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1 – 10 of 310Allen Z. Reich, Galen R. Collins, Agnes L. DeFranco and Suzanne L. Pieper
Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that…
Abstract
Purpose
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.
Design/methodology/approach
This is Part 2 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.
Findings
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. 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 a closed-loop assessment of learning outcomes process will take several years to complete.
Originality/value
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.
Details
Keywords
Matthew Johnson and Justin Woodard
Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. Despite their prominence, the nature of civic engagement in leadership…
Abstract
Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. Despite their prominence, the nature of civic engagement in leadership courses has not been examined systematically. This study examined 77 introductory undergraduate leadership courses and the role of civic engagement in these courses. Results indicate that civic engagement components are not widely utilized, and when they are part of the curricula, their implementation and design vary. Recommendations for improving undergraduate leadership curricula are offered.
Matthew Sowcik and Scott J. Allen
In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly…
Abstract
In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly develop leaders may be lacking. The purpose of this paper is to highlight the challenges and issues facing leadership education in the context of business education. More specifically, we highlight some of the structural challenges, foundational issues, and research related problems and identify several opportunities to address some of the areas for development. Throughout this paper, we discuss how the National Leadership Education Research Agenda can spark research that will legitimize our work not only in business, but across disciplines.