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Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist engaging in AoL tasks. The purpose of this paper is to provide specific recommendations to address faculty concerns and to guide AoL systems toward maturity.

This paper provides a comprehensive model of faculty resistance perspectives aligned to AoL maturity, provides specific responses to faculty resistance and introduces success markers of progress toward maturity.

Specifically, a three-stage model of AoL system maturity is presented and aligned with five faculty perspectives. For each faculty perspective, responses targeting causal factors are proposed and signs of progress toward the next level of faculty engagement are highlighted.

Faculty and AoL leaders will be able to identify their current stage of AoL system maturity and implement practical solutions to move to the next stage of system maturity.

Understanding the motivations for faculty resistance will facilitate more meaningful and effective internal interactions as a school seeks to improve its AoL system. In turn, a more effective AoL system will promote better learning experiences for students; and better learning allows students to become productive in their chosen careers more quickly, thus improving society as a whole.

To the knowledge, no prior paper has organized faculty resistance along a maturity continuum, provided targeted responses based on the level of maturity or included signs that indicate growth toward the next level of maturity.

This study aims to investigate resistance behaviour among academics in an Indonesian institution of higher education. The context was institutional policy change on international peer-review publication, and the objective was to associate resultant resistance behaviour with personality, trust in management, social influence and intrinsic reward.

The study used a cross-sectional design and surveyed 150 junior, mid-career and senior academics at the University of Brawijaya, Indonesia. Resistance behaviour was measured using Oreg's resistance behaviour instrument. Data were analysed using partial least squares structural equation modelling.

Dispositional resistance to change was the strongest factor in resistance behaviour among academics following the adoption of a new policy concerning international peer-reviewed publication, while intrinsic reward was the factor that most consistently contributed to all aspects of resistance. Trust in management and social influence within the academic organisation were related to resistance behaviour among academics to publishing in peer-reviewed journals.

This study proposes a multi-dimensional measure of attitude to investigate resistance behaviour in an academic organisation. This measure meets the challenges inherent in mapping invisible resistance behaviour in the context of an institution of higher education. The multivariate analyses that we used enabled us to compare and to test individual factors of resistance (i.e. dispositional resistance to change) and organisational factors of resistance (i.e. trust in management, social influence and intrinsic reward) simultaneously. This study is also the first investigation of academic resistance to policy change intended to improve research culture concerning peer-reviewed publications in Indonesia; the Indonesian case is interesting in the international literature on developing research culture as the country's educational system is still developing and is less likely to provide a positive research culture than institutions in countries with more established systems of higher education.

The purpose of this paper is to describe an organizational change effort that the College of Business Administration at a Midwestern university undertook to transform assurance of learning (AoL) from an inefficient process focused on responding to accreditors to the one that embraced continuous improvement focused on student learning.

A case study approach was employed along with the analysis of historical documents, interviews with stakeholders in the college, and a review from an external expert to reveal root problematic causes behind the current state of AoL in the college. Lewin’s model of planned change was applied at the beginning of the process to identify the ways to unfreeze the current state of assessment, implement changes, and refreeze by identifying rewards and incentives for faculty to institutionalize the new assessment culture of student learning.

Four root problematic areas were revealed behind the current state of AoL in the college: faculty resistance and lack of engagement, structural and communication challenges, inconsistency across degree programs, and misalignment of the college vision and mission with program learning goals. Improved communication and coordination between assessment groups and increasing faculty ownership were identified as the key factors for a successful AoL process.

Colleges looking to improve coordination of AoL activities and increase faculty engagement in the AoL process can implement many of the initiatives described in this study.

This case study takes into account new trends in the area of assessment and AoL and addresses common problems that colleges face regarding accreditation in an area where empirical studies do not exist.

Farber surveys the past 25‐30 years in library instruction, and in particular the cooperation and collaboration between librarians and teaching faculty. Resistance has only been studied recently. Course integrated program at Earlham made cooperation and collaboration imperative. Over the years there has been increasing interest in this approach.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Hardesty reviews 25 years of library instruction and his experiences with integrating library instruction into the liberal arts curriculum. There has been resistance and lack of attention from both teaching faculty and administrators. Recently accrediting agencies have begun to encourage library competency as a requirement, but this is only in the beginning stages. Librarians must take primary responsibility for seeing that this educational goal is achieved.

The purpose of this paper is to determine whether the application of the minimalist approach is appropriate in distance learning (DL).

A survey of faculty who have participated in DL training courses at a university in the southeastern USA was conducted. In total, 72 faculty completed the survey, for a response rate of 34 percent.

Survey research findings demonstrate support for the suitableness of a minimalist approach to DL, as results indicate that faculty members do not need more training or more technology. In fact, results suggest there may be an excess of technological options, many of which are not being utilized.

In order to apply a minimalist approach to DL and in consideration of the survey results, the authors posit that fewer technologies should be used, the training required to teach an online course should be applied and simplified, and the technologies implemented in a DL course should be uncomplicated

Drawing from the literature on the minimalist approach to resourcefulness, a new lens with which to consider DL is presented. There have been few applications of minimalism within the IS literature. The minimalist approach presented herein is fitting given the budget reductions that have impacted higher education since the recession.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments, and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best practices in higher education. The paper aims to discuss this issue.

This is Part 1 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs and the experiences of the two programs during implementation of the seven steps. Part 1 includes foundational principles of the process and the first three of the seven steps.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when to implement them. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of an effective closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

This paper aims to critically evaluate the evolution of Assurance of Learning (AoL) in business education and identify gaps and responsibilities in higher institution landscapes moving into the future. This comes amidst increasing structural reforms, an increasingly digitalised world, accelerated by the COVID-19 pandemic and wider scrutiny of graduate competencies for job readiness.

A systematic literature review comprising 27 journal articles published between 2018 and 2022 is the methodology used in this research. This approach is justified as it provides a recent synopsis of current trends on AoL and encompasses the changes over the course of the COVID-19-induced higher education landscapes.

The systematic literature review revealed a strong flavour for AoL measurement through the students' perspectives, with little emerging from faculty insights. Only six out of the 27 articles were framed in a non-English speaking background, revealing that most studies were still concentrated in a US or English environment. Also, while papers on AoL have increased in numbers from 2018 to 2022, there remains scant literature on AoL measurements related to the COVID-19 pandemic and recent digital technologies, and how these would have changed given the rapid shift to online or hybrid environments.

A comprehensive review of AoL literature from 2018 to 2022 is undertaken through Leximancer, which reveals conceptual and relational ties between core themes and concepts of interest. The findings inform business school leaders of the current state of AoL processes, by combining the views of students, faculty and managers.

Research on management education (ME) over the past 2 decades signals a growing level of concern in response to increasing societal demands for ethical, responsible and sustainable considerations in management decisions in light of the current economic situation. The purpose of this paper is to review extant literature on responsible management education (RME) over the past decade.

The author carried out a systematic literature review of peer-reviewed publications, which were mapped and analysed according to the following six categories: (1) types of papers, (2) geographical context, (3) RME purpose, (4) strategies, (5) intended outcomes and (6) challenges. The analysis resulted in a descriptive overview of article content and synthesis of review data categorised by topical focus.

Analysis of the review sample reveals how scholarly interest in RME has accelerated over the last decade. This is accompanied by a growing institutionalisation and development of RME. The descriptive analysis indicates that the vast majority of publications focus on RME implementation strategies, mostly focussing on on-campus – curricular, pedagogical and operational – changes and the unique experiences of particular schools. Recent publications reveal interest in how RME can respond to triple bottom line (TBL) concerns that benefit the wider society and to sustainable development (SD) goals that target the local and global community. A budding interest is revealed in examining the perceptions of diverse stakeholder groups of sustainability requirements in RME curricula to create relevant and practical content.

This paper contributes to the adoption and/or development of RME.