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Article
Publication date: 17 January 2024

Belén Pagone, Paula Cecilia Primogerio and Sol Dias Lourenco

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective…

Abstract

Purpose

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.

Design/methodology/approach

The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.

Findings

Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.

Research limitations/implications

This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.

Practical implications

One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.

Social implications

The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.

Originality/value

In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

Details

Journal of International Education in Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 20 April 2023

Alicja Gębczyńska and Katya Vladova

Despite the multitude of publications concerning the process maturity assessment models applied in the private sector, the matter of the choice of a process maturity assessment…

Abstract

Purpose

Despite the multitude of publications concerning the process maturity assessment models applied in the private sector, the matter of the choice of a process maturity assessment model is not so unambiguous in the public sector. The goal of this article is to identify process maturity assessment models applicable to the public sector.

Design/methodology/approach

Literature review, enabling identification of process maturity assessment models applicable to the public sector. Comparative analysis, making it possible to identify the advantages and disadvantages of the selected maturity assessment models.

Findings

Models enabling assessment of process maturity and e-government maturity applicable to the public sector have been identified. Potential benefits and limitations specific to the analysed models have been established.

Practical implications

The publication indicates which process maturity assessment models can be successfully applied in the public sector. As such, it provides important support for the public sector in the decision-making process concerning the choice and implementation of a specific process maturity assessment model.

Originality/value

This is one of the few study which refers to a comprehensive review and analysis of process maturity assessment models applicable to the public sector. As the relevant contribution, it clarifies the relationships and differences between process and e-government maturity assessment models. This study provides important aid to both practitioners and theorists in terms of the selection of a process maturity assessment model against specific research needs.

Details

Business Process Management Journal, vol. 29 no. 3
Type: Research Article
ISSN: 1463-7154

Keywords

Article
Publication date: 12 March 2024

Hiroshi Ito, Shinichi Takeuchi, Kenji Yokoyama, Yukihiro Makita and Masamichi Ishii

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of…

Abstract

Purpose

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Design/methodology/approach

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Findings

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Research limitations/implications

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

Originality/value

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 15 December 2022

Misykat Malik Ibrahim, Marhany Malik and Ratu Amilia Avianti

The present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment…

Abstract

Purpose

The present study aims to provide a better understanding of authentic assessment in the COVID-19 pandemic era by exploring how Indonesian lecturers perceive authentic assessment in terms of input, process and output. It also examines the issue through the theoretical lens of authentic assessment following the tenet of a five-dimensional framework (5DF) including assessment task, physical context, social context, assessment result and standard authentic criteria.

Design/methodology/approach

The study employed an exploratory sequential mixed-methods design to garner data through qualitative interviews and authentic assessment questionnaires in which 48 lecturers from four universities were involved.

Findings

The study gleaned two important findings. The qualitative data showed that the university teachers enacted the cognitive assessment fruitfully. The study shows that lecturer participants experienced difficulties in integrating cognitive, psychomotor and affective domains into authentic assessment tasks during the teaching and learning process. Additionally, the results of quantitative data support the qualitative data that lecturer participants faced challenges (asking students to demonstrate or perform the tasks) in implementing both social and physical contexts in authentic assessment tasks of online learning during COVID-19 pandemic.

Research limitations/implications

The present study addresses practical and conceptual implications. Practically, it suggests the need to facilitate the development of lecturers' technological skills to design online authentic assessment in higher education that responds to fully online assessment, such as the prevalence of COVID-19 pandemic. Meanwhile, the study suggests that lecturers need to build their understanding of 5DF theoretical lens which include assessment tasks, physical contexts, social contexts, assessment result and standard authentic criteria to enhance their literacy in enacting authentic assessment.

Originality/value

Although many studies have investigated the implementation of authentic assessment in higher education, only a few have examined how lecturers perceived online authentic assessment during the COVID-19 pandemic. The present study contributes to developing conceptual and empirical evidence regarding lecturers' perception of the implementation of authentic assessment based on 5DF theoretical lens in higher education settings during the pandemic of COVID-19.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 29 June 2022

Karen A. Tarnoff, Kathleen J. Barnes and Eric D. Bostwick

The purpose of this study is to identify signs of unnecessary assurance of learning (AoL) complexity and to provide suggestions for simplifying the AoL processes.

Abstract

Purpose

The purpose of this study is to identify signs of unnecessary assurance of learning (AoL) complexity and to provide suggestions for simplifying the AoL processes.

Design/methodology/approach

While this paper is grounded in the existent AoL literature, the paper also presents several anecdotal observations from the authors’ practical knowledge in designing, leading, maintaining and consulting on AoL systems and processes.

Findings

Based on both a conceptual review of AoL literature and the authors’ own experiences, the authors outline 13 specific symptoms of unnecessary AoL complexity, identify potential underlying causes for each symptom and propose practical solutions that can increase the efficiency and effectiveness of dysfunctional AoL systems and processes.

Research limitations/implications

Although this work is grounded in the existent AoL literature, the present paper presents several anecdotal observations from the authors’ experiences. While the intent is to provide guidance that is actionable, it is understood that variability exists within and across schools and programs. Future research is needed to provide a more formal structure for reviewing AoL complexity, efficiency and effectiveness.

Practical implications

While future research is needed to provide a more formal structure for reviewing AoL complexity, efficiency and effectiveness, the intent of this paper is to provide guidance that is actionable with the understanding that variability exists within and across schools and programs.

Social implications

Society increasingly is demanding accountability from institutions of higher learning, and properly structured AoL programs can provide evidence of institutional effectiveness in preparing students to be productive members of society in their chosen fields of study. Stated succinctly, “although accountability matters, learning still matters most” (Angelo, 1999, n.p.).

Originality/value

Consideration of the 13 symptoms presented here along with other drivers that are unique to each school and program should result in the identification and development of practicable remedies to simplify AoL processes and systems, increase efficiency and effectiveness and improve the documentation of improvements to student learning.

Details

Organization Management Journal, vol. 20 no. 2
Type: Research Article
ISSN: 2753-8567

Keywords

Article
Publication date: 24 January 2023

Maria-Luisa Hernandez-Olalla, Carmen Valor and Carmen Abril

Past work on the role of brands in the acceptance of organic products is partial and inconclusive. Research has failed to examine the consumer sense-making process underpinning…

Abstract

Purpose

Past work on the role of brands in the acceptance of organic products is partial and inconclusive. Research has failed to examine the consumer sense-making process underpinning fit assessment, despite the centrality of this assessment in the acceptance of line extensions. This study reconceptualizes the fit construct, showing the relationship of the fit dimensions (noncompensatory) and contributes to the literature with a deeper understanding of the role of a brand's association in the assessment process, which has been poorly examined in the past.

Design/methodology/approach

Grounded theory was used to unearth the process followed by consumers to assess the fit of organic line extensions. The study was based on 14 in-depth interviews.

Findings

The findings show that the dimensions of fit that consumers consider in assessing organic line extensions depend on the schema used in the assessment process. Moreover, it demonstrates that these dimensions have disparate structural relationships with one another, depending on consumers' previous commitment to organic products. Finally, the paper identifies three possible behavioral reactions by consumers toward organic line extensions.

Research limitations/implications

The main limitation of this research concerns the settings in which it was developed. Therefore, and as stated by Strauss and Corbin (1990) the model applies to the situation analyzed and not to others. Future research could study if there are cultural differences in the assessment process of an organic line extension. Moreover, the contribution presented in this paper needs further empirical testing; specifically, the configuration of dimensions needed to accept an organic line extension and the relationship among dimensions.

Originality/value

This paper contributes to the literature by studying the impact of brand association on assessing an organic line extension and reconceptualizing the fit construct by showing the dimensions and the relationship between them that are not additive to the overall fit, as shown in past literature. Additionally, it provides a guide to brands wishing to launch an organic product using a line extension strategy and the potential implications for the parent brand that should be considered.

Details

British Food Journal, vol. 125 no. 8
Type: Research Article
ISSN: 0007-070X

Keywords

Article
Publication date: 11 April 2023

Aneta Kucińska-Landwójtowicz, Izabela Dagmara Czabak-Górska, Marcin Lorenc, Pedro Domingues and Paulo Sampaio

The main purpose of this paper is twofold: to present a proposal for a model of educational quality management system within a process approach context for technical universities…

Abstract

Purpose

The main purpose of this paper is twofold: to present a proposal for a model of educational quality management system within a process approach context for technical universities, and a conceptual model of a performance measurement system (PMS) towards the assessment of the quality level of management, core and support processes.

Design/methodology/approach

The paper encompasses two main parts: a theoretical portion and a case study. Within the theoretical background, the authors discuss the issue of educational quality management supported on a process approach perspective as well as performance measurement system in high education (HE). The case study reports the development of the concept of performance measurement system for technical universities.

Findings

The proposed system of educational quality management supported on a process approach, together with a conceptual model of the performance measurement system, can be implemented in every technical university. The identification of processes in the education quality management system permitted the development of the PMS. The model covers 32 key performance indicators (KPIs) for management processes, 39 for core processes and 19 for supporting ones.

Research limitations/implications

The proposed performance measurement system is limited in its focus on educational processes and support of these processes. The evaluation of scientific and research activity and aspects related to financial resources is not pursued.

Originality/value

Elaboration of a conceptual model of a performance measurement system towards the assessment of the quality level of management, core and support processes is dedicated to technical universities.

Details

International Journal of Quality & Reliability Management, vol. 40 no. 10
Type: Research Article
ISSN: 0265-671X

Keywords

Book part
Publication date: 11 December 2023

Zeinab Amin

Increased emphasis on offering quality education underscores the need for developing a rigorous process for assessing academic programs in higher education. In this chapter, we…

Abstract

Increased emphasis on offering quality education underscores the need for developing a rigorous process for assessing academic programs in higher education. In this chapter, we develop a practical and rigorous framework for comprehensive assessment of academic programs. This framework generates in-depth communication between the academic departments and the university administration. It provides a useful tool for advancing the university mission, setting priorities, allocating resources, and identifying future areas of potential growth. This data-driven framework covers a wide range of qualitative and quantitative variables. To ensure a smooth and efficient implementation of the assessment process we present the critical stages in the development of a successful program assessment framework − from determining the assessment criteria, establishing the organizational climate, appointing the assessment committee, preparing program self-studies, to collecting and analyzing data. We present real examples from the author’s home institution to illustrate and support the reader’s understanding of the framework.

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Keywords

Open Access
Article
Publication date: 30 May 2023

Ya-Ping (Amy) Hsiao, Gerard van de Watering, Marthe Heitbrink, Helma Vlas and Mei-Shiu Chiu

In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However…

Abstract

Purpose

In the Netherlands, thesis assessment quality is a growing concern for the national accreditation organization due to increasing student numbers and supervisor workload. However, the accreditation framework lacks guidance on how to meet quality standards. This study aims to address these issues by sharing our experience, identifying problems and proposing guidelines for quality assurance for a thesis assessment system.

Design/methodology/approach

This study has two parts. The first part is a narrative literature review conducted to derive guidelines for thesis assessment based on observations made at four Dutch universities. The second part is a case study conducted in one bachelor’s psychology-related program, where the assessment practitioners and the vice program director analyzed the assessment documents based on the guidelines developed from the literature review.

Findings

The findings of this study include a list of guidelines based on the four standards. The case study results showed that the program meets most of the guidelines, as it has a comprehensive set of thesis learning outcomes, peer coaching for novice supervisors, clear and complete assessment information and procedures for both examiners and students, and a concise assessment form.

Originality/value

This study is original in that it demonstrates how to holistically ensure the quality of thesis assessments by considering the context of the program and paying more attention to validity (e.g. program curriculum and assessment design), transparency (e.g. integrating assessment into the supervision process) and the assessment expertise of teaching staff.

Details

Higher Education Evaluation and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-5789

Keywords

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