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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 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.

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.

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 study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.

A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.

The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.

This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

As a part of a larger study, the purpose of this study was to explore the learning outcomes for the “manager as coach” when exemplary managers are engaged in coaching their respective employees.

A qualitative, multi-case study using an adaptation of the critical incident technique (CIT) and semistructured interviews was employed with 12 managers and their respective direct reports totaling 24 interviews. Content and constant comparative analyses were used to analyze the data.

A total of five themes and 19 subthemes were identified regarding managers’ learning outcomes from managers’ perspectives. From the perspectives of their employees as coachees regarding their managers’ learning outcomes, one theme with three subthemes emerged.

Limited empirical research has explored the developmental outcomes for managers who serve as coaches for their employees. This study examined the outcomes associated with managerial coaching from both the perspectives of the managers who coach and their direct reports. The findings of this research provide more insight into the benefits managers derive from coaching their employees.

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.

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.

This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.

The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.

The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.

This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights.

Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes.

As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners.

The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs.

This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs.

This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners.

This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.

Student learning outcomes assessment, when done right, is an ongoing and systematic process. Faculty and staff for leadership education programs often struggle to develop a comprehensive approach to assess the effectiveness of their programs, especially when those programs are offered through multiple modes of instruction. One department at a Midwestern public university has developed a thorough, five-stage process which any leadership education program can follow, regardless of size or method of delivery. This department considers three modes of instruction, including face-to-face on a traditional American campus, asynchronous online, and face-to-face at foreign universities via international partnerships. This manuscript describes the comprehensive process and offers readers considerations for implementation at their own institution.

Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master’s program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education.

Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context.

Graduates of the Master’s in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

Question-answering (QA) systems are being increasingly applied in learning contexts. However, the authors’ understanding of the relationship between such tools and traditional QA channels remains limited. Focusing on question-answering learning activities, the current research investigates the effect of QA systems on students' learning processes and outcomes, as well as the interplay between two QA channels, that is, QA systems and communication with instructors.

The authors designed and implemented a QA system for two university courses, and collected data from questionnaires and system logs that recorded the interaction between students and the system throughout a semester.

The results show that using a QA system alone does not improve students' learning processes or outcomes. However, the use of a QA system significantly improves the positive effect of instructor communication.

This study contributes to the literature on learning and education technology, and provides practical guidance on how to incorporate QA tools in learning.