curriculum improvement of instructional process and the curriculum. The authors claimed that in the absence of a generally accepted model, if the methodology is replicated, it may lead to the best practices in assessing learning outcomes of an undergraduate business program.

Citation

Ruhul Amin, M. and Amin, N.A. (2003), "Benchmarking learning outcomes of undergraduate business education", Benchmarking: An International Journal, Vol. 10 No. 6, pp. 538-558. https://doi.org/10.1108/14635770310505175